Keep Students Safe in PE: Tips for Students with Allergies, Asthma, and More!
A student gets stung by a bee and he/she is severely allergic. A student is suffering from an asthma attack. A student comes in contact with a food he/she is allergic to. A student with a severe heart condition faints. These are all nightmares that we all hope never happen in our classes, especially if we teach a class by ourselves, and we are outside with no method of communicating directly with the school nurse.
As a parent of a third grader with severe food allergies, this is something that both my wife and I think about on a daily basis – not only in PE class, but throughout my daughter’s entire day. So, please take the time to put a plan in place to protect all of your students and also help yourself feel at ease when students with these type of conditions are in your class.
1. Ask your school nurse for a list of all of your students that have any type of medical conditions.
My school district does an excellent job of communicating this type of information to all of the staff in an effort to keep all of our students safe. Through our grading/attendance software program, we are easily made aware of these conditions, but I know that not everyone has this software. A simple list could and should be made available to you and if it is not, I urge you to push for one.
Simply knowing ahead of time that a student is allergic to bees and has epinephrine in the nurse’s office is extremely important and lifesaving! My daughter carries her EpiPen® with her, and all of her teachers know this, so that if she comes into contact with an allergen, the teacher can administer her Epinephrine immediately. So, know your students! Also, know your school district’s policies on students self-carrying medication of any kind such as Epinephrine and asthma inhalers.
2. Have a method for communicating with your school nurse or office staff.
This is something that most of us have in place, but for younger teachers, this may be a small detail that you overlook. This is typically not an issue when you are inside for class, but when you are outside, it is critical.
For some of my classes, we are on mountain bikes and they take us quite far from our building, so I always have my cell phone with me in case of emergencies. You can also purchase two-way radios if you don’t feel comfortable carrying your personal cell phone. Regardless of whether it is your phone or a two-way radio, make sure that you know who you are contacting and that they understand if you are contacting them it is an emergency. If you are left with no other option, make sure that in each of your classes you have several students that you can rely on to get to the building quickly and get help.
3. Make sure you know the steps to help a student in an emergency situation.
I am hopeful that everyone is certified in CPR and first aid, but are you trained in how to administer Epinephrine? My guess is not many of you are. At my school district, we have had trainings in the past on this and are required to view a training video/slideshow every year. I would love to see a training be required every year for every member of our staff.
4. Make sure you ask questions if you are unsure of a condition or issue with one of your students.
You need to be sure you understand what you are looking for and how to help, so that your students are safe. Depending on the size of your school, you may have 5, 10, 15, or maybe 50 students that have a medical condition you need to be aware of, and as a parent of one of those kids, please take the time to understand because someday you could be called to save a life!
As a reminder, none of these students have chosen the conditions they are dealing with in their lives. I have listened to fellow staff members complain about having a student with food allergies in their class too many times. I find it disheartening to think that some people would rather the child be removed from school than make a few minor changes to their routines to keep a student safe.
Showing a little compassion and making students feel safe and welcome is the least we can do as educators!
Continue reading the Gopher PE Blog for more ideas, trends, and tips!
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Games, Fitness, and FUN with Topple Tubes!
Hi fellow PE teachers! I wanted to share a new lesson with y’all… Topple Tubes!
Topple Tubes are 2-colored tubes that can be used for a variety of games and activities. On day one, I played a game where the students flip their team’s color up while the music is on and count which team had the most of their color up when the music stops. They LOVED it!!! And I especially loved watching them run around (cardio) and do a bazillion squats (strength) each time they flipped the Topple Tube over! Score! Watch my students play the game.
The next day I played the same game but inserted different loco motor movements and exercises while playing. This also got my students moving and they still loved it!
I wanted to do more than play games with these tubes, so I created a partner fitness lesson using the Topple Tube as a piece of fitness equipment. I had the students complete about 10 different partner exercises including upper body, lower body, cardio, and core – all while using one Topple Tube. Since it comes with 24 tubes in a set, this lesson catered to 48 students! Even more bang for my small PE bucks! The student’s feedback was overwhelmingly positive, especially since it was a pretty challenging workout.
Topple Tubes Partner Exercises:
Cardio/Agility Exericses: Be creative! Here's a video of one cardio activity my students did using the tubes.
Squats: Stand side-by-side with partner. Partner A squats and picks up tube from the outside leg and places it in between partner B. Partner B picks it up from the middle and taps in on the ground on their outside leg. Repeat.
Lunges: Face partner. Partner A lunges forward. Flips tube. Partner B goes. Alternate legs
Straight-Leg Dead Lifts: Face partner. Partner A, bends at waist, flips tube, partner B goes.
Push-Ups: Tap chin on tube, flip and place under partner’s chin. All while in high plank.
High Planks: Face partner in a high-plank position. Place tube in between each partner. Partner A flips tube. Partner B flips tube. Alternate flipping hand.
Low Planks: Same as high plank but in low stance.
Sit-Ups: Face partner in a sit-up position. Place tube in between feet. Partner A & B both sit up but only Partner A flips the tube. Both go back down. Both sit up again but now Partner B flips the tube.
Russian Twists: Partners sit side-by-side. Place tube on the outside of Partner A. Partner A twists and taps the tube on the floor of each side three times then places the tube in the middle of the two partners. Partner B does the same three twists and returns the tube to the middle.
I am currently working on designing an agility course using the tubes. I like these Topple Tubes because they are sturdy, well balanced, and I really like the size. The uses are pretty endless…you just have to think out of the box. Below you will see my kiddos doing some of the partner exercises.
Continue reading the Gopher PE Blog for more ideas and tips!
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9 Tips for Making Fitness Fun, Educational, and Meaningful
My favorite fitness quote is, “FITNESS? I’m talking about ‘fitness’ whole pizza in my mouth.” If you didn’t just laugh, go back and read; it’s funny.
What’s not so funny is how we have traditionally taught fitness in physical education. Primarily as a result of “The Report that Shocked the President,” – a 1955 study based on a 6-party test of muscular strength and flexibility that found U.S. youth were significantly less fit than youth in European countries– we adopted the approach that physical education was going to “get kids fit”. That philosophy had a strong foothold in the field and was rarely questioned in the literature for nearly 40 years.
In 1992, Corbin and Pangrazi suggested that maybe this isn’t the best approach, particularly fitness testing and holding ourselves accountable for the fitness levels of youth. The literature suggests that as a whole, we should teach fitness in physical education, if we implement fitness testing it should be educational and not an accountability tool, and we must consider the long-term impact of our practices on students’ beliefs about physical activity and fitness. Said another way, we need to teach them about fitness, make fitness fun, and provide them with meaningful fitness experiences in physical education, not get them “fit”.
Let me preface the remaining of this blog by saying I don’t think we will ever be able to get kids fit in physical education, but I think fitness should be a part of every physical education lesson. Below are strategies for making this happen and for making fitness as fun as possible.
- Use music. It can be a motivator…and it can be a distraction, so be careful. It can also be used as a tool to manage a class during fitness. See below for details.
- Aim for quality over quantity. All too often we instruct students to do “10 sit-ups or 15 squats” without even thinking about it. What if that quantity is too challenging, or too easy? For students, fun is associated with success. One way to foster success is to use timed intervals and focus on the quality of each activity or move. The teacher calls out a fitness activity and students perform the activity for a set amount of time. The best way to manage this is using interval music (ex: 30 seconds of music followed by 30 seconds of silence), or an App like Tabata. This also frees the teacher to move around and provide constructive feedback without having to watch a stopwatch to ensure equal intervals. Typically, intervals are 30-45 seconds for elementary students, and up to 1 minute for middle and high schoolers.
- Teach fitness concepts in every lesson. Once the children have gone through a few minutes of intervals, take a 30-second interval to briefly discuss the fitness concept of the day. This can be a fitness component at the elementary level (flexibility, muscle strength), or at the middle and high school level, a fitness term (overload, interval). You can repeat concepts throughout the year. This allows you to introduce, visit, and revisit the concept for more effective teaching.
- Use a variety of fitness activities and routines. After every 2 lessons, switch to a different fitness activity. This prevents boredom and allows you to spice up the fitness part of the lesson. Some students may not like traditional push-ups, but will do wall push-ups, elevated push-ups, or push-ups on a medicine ball.
- Provide lots of specific positive feedback. “Wow, you are working hard today, Pedro,” or “Y’all are amazing today, I’m seeing some hard workers,” or “Anesia, if you keep your toes pointed forward that will help. Your work today makes me proud.” Avoid questioning effort. Remember, especially in elementary levels, students tend to equate effort and skill. If you tell them you don’t think they are working hard, you are telling them they are not good at it. Kids have bad days too. Sometimes getting down to do a plank for a few seconds, a smile, a wink, and a, “I sure am glad you are here today,” is all it takes…and it’s free for teachers.
- Progress from easy to difficult. Early in the year use activities where you teach a variety of fitness skills. In doing this, I start with the easiest. For example, push-ups are a great activity, but we rarely teach progressions and always wonder why kids can’t perform them. Here is a list of progressions starting with the easiest to help students work toward success.
- Push-up position. Just being able to hold themselves up is a start.
i.Wave to a friend
ii.Wave a foot
iii.Wink and smile
iv.Wave a foot and a hand
v.Shake hands with a friend
vi.Scratch your knee
vii.Shake your booty
- Knee push-ups. Knees below the chest.
i.As it becomes comfortable, move knees backwards to add a challenge
- Flat tires. Start in push-up position and lower body to ground. Use knees to get back up and repeat.
- Wall push-ups. Move the feet farther away to increase difficulty.
- Regular push-up.
- Allow student choice. Once students have a variety of abdominal activities, push-up challenges, flexibility activities, cardiovascular activities, etc., in their bag of tricks, let them choose. Create fitness activities that provide them a chance to show the activities they prefer. The easiest way to do this is to say, “Show me your favorite push-up challenge while the music plays (see #2 above). This allows them to choose the workload and the activity.
- Let students create. At the middle and high school levels, after they have been exposed to a variety of activities and concepts, let the students create their own fitness routines. It serves as a great way for students to “relate” (See PRAISE blog) to a fitness activity, allows them to demonstrate they understand the concepts, and you will probably get an activity idea or two from them.
- Build relationships. Creating interval music allows you to get around and talk to students, help with technique, address issues, and just get to know your kids. If you are strapped to the boom box (if you are younger than 30 ask an old person what that is) because you have to start and stop the music, or are worried about the stopwatch, it’s hard to get to know your students.
Putting these ideas into a fitness activity within a lesson takes just a bit of planning. My next blog will discuss fun activites to teach students about fitness and provide meaningful experience in physical education.
Continue reading the Gopher PE Blog for more great tips, trends, and ideas!
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Inclusion in P.E.: A Choice, Not a Mandate
I recently did a Gopher Solutions Webinar on this topic in July, and I was surprised at how many other PE teachers shared with me that they too are teaching special needs students in their regular PE classes. Therefore, I thought I’d share this again, this time in blog style!
Why This Topic?
Last year, I had the great fortune of having 15 special needs students added to one of my PE classes. Inclusion in my PE class did start out as a mandate, but something wonderful happened… it became a choice. I currently teach a new course called Modified PE. There are approximately 50 students in the class with a 1:1 ratio of students with disabilities and students without disabilities all working together to become physically active!
As educators, it is our moral obligation for all students to feel included. There shouldn’t be one group that is considered more special than the rest. They are all special. Rather than a how-to approach, this blog will be an opportunity to share with you my experience with inclusion and how it impacted myself and my students—all of my students.
Possibilities VS Disabilities
This is a mindset folks… if we look at these special needs kiddos as people with disabilities and what they can not do, it will be very difficult to have a vision of what they can do. If you give them a chance and approach each lesson with the attitude (and patience) that they are capable of participating in the same activities as your other students, you will be so surprised and oh so touched as to what they can do! Finally and most importantly, all students deserve basic rights or the same opportunities. All students deserve to have a positive PE experience. I frequently remind myself, “It doesn’t matter how they got here; they are here now and all my students will be treated equally.”
Tips for Success
- Be extremely structured with class format and rules
- Repetition is key!
- Practice management every day
- Practice putting equipment away
- Practice keeping hands and feet to themselves
- Keep instructions short and simple
- Discipline the students with disabilities the same as you would students without disabilities.
- Have an emergency plan in place and practice it
- Practice fire drills before they happen
- Modify lessons and/or equipment for student success (but not too much)
- Don’t assume they are incapable; they’re not
- Be flexible
- Create a positive working relationship with the SPED teachers and instructional aides
- Get to know students, get them moving, play music, and have fun!
Final thought... Let’s be advocates of all students.They are all special.
Continue reading the Gopher PE Blog for more tips, trends, and ideas!
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Old School Laps to Modern Apps: Part 1
The last blog I wrote focused on how to revitalize a physical education teacher’s curriculum using a variety of technologies.
In today’s society, the use of an iPad®, smartphones, Apps, exergaming, and pedometers is prevalent in physical education. The complicated part is to be knowledgeable about which technology to use in your curriculum, and deciding which one is efficient and effective both for you and your students.
A popular, less expensive way to include technology in your curriculum is through the use of applications, or Apps, on a tablet or smartphone. There are hundreds of Apps, and deciding which ones to use is not an easy task. Below is a short list to guide you in your search, ensuring you choose credible Apps that fit your curriculum.
- Learning First: There are many Apps that the students will enjoy. Our job is to make sure there is first and foremost learning value in an App. Any App you choose should assist in accomplishing the learning objectives for the lesson.
- DAP in PE: An App may not meet the developmentally appropriate guidelines suggested by the National Association of Sport and Physical Education and other professional physical education organizations. For example, if a few students are active using the App, other activities must be used to maximize participation or the App should not be implemented.
- Buyer Beware: Do not purchase an App until you have read the reviews. Even though $0.99 may seem inexpensive, dollars add up. Remember, you can delete an App to create more storage, but you cannot get your money back.
- Self-Explore: Practice using any App you purchase and plan to implement in your classroom to ensure you understand what the students will experience and any glitches that may occur.
The bottom line is physical education teachers first need to know or understand what they need in their curriculum. Do you want an App to assist with assessments? What about an App to assist with content you are not comfortable teaching? Or, maybe one that adds a little exploration for your students during a fitness lesson? Once you decide your goals, the next step is to simply go to the App Store (Apple products) or Google play (Android products) on your device and type in keywords related to the content such as “physical education,” “physical activity,” “timers,” “attendance,” etc. Read the reviews and try a sample, if possible. Once downloaded, explore the App and ensure you understand its features and functionality.
Finding and implementing Apps and technology can be overwhelming. Take small steps and start with just 1 App until you feel more comfortable with the transition. Part II of this blog will providing specific examples of quality physical education Apps and their value in your classroom.
Continue reading the Gopher PE Blog for more great ideas, trends, and tips!
Check out more Blogs by Lisa!
Get Moving: 24-Hour Movement Guidelines
For the first time in our society, kids are sitting more than they sleep.
According to the 2016 ParticipACTION Report Card on Physical Activity and Children and Youth, "Canadian kids are inactive and they may be losing sleep over it." For every hour that our kids spend in sedentary activities, their sleep is delayed by 3 minutes. With the average kid, age 5 to 17, spending 8.5 hours of sedentary behavior each day, this is having a negative effect on their sleep – so much so that it is being referred to as a "sleepidemic" (ParticipACTION, 2016). About one-third of Canadian kids are sleep deprived and it is effecting their ability to stay awake during the school day.
ParticipACTION (2016) quotes, "Kids aren't moving enough to be tired, and they may also be too tired to move". This alarming truth has urged Canada to develop the world's first 24-Hour Movement Guidelines that highlight the inter-relationship between physical activity, sedentary behavior, and sleep.
Kids ages 5-17 need 60 minutes of heart pumping activity daily and need to limit sedentary behavior each day to develop strong bones, strong muscles, strong hearts, alert minds, improved self-esteem and confidence, and to do better in school.
The 24-Hour Movement Guidelines provide a practical framework that Health and Physical Educators can use to increase awareness and change behaviors regarding inactivity in their schools and communities. The 4 components of the framework for children and youth ages 5-17 include:
- Sweat – 60 minutes of moderate- to vigorous-physical activity
- Step – serveral hours of structured- and unstructured-light physical activity such as active transportation, like waking to and from school
- Sleep – uninterrupted 9 to 11 hours of sleep for 9-13 year olds and 8 to 10 hours of sleep for 14-17 year olds
- Sit – no more than 2 hours of recreational screen time, limiting sitting for extended periods of time
To support this "movement" in our HPE classes, classrooms, and whole school communities, here are some strategies to try...
- Ensuring all students are in their target heart rate zone (moderate to vigorous intensity) for large portions of our HPE classes through the use of small-sided games, movement circuits and fun activity challenges. Check out these resources to get your students more active:
- Use pedometers and/or heart rate monitors to help students self-monitor their level of intensity and effort in a HPE class and throughout their day. Check out this success story, provided by Thompson Education Publishing, of how two HPE teachers use heart rate monitors to help students monitor their heart rates to make sure they are "in the zone" for 20 minutes or more. Check out these great pedometer and heart-rate monitor options from Gopher.
- Have students chart their movement over a period of a few days using the framework of SWEAT, STEP, SLEEP, SIT, to self-actualize their behaviors and set goals to icnrease their physical fitness, increase uninterrupted sleep and decrease sedentary behavior. Extend this to math and numeracy for younger students as they represent their data in varios graph forms. Students can create public service announcements to encourage their school community to "move more and sit less".
- Brain Breaks/Fitness Buddies and Movement Breaks to help self-regulate their movement and readiness to learn. Read these two stories about how a kindergarten teacher and grade 7 classroom teacher increase opportunities for their students to move throughout the day.
Finally, check out this amazing story about how a grade 4 student, Marian, took it upon herself to lead a fitness club for grades 1 and 2 during recess!
Share your success stories that inspire others to get moving!
Continue reading the Gopher PE Blog for more great ideas and tips!
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National Standards: A Recipe, not Dessert
This summer, my wife got hooked on the delightfully polite Great British Baking Contest. According to Entertainment Weekly, the show has "wooed Americans largely for being what so much of American reality TV isn't—nice." Similar to other televised competitions, a group of enthusiastic and unknown amateurs are pitted against one another until they’re whittled down to a final winner. The British show however distinguishes itself by how graciously and respectfully it treats all participants. It's fun to watch and reminded me of the way many of us would like to see American youth sports organized—competitive but fun for everyone, win or lose. But beyond sports, the more I watched this show about baking, the more it made me think about our physical education national standards.
For quite some time, I've debated with colleagues about the purpose and value of national standards. Exactly three decades ago in 1986, NASPE appointed an Outcomes Committee to answer the question, “What should physically-educated students know and be able to do?” The committee defined what a “physically-educated” person looked like. Based on this definition, in 1995 NASPE published the first “National Standards for Physical Education.” In 2013, the standards were revised and embraced the term "physical literacy."
Since we’ve had national standards with us for quite some time, it’s reasonable to ask the question, “So what?” “What’s been the impact?” One of the early arguments for having national physical education standards was to align us with other curriculum subjects. Having national standards showed others that our subject matter was more than just organizing and playing games and sports. The standards were a way to help physical educators understand what they should be teaching and also to change public perceptions. So to reflect, how successful have they been?
Clearly they have not completely transformed either the profession or public perception of the value of physical education. Who of us can’t point to examples of poor or non-teaching by colleagues who are fully aware of the national standards? And all of us are familiar with PE programs and positions that have been eliminated or reduced over the past 20-30 years. It’s reasonable to argue that we would be in an even worse position without national standards and this may be true, but the evidence is pretty clear, national standards have not proven to be a silver bullet— they haven't resolved many of the professional challenges we continue to face today.
Which brings me back to the Great British Baking Contest. These aspiring bakers face various tasks; some of these test their creativity and imagination while others challenge contestants to follow a recipe. Interestingly, regardless of the task, the ultimate assessment of success is pretty clear cut: do the baked items look and taste good? Surprisingly, there is little debate or disagreement about what constitutes “good.” Absent rubrics, a couple of judges taste-test the items, express their opinion, and everyone, including the contestants, nod in agreement.
So what struck me while watching this drama unfold was both the lack of ambiguity in judging the outcome and also the simplicity. Success in baking was self-evident. There were no disputes, and I think the same is true in physical education. The outcome of successful physical education teaching is whether or not students are choosing to be physically active in their lives. Achieving national standards is NOT the most important outcome we are seeking. National standards are like baking recipes, follow them and there’s a good chance you’ll get the right outcome. But, it’s not guaranteed. Simply teaching to standards yet failing to inspire students to be physically active is akin to following recipe instructions but not turning out good-looking or tasty treats. No cause for celebration in either case.
It worries me to hear colleagues place so much emphasis on teaching to standards because I fear it neglects and risks missing the real purpose and value of physical education teaching. I get that our national standards provide excellent teaching guidelines, no dispute there, but if as teachers we allow ourselves to be consumed with assessments of standards, it’s easy for us to confuse successful teaching with successful student outcomes. Just as with baking, the success that we should be seeking and indeed the success that people outside of the profession value, is whether or not our students actually are healthy and physically active.
Continue reading the Gopher PE Blog for more great ideas and tips!
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Five to Thrive: Tips for Physical Education Teachers
In my last blog I discussed the role small changes in perspective can have using my brother Trent’s story as an example. I ran out of space so I want to expand on the term “Thrive!”
At the time of Trent’s passing I was working on a presentation for my final class for a course I teach for classroom teachers. The purpose of the class is to train future classroom teachers to integrate physical activity in their classrooms and promote lifelong physical activity in schools. I was looking for something to leave them with that was bigger than physical activity and frankly, bigger than education—something to go back to throughout their career. As I mentioned last time, Trent’s favorite song was “Thrive!” by Casting Crowns. I’ve always thought THRIVE is a strong word. So much so that I use it as my email signature as a reminder to myself with each email I send. It means: live with vigor or prosper. Some have said it is more than surviving or existing. At the conclusion of the course I was teaching, I had five things I wanted to leave the future teachers with. Being the genius of creativity that I am, I came up with “Five to Thrive” (just do a quick Google search and you’ll see lots of other folks have thought of it before me) as the ending piece to the presentation. The first part of the presentation is Trent’s story. Here are the concluding “Five to Thrive”.
1. Commit to making a positive difference and write it down
My guess is that most of us got into physical education because we care about youth and want to positively impact their lives. As we go through our careers many of us lose our zest or passion for what we do. Sometimes it’s just for a season and sometimes longer. To combat this I encourage educators (or anyone) to write down what a “commitment to making a positive difference” looks like. A personal mission statement of sorts.
For the final exam of the courses I teach, I have my students write themselves a letter titled, “The Teacher I Want to Be”. I encourage them to write it thinking of the teachers who impacted them. I also encourage everyone to re-read this letter yearly as a reminder of their heart and passion. This process serves two purposes. One, during difficult times, a personal letter with a personal mission statement can be invigorating or that little lift a person needs. Two, this statement helps shape one’s big picture (vision) career wise.
This big picture is made up of pieces— a puzzle if you will. Identifying the pieces of our puzzle allows us to stay targeted, relentless, and positive. It helps us eliminate minutiae in our lives. If something is not represented by a piece of the puzzle, don’t worry about it. In reality, as educators we are forced to give some things like standardized testing a small piece of the puzzle. Some things we have to deal with in order to be educators who get to make a positive difference. However, some things we don’t have to put in our puzzle. Negative chatter in the teacher’s lounge. Colleagues who focus on coaching and not teaching. Teachers who want to argue about dodgeball. Feeling unappreciated. These negative thoughts tend to suck the life out of our teaching and our joy. When this happens, it’s a great time to read your letter/statement and remind yourself of the puzzle pieces. Your own personal statement allows you to shape your puzzle and remember your commitment to making a positive difference.
2. Respect yourself and others
We have all heard the Golden Rule since we were young children, learning to play with others. But man, it’s hard to live. A student talks back. BAM! There goes the “teach this kid a lesson” mode. He needs to learn to respect me. Yes, you are right, but is this the time? What has this child gone through to get to the point that he will disrespect you? It could be something you did, or it could be something that happened outside of physical education. Although it is difficult at times, it is essential that we treat students, teachers, faculty, etc., like we want to be treated, regardless of how they treat us. Boy howdy I wish that were as easy to do as it is to type. It’s a daily struggle for me.
One way we can show this to students is to know their names. It’s free (and takes some work for some of us) but it shows a student we care enough to know their name. Similarly, get to know students as individuals. This takes work. It takes effective management to free yourself so you can ask students about their weekend. Ask them about their siblings or their weekend hiking trip. How do you know they went on a hiking trip? Because you got to know them beyond physical education. How do you know they sleep on the floor with 5 other siblings?
Think about what it would be like to be a student who goes through a day of school and no one asks them how they are doing…or cares how they are doing? No one says their name. No one acknowledges they exist. Some of you are saying, “That’s not my students.” I challenge you to prove me wrong by getting to know your students so that you can definitively say that. Email me if you do. Treat your students like you want your own kids treated. Every child deserves to have a teacher who thinks they matter; respect them enough to be that teacher.
3. Believe what you do matters
If you don’t believe what you do matters, find something else to do. I don’t say that to be crass, but to encourage you to find something that fulfills you and brings out your passion. It has been said that, “When you lose your why, you lose your passion.” Genius. I know of teachers who sit in a chair and watch students play in a gymnasium every day….and they have done it for 30 years. I have talked to these teachers; they have no life in them, no pizzaza. And they don’t think what they are doing matters. They have no “Why”. Apparently they have never been told all the benefits physical education can have.
Confucius said, “Choose a job you love, and you will never have to work a day in your life.” Although I would say “career” as “job” has the connotation of an undesirable chore, but the statement is so true. It happens from time to time, but rarely do I dread Mondays….I am lucky. Something that has taken me some time to figure out is that none of my work is about me. I have had to get rid of the mirror and have chosen to serve others. My wife would argue that the mirror shows up from time to time and life becomes about me, but I am working on it. I can say that I feel the best when I focus on the fact that what I do matters and it helps others. How could life get any better?
4. Relationships precede learning, and well, everything
The students you teach are far more important than the content you teach. Teddy Roosevelt said, “People don’t care how much you know until they know how much you care.” In most fields or endeavors, the most successful people, or leaders, are those who can connect with people. A major part of connecting with someone is to show them you care.
For some, connecting and showing you care can be difficult. The easiest way I have found to connect with others is to ask them about themselves. I was recently at a hospital and the tech wheeling our friend to see her baby was far less than friendly. As we got on the elevator I asked, “So are you starting or ending your shift?” He responded with something about his school schedule, and off our conversation went. Ten minutes later he dropped us off at the nursery, smiled, asked if we needed anything else, and said, “Have a great night.” One question is all it took.
This holds true for students. Yes at times you will find out WAY more than you want, but ask questions, talk to them, and as I said before, get to know them. You cannot teach them if you do not know them. Connect.
5. Live with purpose
In some ways this circles back on much of what’s already been mentioned. To thrive and live with vigor I think we first have to ask, “Why do you do this?” This is your why and defines your passion. Marketers will tell you to identify the “why” of the product first. Ask then, “Why do you do what you do?” This will be identified and evident in your personal statement discussed above.
We are not here to just survive each day. I firmly believe we are all here to make a positive difference for others in some way. For most of us we have chosen to make a positive difference in the lives of youth through teaching. Think about how dependent our society is on education. More importantly, think about how dependent your students are on you. For many, you are a lifeline (possible the only lifeline) to a productive, healthy life.
In summary, I want to leave you with my take-home message for my students.
- Know what you do matters.
- Love students….all of them.
- Teach with passion.
- Lead with tenacity
- Live with purpose.
- Know your big picture
- Focus on the important pieces
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Sepak Takraw: Kick Your Way to Fast-Paced Action in PE
Sepak Takraw is a game from Southeast Asia that is extremely fast and, in my opinion, very challenging to play at a high level. I encourage you to take a look at this video of Sepak Takraw.
I have played this game in a modified version, but have yet to try it with my students. This is the year I will introduce it to my students. Basically, Sepak Takraw is foot volleyball and with my students being crazy about soccer, I think this will be a hit! This game involves a tremendous amount of foot-eye coordination and flexibility.
What do you need to play?
I am going to use my badminton courts and nets, as the courts and nets are similar in size. I do not have an official ball, so I am going to be using a coated-foam ball and maybe, to start, I might use a beach ball to slow the game down until my students get the hang of it. You will need to add a service circle on both courts and also the corner marks.
A team consists of three players. The Tekong is the team’s server and plays in the back. The other two players are called the Left Inside and the Right Inside. They are responsible for defending at the net and also tossing the ball to the server to start a serve. For my class, I am going to have my students rotate just like in volleyball so that all players have a chance to try each position.
How to Play:
To start a serve, one of the Inside players will toss the ball to the Tekong. The Tekong must keep one foot in the service circle and kick the ball over with the other foot. The ball may hit the net on the serve, again just like volleyball. The opposing team may stand anywhere on their side of the court to receive the serve. The serving team will serve 3 points in a row, regardless of who scores, and then the serve will go to the other team, who again serves 3 in a row. Play until a team scores 15 point, and the team must win by 2. If the score is tied at 14, the serve alternates after every point. Points are scored just like volleyball.
Again, this is a challenging game. And for my students, we will most likely use to start with a beach ball. I do have several students that will quickly move to a coated-foam ball, so I will have 6 courts playing at one time with a different ball on each court.
If you took the time to watch the YouTube video at the beginning of this post, then you will understand that warming up and stretching is extremely important before playing this game. This might be one of my biggest reservations with this game, because I have students that will go for the gold in this game. I cringe at the thought of one of our soccer players tearing a hamstring! If any of you decide to try playing, remember we are not as flexible as we once were, so don’t be the one I fear getting hurt!
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Revitalizing Pedagogy and Content for Today’s Generation
Teaching year after year creates a sense of confidence and maturity among children. In addition, finding activities that are successful is something all teachers want in their curriculum.
Experience is the key factor for many quality physical education programs to flourish. However, it is also easy to become so comfortable with what we are teaching that a reluctance to change is naturally created. Six-year-old children will always be six. However, the way they play and learn will constantly change with time as our society continues to change.
It is our job as teachers to continue to learn how to adapt in order to most effectively continue to teach children. In today’s society, using technology to reach children is necessary.
SHAPE America (Society of Healthy and Physical Educators) states that quality physical education programs should be incorporating technology in their classrooms. Thinking about using technology as a teaching tool can be overwhelming. From apps and iPads to exergaming and interactive fitness, there is a technology available for just about any need a teacher may have.
Below are just a few categories of technology with possible curriculum ideas that teachers could consider incorporating in their classroom:
Apps on iPads, Tablets, Smartphones
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Incorporating technology in physical education should be approached in a similar manner as any traditional lesson plan. Teachers should decide what content they are teaching and the objectives of the lesson.
The next step is choosing what “tool” can and should be used to accomplish the objectives. The tool could be cones, jump ropes, or an app on an iPad. Regardless, the lessons should be thought out and well orchestrated whether the teacher is using technology or not. Many technologies are inexpensive or free of charge; teachers should read reviews and have a plan of how the technology will be used in their curriculum before implementing anything.
At the end of the day, technology should be used only if the teacher feels like it will make their lesson more efficient and effective. The one thing that is certain is that teachers must learn to adapt to our changing society and try to reach children in new ways.
Technology has a large influence in our children’s everyday life and should be a part of the physical education curriculum.
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