Category: Middle & High School

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.

Follow this category. New to RSS?

Grading: A Motivational Teaching Tool

After eighteen years of teaching enthusiastic junior high students (JHS), my school merged with its receiving high school.  I remembered those JHS students loving the activity, looking great doing it, and clamoring to continue it instead of changing to something new.  I could not wait to work with them again.

As high school students, I expected them to be older, wiser, and better.  Boy was I shocked that first day on the field when the only thing moving was the ball. Where, I wondered, had their enthusiasm and teamwork gone?  Sadly, apathy prevailed the second day, the third day, and for a number of weeks.  I racked my brain for ways to get them excited again and working as teams.  I used our past relationships, encouragement, prodding, humor, and went as far as letting them know how badly their inactivity made me feel. Nothing worked until the day, about a month into the semester, I was pondering aloud about how I was going to grade them.  Because, with the exception of a few students, the only thing moving on the field was the ball.  To my surprise, my offhand remark caught their attention.  Their dramatic reversal is why I came to believe that assessing what to aim for and grade is an important teaching tool.

Photo by: 2nd Lt. Idalí Beltré Acevedo
Photo by: 2nd Lt. Idalí Beltré Acevedo

Teaching Skills but Grading Outcomes
The group’s skills were evident in practice, but not in the game. I needed to establish a different standard and did by letting them know that soccer players usually move seventy-five percent of the time during a game.  Those words increased their activity level but left challenges to build on.  I wanted to see them not just “working,” but working together and loving it.  Since they seemed attached to the idea of a good grade, next I decided to aim for teamwork.  So, I broke down the responsibilities of each field position, in ways everyone was capable of achieving.  For example, I began with the forwards, explaining and posting an outline of their objectives. Forwards were to use (1) footwork before passing, (2) pass laterally unless shooting, (3) stay in line with the ball as it moved toward the goal, and (4) drop back when their opponents gained possession of the ball.  The difference in play was amazing.  The forwards started working together, but not the defense.  So, next class, we focused on defense. Mid-fielders were credited for (1) slowing down opponents, (2) forcing a pass and or trapping the ball, (3) positioning themselves between the ball and the goal they defended, (4) passing to an open forward and (5) taking sideline thrown-ins as quickly as possible.  This process continued with other positions on the field of play.  These achievable goals got the girls moving so that games became dynamic and everyone seemed engaged.   Finally, the class ended in smiles, sweat, and a feeling of good teamwork.

Read More

Lessons from My First Quarter as a PE Teacher

(2 Minute Read)

Landing my first job as a physical education teacher was a whirlwind and my first year on the job has been just as hectic. Since beginning my first physical education teacher position in August 2019, I have quickly learned a multitude of lessons in relation to my students and myself.  Here are five lessons I have learned in my first quarter.

1. Establish a positive rapport with your students by immersing yourself in both the school and the community. Be visible at school events and attend open houses, parent nights, etc. This gave me the opportunity to meet stakeholders while also getting a feel for the school and the culture of the community. Once I had a solid understanding of the culture within the school, it was so much easier to build relationships with my students and once I started getting to know my students, our PE program began to surpass my initial expectations.

Read More

Preventing ACL Injuries: A Practical Program for Educators

With the rise in obesity and sedentary rates, and subsequent chronic conditions, it seems imperative, now, perhaps more than ever before, that we encourage children and adolescents to be physically active.  But, what if a lack of interest stems from fear of injury?

While ACL injuries disproportionately affect female athletes, accounting for 69% of serious knee injuries when compared to their male counterparts (Gomez, DeLee, & Farney, 1996), the latter is certainly not excluded from this injury pathology.  As practitioners, our role is not limited to performance improvement, we must also be able to identify, provide, and prevent potential injuries.  Running faster and jumping higher should no longer be the hub of engagement in physical activity.  Alternatively, in order to cultivate lifelong movers, we should be training proper movement strategies. Thus, reducing the risk of injury, the associated fear, and consequently increasing the longevity of a physically active lifestyle.

Read More

Building a Cardio Room at Your School for Free

(3 Minute Read)

For the past four years, I continually had students ask if we could have a class where they could work on cardiovascular conditioning instead of lifting weights.  At our small rural high school in Kansas, we offer Lifetime Conditioning and Sports Conditioning classes.   The classes are very popular, but based on student interest there was an immediate need for a way to teach cardio.  The dilemma we faced was where this cardio room would be in our school and how we could afford and acquire machines needed to offer cardio as another class.

After attending a Wellness Committee meeting at our school and discussing with faculty and staff on how to improve employee wellness, it struck me that we could meet both needs with a new cardio room.  I knew to ask the school to build a facility was not going to happen, so I proposed the next best thing. I told the superintendent that if he would supply me with a room at the high school I would make sure to fill it with free, donated equipment without any cost to the district.  He looked at me like I was crazy, but I was more than willing to accept the challenge.

Read More

Positive Learning: 3 Tips for Generalist-Trained Teachers

(3 Minute Read)
Although Physical Education (PE) specialist teachers have acquired in-depth knowledge about teaching PE, this is not so common for generalist-trained teachers (GTs). Even when elementary schools do employ a PE specialist, it is quite common for GTs to teach at least some of the PE classes to their students.

Unfortunately, according to related literature, although GTs are certified to teach PE, they may not have acquired the confidence to teach specialized subject knowledge (DeCorby, Halas, Dixon, Wintrup, & Janzen, 2005; Bradford, Gleddie, & Millard, 2019; Rink & Hall, 2008).  This is further compounded as teaching PE is mainly a dynamic process (Bradford & Hickson, 2014; Metzler, 2011) and teachers must rely on immediate observations of student performance to decide what to do next (Metzler, 2011; Rink & Hall, 2008).  However, GTs can enhance their teaching by creating opportunities for positive learning. Such positive learning environments require a knowledgeable teacher to understand when it is best to implement the use of positive language and incorporate objectivity. Thereby, creating opportunities for a safe and positive environment where student learning is enhanced.

Read More

Preparing High School Students for a Career in Health

As health professionals, our goal is to educate and help others strive for physical, mental/emotional, social, or environmental health. Between 2016 and 2026 there is an expected 18 percent growth in jobs for healthcare (Bureau of Labor Statistics, 2019). At Hermiston High School (OR) we offer two Health Services Courses (Health Services I and Health Services II) to help high school students build knowledge and prepare for a career in health.

Health Sevices Course I
A semester course, Health Services I covers basic concepts in health occupations, beginning with medical terminology, to provide an understanding of the common language used in the field. Students then conduct extensive research on the five different pathways of health: a) diagnostic, b) therapeutic, c) health informatics, d) support and e) biotechnology research and development. Students spend time researching colleges and the different routes available to them. In addition, students will also study laws, ethics, safety, insurance, and facilities as they relate to health careers. Each student will finish the course by sharing a career presentation.

Read More

It’s Not What You Teach – But How You Teach It

Jason, 16, a gifted athlete and an accomplished youth basketball player scans the court.  Three blue practice jerseys highlight his teammates. They are spaced about the half-court with the letters USA in white across their chests.  Each talented.  Each player is elite.  Jason is playing with the best young basketball talent in the United States as a member of the USA Basketball Men’s Junior National Team.

The basketball, moist with perspiration, rests – held captive in Jason’s hands. Tanner, one of four defenders inches closer – crowding Jason.  Tanner’s teammates, decked in white jerseys with USA letters in blue, align themselves to protect the basket. Sweat drips off Tanner onto Jason.  Jason is unfazed, his body already covered by a stream of salty liquid.  The air dampened by perspiration and exerted breathing, emits a stench unique to the arena of sport.

Image courtesy of Keith Johnston from Pixabay

Read More