This category focuses on how to effectively teach middle school, junior high school, and high schoolers. Learn more about how best to connect with and instruct students who are transitioning from childhood to adulthood, and how to motivate them to be physically active and make healthy lifestyle choices.
(This essay was originally published on SHAPE America’s member Exchange [December, 2015] and is reprinted with permission.)
Does this scene sound familiar? You’re in a social setting and someone politely asks, “What do you do?”
Quickly the question morphs into a conversation killer if you answer, “I teach physical education.” A few seconds of uncomfortable silence follow. “What do you coach?” they ask, hoping for respite. “I don’t coach,” you say. Discomfort heightens. Blank stares. What to do?
Most likely, few people would argue against the goal and necessity of 50 Million Strong by 2029. Indeed, many would view its importance as being critical to our future. However, as suggested by Steve Jefferies in his recent editorial, as a profession we have yet to make the extensive impact we’d like on the physical activity and health lifestyle choices of our students.
The Importance of Physical Literacy
We believe that the notion of developing physical literacy in students is vital to developing active, healthy lifestyles and, ultimately, the attainment of the 50 Million Strong by 2029 goal. Although definitions of physical literacy vary, it is commonly accepted that physical literacy is a holistic view of a person’s knowledge of how to move and the ability to do so with competence, their understanding of why activity is important, and the willingness and desire to be involved in physical activity on a consistent basis. If we want to be 50 Million Strong by 2029, surely this holistic view is a necessity. The 50 Million Strong by 2029 goal requires physical literacy and, similarly, physical literacy can achieve 50 Million Strong by 2029!
Who among us would not like to be considered an inspiring teacher? What’s the secret? Phoebe Constantinou shares a slide presentation of the stages of development for becoming inspiring. A great resource for each of us to reflect upon or to share with others who would like to improve their teaching.
Click on the link below to download a PDF file. Be patient, it might take a minute or two
(Editor’s Note: This is part three of a three-part series in which Angela shares the strategies that she has used to get her students physically active and healthy. Be sure to check the other issues of pelinks4u to learn about additional strategies.)
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach used to provide students with opportunities to be physically active, achieve the recommended 60 minutes of physical activity each day, and to encourage lifelong physical activity (CDC, 2015). The five components of a CSPAP include: quality physical education, physical activity before, during, and after school, staff involvement, and family and community engagement.
Although all components of a CSPAP are important, staff involvement and family and community engagement are often the least implemented. In my experience as a physical educator, these two components were the most challenging to implement, but worth the time and effort. The support of family, staff, and community is imperative in promoting physical activity. I challenge you to implement these two components. You will be amazed by the amount of support you receive from parents, community, and staff!
At Quibbletown Middle School we are trying to create a healthier overall school environment. Our 2015-2016 school year has started and we are off to a great start! Coming into the school year we introduced a few new ideas in an effort to keep our students active and moving outside of their regular physical education classes. As a teaching staff we first brainstormed some possible new ideas and eventually came up with two pretty cool ways to get our kids going. One was a no-brainer and the other raised (and still raises) quite a few eyebrows!
Our first and simplest idea was the implementation of more brain breaks and energizers throughout the school day. Not all of our teachers are onboard yet, but this year we’ve convinced more teachers to embrace the value of integrating brief periods of physical activity into the classroom than in the past. To encourage buy-in, the school’s physical education teachers have offered to tailor these brain breaks and energizers towards specific classes and subject matter.
For example, some of our social studies teachers have taken their classes on virtual field trips. These trips have students standing in their classrooms and climbing the Great Wall of China, then swimming to Australia where upon arrival they hop like kangaroos, and so on! While moving the students continue to get information on each of these continents during their global studies unit. GoNoodle has also been a very useful tool for us when trying to get our students active during their non-physical education classes. Teachers can sign up at www.gonoodle.com and create class lists where groups can compete against one another to see who has the most moving minutes. There are several types of channels with different activities and methods of movement that are sure to keep kids interested. Anything and everything from Zumba to running steeplechase races are available for free to teachers.
“Just because I’m blind doesn’t mean I don’t know how to throw and catch,” – Anneka (aged 7)
In last month’s editorial, “The End of Physical Education as We Know It” I suggested that health education and physical education teaching was about to undergo a revolution. SHAPE America’s intent to get all of America’s school-aged students physically active and healthy within 14 years – 50 Million Strong by 2029(50MS) – marks the end of business as usual. It’s also a beginning.
Starting this year, all of us need to accept that “doing our best” when teaching isn’t good enough. If we want to get respected in our public schools we need to get onboard with not just “doing” but rather “achieving.” Math teachers whose students don’t develop math competencies aren’t highly regarded. Similarly, if our students can’t demonstrate something worthwhile they’ve learned from us, why should health and physical educators deserve respect?
(This essay was originally published on SHAPE America’s member Exchange [October, 2015] and is reprinted with permission.)
Heard about the new math? Well here it is: PE + HE + PA = 50MS, specifically designed for public school health education and physical education teachers. SHAPE America recently announced its intent to get all of America’s students physically active and healthy within the next 14 years. The shorthand for this is “50 Million Strong by 2029” or even shorter “50 Million Strong (50MS).”
We launched 50MS nationally in the Miami-Dade County School District last month. Superintendent of the Year Alberto Carvalho endorsed the goal and proudly spoke about the success of his own district’s physical education program – the fourth largest in the nation. You can read more about this event here. Beyond the attendance of various dignitaries, the event was highlighted by the presence of a small group of smiling preschoolers wearing 50 Million Strong shirts. It’s this group of students who will be graduating high school in 2029, and these are the ones we have to make sure have the skills, knowledge and desire to stay physically active and make healthy lifestyle choices.
