In recent years, game-based learning (GBL) and gamification have become major trends in physical education. These strategies increase student motivation in PE classes, even making theoretical content more appealing to young learners. This is not surprising, considering how popular games like Dance Dance Revolution and Just Dance have long been proven to encourage greater movement among users.

Exercise-related games or exergames are now being designed specifically for classroom usage for PE teachers to integrate within their traditional gym classes. However, while GBL and gamification have been critical drivers of change in PE, several other technological advancements have also been integrated into the field.

We will explore four of these below.

Online Fitness Apps

Apps have become invaluable tools in the fitness industry, offering anywhere from trackers to exercise routines to access with your phone easily. In modern physical education, this translates to better consistency among students. While phone usage is typically discouraged from class, gym teacher Seth Wolf in Wishek found a way to incorporate workout app PLT4M in his sessions. This provided his students with a comprehensive weight and conditioning training platform.

Here, students were given access to structured workout plans and instructional videos, allowing them to perfect their weightlifting techniques. With step-by-step guidance and performance tracking, PLT4M allows students to monitor their progress and receive real-time feedback. Thanks to the app taking on a considerable load in instruction, gym teachers can focus on accommodating and fostering mastery of exercises among students of varying levels.

Wearable Tech

Smartwatches, such as the Apple Watch, or fitness trackers, like the Fitbit Charge, are a type of wearable technology. These can monitor the user’s health stats, including heart rate and step counts, thus empowering students to take charge of their fitness goals. PE teachers can use this data to tailor their instruction to individual needs and gain real-time insights into the physical well-being of their students.

Wearable tech doesn’t stop at fitness trackers but also extends into smart glasses. These allow users to take hands-free photos and videos. PE teachers can use these devices to maximize online classes — providing students with a first-person perspective of the workout. These glasses can also be used for live streaming, as well as receiving and responding to student clarifications in real time without interrupting the routine. As a result, online PE can become more interactive and practical.

Video Analysis Software

Video analysis software, like Kinovea or Vernier, annotates and measures motion in videos for coaches and athletes to monitor their performance. This technology similarly enables instructors to record and review students’ movements during various sports and exercises. By providing instant visual feedback, teachers can help students perfect their techniques.

Such software can be a game-changer, particularly for asynchronous online PE classes, which rely on video submissions for grading. Teachers can use the software to break down complex movements step by step and better pinpoint areas that need improvement. Students can also watch their performance and compare it to ideal examples, thus promoting self-awareness and critical thinking and empowering students to refine their skills independently.

AR/VR Tech

Augmented Reality (AR) and Virtual Reality (VR) technologies transport students to virtual fitness environments to engage in realistic simulations and challenges. These immersive technologies provide students with opportunities for self-directed learning, allowing them to take the initiative, explore different scenarios, experiment with exercises and sports, and define their targets within the simulation. This can significantly help with engaging and motivating young children.

When combined with fitness tracking features, AR/VR tech can track user movements and provide real-time feedback on performance, as seen with the Oculus Quest VR headset and Oculus Move. Students can better monitor their workout duration, calories burned, and overall fitness improvements, creating a sense of accomplishment and motivation to keep moving.

With these tools, educators can empower students to excel in their PE journeys. The future of PE is full of exciting possibilities as we anticipate technology’s rapid growth in the digital age.

The post <strong>Enhancing PE Learning Outcomes with Technology</strong> appeared first on SPARK PE.

The Benefits of Creating Videos

There are a few reasons why it’s worth creating PE videos for students to use at home during breaks. First, it can help your students stay active and healthy during times where they may be moving less. Second, it can help prevent them from gaining weight or becoming sedentary during the break, which is easy to do if they have less structure than a school day. And third, it can help maintain their fitness and physical activity levels as they prepare for sports and other after school activities. While not all of your students will buy into using these videos, it’s still a great way to offer them opportunities to stay active.

Choose Exercises They Can Do at Home

Physical education activities don’t have to be restricted to the gym; there are plenty of exercises you can share with students that they can do at home. Whether you’re looking for drills for dribbling a basketball or passing a soccer ball, tips for stretching safely, or exercises that use household items as props, there are loads of options available.

Try recording short demonstrations of yoga poses and simple Pilates moves or post tutorials on creative dance steps and other formative activities. You may want to consider more energetic exercises, too, such as arm circles and jumping jacks. If you have balls or weights available at school, ask a student to demonstrate how to use them correctly in each video. Finally, remember to end each video by encouraging students to drink plenty of water and stretch.

Stock Footage Can Make This Task Easier

Working with royalty-free stock footage is an easy way to create PE videos for students. With stock footage, PE teachers can find video content that is instructional, energizing, and safe for all ages. Additionally, these royalty-free videos allow instructors to select content that aligns perfectly with their educational objectives. Best of all, these gems of multimedia knowledge can be easily accessed online, making them not only visually impressive but highly convenient as well.

Easy Ways to Share Your Videos

To get started, create a shared space where your students can access the videos. If you’re using Google Classroom as your platform of choice, you can simply paste relevant links into assignments, or you could use YouTube or Vimeo and then share channels or playlists directly via the platform.

It’s also worth considering pre-made lesson plans or sport-focused websites that offer copyright-free instructional documents along with short video clips embedded in the content. Whichever way you choose to share the videos, make sure that all resources are organized in one central location to maximize access and ensure that everyone is able to join in on the learning. As the holiday break approaches, many students will be looking for ways to stay active. Creating PE videos is a great way to provide students with guidance and motivation while they are away from school. When planning your videos, be sure to include a variety of exercises that can be performed without equipment. Students of all ages and abilities can follow along, and the videos can be easily shared with friends and family. With a little creativity, you can create PE videos that will help students stay fit and healthy until it’s time to return to school.

The post Keep ‘Em Moving: Create PE Videos to Keep Students Moving appeared first on SPARK PE.

Physical education is an important part of every school’s curriculum, as it helps students develop and maintain healthy habits. One activity that can be used to enhance physical education classes is OMNIKIN®. OMNIKIN® began back in 1985 and has continued to grow on a global scale since the beginning. Mario Demers, a physical education professor, founded OMNIKIN® because he wanted to encourage everyone to engage in physical activity on a regular basis and receive all of the benefits that are good for the body and the mind.

OMNIKIN® is unique and original, and the products they have developed promote cooperation, healthy competition, and sportsmanship. OMNIKIN® activities are easy to plan and require minimum supervision. OMNIKIN® products are innovative and versatile tools that can be used to enhance physical education classes. The OMNIKIN® equipment has been designed to help develop important motor skills and contribute to improving students’ physical and mental well-being.

Some of the benefits of using OMNIKIN® activities in PE classes include:

Physical Activity:

OMNIKIN® activities promote physical activity, as they allow students to build motor skills such as throwing, catching, bouncing, and rolling in addition to skills such as coordination, balance, strength, and agility. Activities also help to increase students’ overall physical fitness and encourage them to be more active.

Interaction:

OMNIKIN® encourages students to interact with each other, as the equipment can be used in a variety of team-based activities. This can help to develop important social skills, such as cooperation and communication, as well as teach students how to work together to achieve a common goal.

Fun:

OMNIKIN® equipment is used to create activities that are fun and engaging. The bright colors and unique shapes make them appealing to students and they enjoy the challenge of trying to master different activities. Cooperative games involve the entire class as students work together to complete a task or solve problems together. By appealing to a wide range of skill and grade levels, these activities help to keep all students engaged and motivated to learn.

Quality Equipment:

OMNIKIN® balls are lightweight and easy to use, making it perfect for physical education classes. Its unique shape and texture allow students to toss and catch the ball while they are running, j throwing, and rolling. Some of the different types of products include the large 36”-48” OMNIKIN® Ball, football, volleyball and soccer balls, Poison Balls and OMNIKIN® Six Balls which are available in the 18” size.

As the sole distributor of OMNIKIN®, Gopher/SPARK have created an OMNIKIN® Unit for each program K-12 to supplement the SPARK Curriculum available on SPARKfamily.org. View a free sample here! Become a SPARK family member for instant access to the SPARK 3-6, Middle School, and After School units. These grade-level appropriate activities provide opportunities to build motor skills, cooperate and communicate with peers and engage in fun and exciting games.

Be sure to attend the SPARK webinar on Wednesday, January 18th to learn more about OMNIKIN® cooperative activities! You will learn about the different types of OMNIKIN® equipment, strategies for implementation, and several activities that you can use with your classes.

The post Bring Teamwork and Fun to PE with OMNIKIN®! appeared first on SPARK PE.

Maintaining Appropriate Behavior

When providing activities for kids the goal is to maintain appropriate behavior so everyone has a fun and enjoyable experience. The goal is to build a community where kids feel safe, are able to take risks, try new things, help one another, and feel a part of the group. Yes, you will have discipline problems and may need to address bad behavior, but by focusing on keeping kids engaged and active you can provide a positive learning environment for everyone. Here are some ideas to consider:

• Treat everyone fairly
• Use a variety of kids to demonstrate activities and help you with tasks
• Be encouraging and helpful during activities
• Model and promote good manners
• Choose fun and engaging activities at the appropriate skill level
• Establish and teach your rules and expectations
• Use positive interactions with kids both verbal and non-verbal
• Prompt kids with the behavior you are looking for not what they are doing wrong
• Keep everyone safe- physically and emotionally

Creating Partners and Groups

Forming partners and groups can be one of the biggest challenges for leaders of kids activities. Many Sometimes it is best for groups to similar skill ability while other times having all levels of skills in a group works well. The goal is to group as quickly as possible, reducing inactive time and providing for smooth transitions. Here are some strategies for forming groups and partners:

• Lost and Found
  • Ask kids to find a partner or tell them what size group they should be in, “groups of 3”.
  • Groups should be formed before you count down from 5. Kids not in a group should be invited to join others, or move to a central spot (“Lost and Found”) where you help them find a group.
• No “Captains”
  • Do not let kids “pick teams” by calling out names of individuals 1 by 1). This is emotionally unsafe and wastes activity time.
• Creating 2 Large Groups
  • Cue kids to get back to back with partner. E.g., 1 is “an apple;” the other “an orange.” All apples form 1 group; oranges the other.
  • Use pre-existing groups, like grouping by who their leaders or counselors are.
  • White tops in 1 group; colored tops in the other.”
  • “Those with a pet in 1 group; those without in the other.”
• Creating 4 Large Groups
  •  Ask kids to get into groups of 4. In the group they number off “1, 2, 3, 4.” All “1s” go to 1 corner, all “2s” to another corner, and so on.
  • Kids walk the perimeter of the activity area. As they pass, hand each a playing card. When all have a card, create groups by suit. (If you want equal numbers, pre-arrange the cards.)
• Creating Pairs or Small Groups
  • Play Back to Back. While kids move randomly throughout the activity area, call “Back to Back.” Kids quickly find a partner and stand with backs softly touching (hands by their sides).
  • Play Mingle-Mingle. On the cue, “Mingle-Mingle kids move randomly throughout the activity area. When a number is called, kids quickly form groups of that size.
  • Match by criteria- find a partner or group that has the same…
    • Color of shirt
    • Number of siblings
    • Number of pets
    • First initial of their name
    • Number of letters in their last name
    • Length of hair
    • Birth month
    • Birth day date of the month

Additional Tips for Leading Activities with Kids

• Be prepared and organized.  Kids sense when there is confusion and tend to misbehave when there is a lack of structure.
• Supervision is important for safety reasons as well as to make sure kids are engaged in activity.
• Establish a system of helpers to set up and put away equipment
• Mix up partners and groups often. This helps break up cliques, and mixes up age and ability levels.
• For your activities determine if each one is safe, enjoyable, active and age/skill level appropriate.
• If the activity isn’t working, modify it. Change the rules, the equipment or the groups.
• Be enthusiastic! The more fun you have, the more kids will enjoy it. You can participate too!

Leaders should always strive to lead physical activity sessions that are well paced and enjoyable. Kids should be encouraged to actively engage in activities. The quality of the leader will determine the success of activities and the experience kids have in the program. Hopefully these strategies will help you become the best leader (or teacher) you can be! Contact SPARK for more strategies and activity ideas.

The post Strategies for Leading Youth Activities appeared first on SPARK PE.

There are many benefits gained from rock climbing which positively affect the whole child. While climbing, children develop strength, coordination and balance. On a cognitive level, climbers are problem-solving, making decisions, and goal setting. From a social-emotional standpoint, climbers are taking positive risks and developing patience, perseverance, courage and self-control. Additionally, rock climbing is a nontraditional sport that often attracts students previously uninterested in physical activity.

Once climbers have mastered the basic climbing technique and can make their way across the climbing wall, it’s important to regularly introduce new activities, challenges, and experiences. This keeps the climbing wall fresh and exciting and helps engage climbers over time to maximize the benefits of the climbing wall. Here are five quick ideas to refresh your climbing wall:

Rotate Your Hand Holds.

The handholds on your climbing wall are versatile and designed to be used from all sides. Some positions are easier than others to grasp. Using the allen wrench that came with your climbing wall, one by one, loosen some handholds and rotate them 45 to 180 degrees. Once you choose a new position, tighten the holds. This will create an entirely new climbing experience and takes a lot less time than removing holds and setting all new climbing routes.

How Low Can You Go?

Climbers tend to want to climb as high as possible, even on a Traverse Wall®. Encourage your climbers to climb low, as low as they can go, while remaining on the wall. This will challenge them in new ways, even if the activity is a familiar one.

Add Accessories.

Placing accessories on your climbing wall brings new challenges and sparks enthusiasm for climbing. Adding an obstacle course with hoops and rods or the Ultimate Challenge Course with its Ninja-style holds, are not only fun, but help climbers develop balance, strength and coordination.

Change Sides or Start in the Middle.

Sometimes start activities from the left side, with climbers climbing to the right. Other times start activities from the right side, with climbers moving to the left. This challenges participants to lead with different sides of the body. You can also start activities in the middle of your climbing wall and have climbers move to each end.

Reflect and Share.

At the end of a climbing session, save a few minutes to discuss the experience. Ask one question and allow a few minutes for climbers to reflect, share and discuss. Here are some possible questions:

• What was your favorite part about climbing today?
• What was the hardest part about the climbing activity?
• Describe a feeling you had on the climbing wall today. How did it help or hinder your climbing?
• If you had a chance to do the activity again, what would you do differently?
• What part did teamwork play in climbing today?

The post Maximizing the Benefits of a Horizontal Climbing Wall appeared first on SPARK PE.

“Long-standing systemic health and social inequities have put many people from racial and ethnic minority groups at increased risk of getting sick and dying from COVID-19” (CDC).

As the topic of social justice permeates sports media, a very obvious link to fostering this virtue seems to be going underrecognized: access to physical activity opportunities and quality physical education (QPE) that is standards and research-based, for all students. When a pandemic hits and disproportionately kills poor and minority citizens, we need to do better at advocating for long-term solutions that will work to change the status quo. Many of the pre-existing conditions and risk factors for COVID, such as obesity, high blood pressure, and Type II diabetes are preventable through active and healthy lifestyles. QPE can help social justice causes by teaching students the skills, tools, and concepts needed to prevent and manage these and other lifestyle diseases, as well as the stress, anxiety, and depression that can be the result of dealing in and with a world that is in need of vast improvements.

Although programs are routinely identified as shining examples of QPE, the funding and support across the country vary vastly and directly coincide with the socio-economic standings of the communities represented. Far too often communities with less support reflect an overwhelming sense of negative synergistic impacts: less access to (affordable) health care; less access to healthy food options; higher incidence of crime and danger interaction; and fewer safe places to be physically active. It’s hard enough dealing with one of these issues on their own let alone the various combinations. And these are just a few factors showing a lack of investment, unequal and untimely distribution of help, and a general nonchalant attitude toward seriously addressing the needs of the people and the communities they live in.

The holistic benefits of QPE ought to be fully understood by our closest allies in the world of sports and athletics, who should be and often are, natural advocates for QPE. And while they are currently involved in promoting physical activity, many don’t seem to fully understand or communicate its complexity. The message should be made clear to them: it’s in QPE where students learn the skills, tools, and concepts that help them take charge of their own physical and mental health for life. School visits and motivational speeches are appreciated but could be more effective in promoting the benefits and characteristics of QPE.

“Just shut up and dribble.”

The rise of the celebrity athletic “influencer” has been well chronicled. The influencing opportunities using social media are now becoming more apparent beyond just the marketing and financial rewards. New approaches in celebrity influence marketing, coupled with continued social media dominance, have led to a rise in athletes using their credibility to bring awareness to social justice issues. Society’s issues, ills, and injustices are endlessly pondered and contested through social media vehicles and lenses. An influencer has the “power” to cut through the social branding and messaging clutter with well-conceived and well-placed resolute calls for change. Their storytelling is steeped in authenticity and messages sent to others in similar situations have better chances of being perceived as “real” and taken to heart. A recent example was when NBA star LeBron James announced a collaboration in social justice change movements with other celebrity athletes and entertainers aimed at spotlighting injustices through peaceful gatherings and efforts.

Athletic “influencers” are uniquely qualified to demonstrate the importance of taking care of their bodies. They are seen as credible examples of routinely working the body out and can be believed when they evangelize the importance of achieving health and wellness benefits from physical activity. But do they understand what QPE can do? Do they get why standards-based QPE is a necessity, -a child’s right? And do they see how QPE can be an effective tool in helping to remedy major social justice issues? If celebrity athletes are made aware of the power of QPE to fight social justice in the long term, more of them may choose to join the call for QPE. When genuine partnerships are made great change can happen.

The physical education industry should double down on the need for continued public support for QPE that directly relates to health and psychological benefits needed during the pandemic, as well as the continued struggles inherent in the unequal distribution of education, opportunity, and resources. And if we want more athlete influencers to advocate for QPE, we have to help them understand why QPE advocacy is one effective way to fight for social justice. They need to at least know that:

• A major barrier to physical activity is perceived competence and confidence in the activity. Research tells us we tend to participate in the things we enjoy and where we have a sense of competence and confidence. Only K-12 physical education can provide all students with sufficient skills and knowledge to be competent and confident so they can enjoy being active for life, and reap the benefits.
• Getting students moving throughout the school day improves academic performance and student behavior outcomes. They learn and use complex skills that impact their ability to learn, focus, and pay attention. They also learn how to use physical activity to help reduce the effects of stress, anxiety, and depression.
• Self-management skills such as self-assessment, time management, and goal setting, are as important as physical skills and lead to increased participation in physical activity. When you learn how to overcome barriers as part of a QPE curriculum, you are prepared, even as life’s internal and external issues and hurdles surely appear.
• Students in QPE programs are given opportunities to demonstrate and reflect on virtues like determination, perseverance, cooperation, respect, integrity, acceptance, justice, and resilience. The continued fight for social justice requires these and other virtues in developing and demonstrating a strong character that has energy for the follow-through.
• SHAPE America’s National Standards and Grade level outcomes show the way. The fact that these standards are research-based and include meaningful outcomes for every grade level K-12 should not be a secret.

Our film “No Excuses!”, as relevant today as when the film was made 7 years ago, showed that QPE can happen anywhere when teachers are informed and supported. Filmed in Harlem, NY, the documentary featured celebrity athletes and companies related to physical activity. When the project started there was mostly just good-will, but soon sponsors came on board that helped make a much better outcome. SPARK generously supported the project and facilitated several connections with athlete-advocates, including most significantly Annika Sorenstam and her foundation. The idea was to make the best use of our allies in advocating for QPE. More recently, supportREALteachers and SPARK partnered with SPARTAN Races to help advocate for QPE through SPARTAN-focused online physical education lessons. That program demonstrated QPE to many parents who already understand and value the need to lead healthy lives, but may not yet see the important role QPE plays.

For those looking at how they can help society right now, advocating for QPE is an important area that you are unequally qualified for. Let’s be smart about how we use our allies in the sporting world to help advocate for QPE. As you go about your daily efforts of providing standards-based QPE, be clear about the importance of your work and teach your ally advocates what they need to know to help you and your students’ cause. All people, regardless of race, gender, or socioeconomic status have the right to learn how to lead healthy lives. Thus, it makes sense to promote QPE as an essential part of social justice.

Appendix 1: Link to SPARK and SRT advocacy resources

• SPARK – Advocacy for Physical Education and Physical Activity
• supportREALteachers – The Importance of Quality Physical Education
• supportREALteachers – No Excuses! (now with captions)

Appendix 2: Research Studies on health disparities within minority communities

• Associations Between Neighborhood Resources and Physical Activity in Inner-City Minority Children
• Barriers to and Facilitators of Healthful Eating and Physical Activity in Low-Income Schools
• Physical Activity and the Achievement Gap Among Urban Minority Youth
• Physical Activity Opportunities Associated with Fitness and Weight Status Among Adolescents in Low-Income Communities
• Physical Education Policy Compliance and Latino Children’s Fitness: Does the Association Vary by School Neighborhood Socioeconomic Advantage?
• Socioeconomic Disparities in Elementary School Practices and Children’s Physical Activity During School
• The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bond: Focus on Children in Poverty

This blog was written with Cathrine Himberg and Kevin Shephard

The post FIT FOR THE FOLLOW-THROUGH appeared first on SPARK PE.

Self-assessment is a powerful tool in sports, play, and active recreation.

Again, only the person performing knows their true capabilities and the actual amount of effort they exerted while participating in an activity. When your students self-assess, they are forced to look within and ask themselves, “Did I perform at my highest level and did I give as much effort as I could have?”  

Self-Assessment forces students to take ownership over their performance.

Being able to look at yourself in the mirror and hold you accountable is a priceless life skill we must teach our students. If they performed at their highest level and gave their best effort, they should be proud and own it. If they didn’t, admitting it is the first step.

Self-Assessment enhances honesty.

Honesty starts within and every time you self-assess your students, you’re teaching them to practice being honest with themselves. “To thine own self be true” –Shakespeare

Self-Assessment is a great strategy for monitoring student progress.

If you’re trying to monitor students’ progress, I recommend getting into the habit of documenting their self-assessments. You can have students record their performance and effort results in a journal or on a chart – just find something that is age-appropriate and works for you and your students.   

Self-Assessment increases students’ self-awareness.

It’s easy to just go through the motions; however, it takes a concerted level of self-awareness in order to be able to self-assess. As your students continue to consistently self-assess, their self-awareness will increase.

Self-Assessment encourages self-improvement.

Sometimes self-assessing reveals a gap between what your students know and think they’re capable of, and the actual effort and performance they gave. When there is a discrepancy between the two, this encourages self-improvement. 

Self-Assessment allows students to embrace humility and foster humbleness.

1. Nobody is perfect at everything, and that’s okay!
2. Even if you are great at something, there is always room for improvement.

Self-Assessment promotes resilience.

Although students may not be where they want to be after self-assessing (due to various circumstances), they always have the choice and power to build upon where they are, and then elevate themselves even higher. Nothing is more empowering as an educator than inspiring a fierce determination to succeed.

Self-Assessment can be applied to all facets of students’ lives.

As I sit here reflecting, I can’t help but begin to identify other areas of our students’ lives where they, and you, could practice self-assessment: health, self-care, balancing time, managing money, studying/planning, and being active. Can you think of any other areas that could benefit from self-assessment?

So now that we’ve talked about how valuable it is to self-assess, how often should one do it? I would argue that your students should self-assess weekly if you really want to allow time for improvement and help your students stay on track and remain committed.

Ready for a challenge… perhaps somewhat of a New Year’s resolution? I dare you and your students to self-assess and look within, for a little self-constructive criticism builds character. Happy New Year!

The post The Power of Self-Assessment appeared first on SPARK PE.

Let’s agree that as physical educators, we strive to create and maintain environments where every K-12 student has opportunities to accumulate 60+ minutes of PA — structured and unstructured — daily. And, if the goal is to maximize movement on our school campuses, we know (at many locations) we have at least 6 good opportunities to accomplish that:

1. Before School
2. Physical Education (PE)
3. Recess
4. Lunch Break
5. PA Integration with non-PE subjects 
6. After School

This blog will focus on #5, because it has great potential for positive impact, yet I believe is vastly underutilized. 

Integration with Non-PE Subjects:  

Why didn’t I refer to this as integration with the core subjects? Because PE IS a core subject. During PE class, students engage in a standards-based curriculum with a prescribed scope and sequence — as they do in other core subjects. At each grade level, there are cognitive and physical skills they are expected to learn and be able to do — same as other core subjects. And during PE, students are assessed and earn grades, like any other subject in school. 

PE classes (particularly elementary) have been teaching and/or reinforcing concepts and methods native to other core subject classes for years. In fact, PE teachers have become quite expert at integrating math, literacy, science, social studies, and more, into their classes. 

And turnabout is fair play! I believe asking classroom teachers to infuse physical activity into their lessons is not only equivalent reciprocity, but it makes great sense educationally. Why? Many students are kinesthetic learners, thus, movement enhances their ability to learn. Classroom teachers can make their lessons more effective, efficacious, and enjoyable by getting their students physical activity during class. PA also helps students retain what they’re learning. Here are a few samples of academic integration in the SPARK curriculum.

Additionally, classroom teachers can get students moving more by incorporating Classroom ASAPs and Fast Breaks. These are short bouts of activity, not necessarily linked to a specific subject or learning concept, but meant to invigorate! Classroom ASAPs and Fast Breaks may be used to break up long blocks of math, language arts, etc., and spark the body and mind. After a good energizer, students heart rates are elevated, they’re thinking more clearly, and are once again, better prepared to learn. 

If we can get just 1/3 of our classroom teachers to incorporate more physical activity into their schedules the cumulative effect can be significant. Let’s say an elementary classroom teacher adds 5 more minutes of movement a day in the morning and again, the afternoon. Some of her/his students would accumulate another 10+ minutes of movement daily. That’s 50 minutes a week, 200 minutes a month and 1,200 minutes a school year. It adds up! 

Sounds good right? OK, I acknowledge it’s NOT easy to expand our role as physical educators and mentor our classroom teachers. But here are a few strategies/suggestions to help you “get the ball rolling.”

1. At a staff meeting, briefly talk about kinesthetic learners, then ask your colleagues how they incorporate physical activity in their lessons. Praise and shape their responses (in part, to ensure what they’re doing is developmentally appropriate) and add in your own supplements. 

2. Use this staff meeting or grade level meeting time to introduce or reinforce the concepts of integrating movement into a subject/lesson, and/or demo an energizer, and solicit signups from people interested in learning more and receiving resources. 

3. Offer to help those who expressed interest by teaching them quick and easy energizers they can do in class (teachers love plug and play, and/or activities students can lead (and SPARK has a lot of these for you.)

4. Ask your principal for a few minutes at future staff meetings to showcase a different integration or energizer, and/or have a meet up after school one day and do a mini-Inservice for interested teachers. 

5. Ask teachers who integrate PA into their lessons to show and tell their strategies. Debrief and ask everyone how she/he would apply the idea(s) in their own classes. 

You can do this! And everyone from students to staff will benefit. Plus, when physical educators take a leadership role, it helps all of us gain respect. Plus, it’s fun to be a resource person, and this really is not a big time commitment. 

Good luck! 

Follow Paul on Twitter: @paulrosengard

Here are a few excellent, research-based resources from SPARK to help you increase PA time on campus — and even away from school. 

SPARK Active Classroom Curriculum:

https://www.gophersport.com/curriculum/spark/spark-abcs-classroom-activity-and-recess-curriculum?item=152989

SPARK K-2 and 3-6 Curriculum:

https://www.gophersport.com/curriculum/spark/spark-k-2-physical-education-curriculum?item=164188

https://www.gophersport.com/curriculum/spark/spark-3-6-physical-education-curriculum?item=164189

What good ideas do YOU have for informing, encouraging, or mentoring classroom teachers? Let’s keep the conversation going!

The post Move More Please! – 5 Strategies appeared first on SPARK PE.

David Kahan, Ph.D., is Professor and Associate Director, School of Exercise and Nutritional Sciences, San Diego State University (dkahan@sdsu.edu)

Regardless of level or type, most schools have websites that are functional and readily accessible to the public. Thus, they are important vehicles by which schools can share relevant information about their physical activity programs, policies, and values. Because websites can be modified quite readily, information posted on them can be updated regularly (including daily) and it can be targeted to reach specific audiences (e.g., a single class, grade level, team; families; prospective students and families; community members; and other constituents). Additionally, with circumstances of COVID-19 being so highly variable, the use of school websites to provide information that is current is especially important.

During the past two years we have done systematic, line-by-line, analyses of the physical activity and physical education (PE) content that was posted on nearly 4,000 public charter, private, and Jewish day school websites in the United States. In general, we found that schools mentioned their physical activity programs infrequently, and when mentioned, the information typically lacked detail. Compared to other school programs where students could accrue health-promoting moderate-to-vigorous physical activity (MVPA), (e.g., recess, intramurals, interscholastics, and before- and after-school recreation programs), PE was mentioned most often. Nonetheless, the schools rarely provided comprehensive information about the objectives and curricular content of their PE programs, lesson frequency and duration, and the specialty qualifications of their instructors. Overall, the information we collected varied tremendously from school to school, with private schools more likely than public schools to mention PE, that they had interscholastic sports and other extracurricular programs, and that they employed a PE specialist.

We view websites as public ‘windows’ into what a school deems to be important. Thus, we believe websites are critical assets for providing relevant and up-to-date information (especially when compared to brochures, mailers, and handouts). Thus, we encourage schools at all levels and types to examine their websites and to assess the messages they may or may not be providing about physical activity and about PE policies and practices. We think school websites should be individualized to especially target the students and the communities they serve. With this in mind, our list below identifies some potentially relevant topics/sections for local website designers to consider.

Presentation matters! Thus, we suggest showcasing pertinent information in attention-grabbing formats such as shown in the example below for a hypothetical elementary school:

1. Overall

-The important contribution of physical activity engagement to students’ health and their physical, emotional, and cognitive development.

-The relationship between physical activity engagement at school and students’ fitness levels and academic achievement.

-National physical activity recommendations.

-How the school supports/includes diverse physical activity programs (e.g., as recommended by the Centers of Disease Control and Comprehensive physical Activity Programs).

-How parents/guardians can help support children accrue recommended MVPA (e.g., create safe activity settings, provide active toys/equipment, prompt and reward activity engagement, participate with their children and model physical activity engagement themselves).

2. Physical Education Programs

-How the school PE program aligns with both state and district guidelines for quantity and quality.

-Posting the national, state, and district physical education standards.

-Which curriculum (e.g. SPARK) is being implemented, including its goals, how it was validated, and how lessons vary among grades and class levels. https://sparkpe.org/what-is-spark/

-Information about policies related to attendance, dress, grading, homework, locker room, and participation

3. Other Physical Activity Programs

-Specific information on programs such as active transportation (i.e., “walking” school bus, biking to school), recess, intramurals, interscholastics, and leisure time opportunities before and after school (e.g., scheduling, costs, eligibility requirements).

4. Management

-How to access updated information on currently operating programs (e.g., for last minute cancellations).

-How to obtain additional program information (e.g., emails, phone numbers).

-Credentials of school staff that support their ability to implement PE and other programs.

-How to contribute (e.g., volunteer, make donations) in order to support physical activity programs and facilities.

Stay tuned to SPARK for more information and resources to SPARK Up Your School Website!

SELECTED REFERENCES

1. Centers for Disease Control and Prevention. (2020). CDC Healthy Schools, Physical Education and Physical Activity. https://www.cdc.gov/healthyschools/physicalactivity/index.htm
2. Kahan, D., McKenzie, T. L., & Khatri, A. (2019). U.S. charter schools neglect promoting physical activity: Content analysis of nationally representative elementary school websites. Preventive Medicine Reports, 14, Article 100815. https://doi.org/10.1016/j.pmedr.2019.01.019
3. Kahan, D., & McKenzie, T. L. (2019). California districts and schools underutilize websites to demonstrate compliance to a physical education lawsuit. Research Quarterly for Exercise and Sport, 89, 712-719. https://doi.org/10.1080/02701367.2019.1623855  
4. Kahan, D., & McKenzie, T. L. (2019). Physical education and physical activity policies as described on California charter school websites. Health Behavior and Policy Review, 6(5), 509-521. DOI: https://doi.org/10.14485/HBPR.6.5.9
5. Kahan, D., & McKenzie, T. L. (2020). School websites: A physical education and physical activity content analysis. Journal of School Health, 90(1), 47-55. Article DOI: 10.1111/josh.12851
6. Kahan, D., & McKenzie, T. L. (2020). Website representations of physical education and physical activity: Comparison of public charter and private schools. Research Quarterly for Exercise and Sport. Online July 13.DOI: 1080/02701367.2020.1761934

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 “It isn’t what you do, but how you do it.”

Physical activity is essential for healthy growth and development of children and adolescents. According to the U.S. Guidelines, children and adolescents should engage in 60 minutes of moderate to vigorous physical activity (MVPA) every day. This includes engaging in muscle and bone strengthening activities several times a week. It is especially important to ensure that children and adolescents participate in MVPA during stressful times. MVPA has many benefits including stress reduction and strengthening immunity.

There is an emerging need for children to engage in MVPA at home. People are spending more time at home due to the COVID-19 pandemic. Families are facing obstacles due to the closure of facilities where they normally engage in physical activity (e.g., schools, parks, and gym facilities). However, in many cases, children may have a tough time engaging at home because space is limited and because it is not part of their normal routine.

Families can benefit from having strategies to facilitate physical activity engagement in their home. Strategies can be helpful in establishing and maintaining a positive home environment and creating a routine that supports physical activity.To this end, the SPARK BASICs are really helpful. Establishing the BASICS from the get-go can help ensure that children maintain a sense of control and structure when engaging in physical activity in the home. Control and structure are crucial, especially when space is limited.

Boundaries

Activity

Stop and Start Signals

Inclusion

Clear Instructions

Safety

If you or someone you know is faced with the challenge of engaging in physical activity in their home environment with limited space, consider the following:

B is for Boundaries…

Establish a dedicated space with clearly defined boundaries so children know where it’s safe to engage in physical activity in the home. In home environments, physical activities should be modified to fit the space that is available. Physical activity can be limited to a small personal space such as a bedroom or extended to a larger general space, such as the living room. If the weather is nice the backyard is a great place for activity.

Higher intensity activities, activities that require manipulation of an object (e.g., catching or throwing an object), and/or activities with more people require more space. If more than one child is engaging in physical activity think about strategies for ensuring there is sufficient time and space to avoid accidents. If there is not enough space, create guidelines (e.g., one person at a time) and make sure everyone has an equal opportunity to take a turn (e.g., each person gets 2 minutes).

A is for Activity….

Encourage children to engage in at least 60 minutes of physical activity throughout the day. It is recommended that some activities include MVPA (moderate to vigorous physical activity). These activities elevate heart and breathing rates and work the large muscles of the body. Make physical activity fun by disguising fitness. For example, ask kids to imitate their favorite animal walking and add music vs just asking them to do an ordinary walk with no music. When fitness is disguised kids focus on having fun and are more likely to persist even when they are working hard.

S is for Start and Stop Signals…

Start and stop signals are important to grab children’s attention and to cue children when to begin and when to stop activity. Start and stop signals are important to help maintain control. Start and stop signals facilitate smooth transitions from one activity to another, give children an opportunity to relax and catch their breath between activities, and provide an opportunity to give positive praise, encouragement, and feedback. The best signals are interactive. When signals are interactive, the adult gives a signal and the children signal back.

I is for Inclusion…

Inclusion is important to ensure that activities are tailored to meet the level of every child. If an activity is too hard, simplify it. If an activity is not hard enough, make it more challenging. Emphasize that movement, improvement, and having fun are the goals, not “winning” the game. This helps keep the focus on skills and fun instead of the final outcome. Change the amount of time given, distance from a target, the size of the object or other elements of the activity to allow children to participate at their level and experience success.

C is for Clear Instructions

It is important to give clear instructions when working with children and adolescents. This can be accomplished by using simple cues in a consistent manner when giving directions. It starts with telling your children what the goal is followed by how the goal will be accomplished. Using cues like “today we are going to…” and “…the object is…you do this by…” go a long way in ensuring that instructions are clear and concise. Children have difficulty listening to a long list of instructions. Keep them short and to the point then come back with additional ones if needed.

S is for Safety

Safety should be the #1 priority when engaging in activity at home. Setting boundaries, choosing appropriate tasks, using start and stop signals, being inclusive, and having clear directions are all important for safety. It is crucial to maintain supervision of children when they are engaging in physical activity at home. This can be accomplished by setting up the activity boundaries in a location where children can be monitored continuously. Space, equipment and level of activity need to be considered when choosing the activity to ensure children can participate safely.

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