# data[].attributes.body
https://www.thepespecialist.com/yearlyplan/

# data[].attributes.attachment_link.readable_text
Have you ever gotten to the end of the year and realized that you didn't get around to teaching some really important areas of content? I find that one of my biggest struggles as a teacher is prioritizing the content I need to include and trying to fit everything that I need to teach my students into the time that I am given with them (only 50 minutes once a week).
This strategy has helped me become more organized and planned out as I teach different units throughout the year.
Hopefully, through seeing my process you can take a few ideas and use them for yourself to plan the BEST YEAR EVER! Here's my process...

1.) Do a basic overview of the entire year on one page, this is what is commonly called your "Long Range Plan"

This includes all the Units of Instruction that you hope to get in throughout the year

I plan mine by grade and by month, but super generic as you can see, think "Big Picture"

or Buy a Monthly Calendar (or use a monthly planner)

It's great if you can print a school calendar that already has important dates on it like early release days, student holidays, professional development ect. to save you some time.

3.) Write in Important Dates -Mark or highlight days when your classes aren't on a normal schedule, you won't have your teaching space or when school isn't in session

Holidays

School Assemblies

Jump Rope For Heart

Field Day

School-Wide Testing Days

Professional Development Days

4.) Plan your Units of Instruction

Get a PENCIL - you will probably have to make some changes throughout the year and begin to plan your units of instruction.

Work backwards from the holidays and important dates so your units don't have big gaps in them and so you can culminate your units on important events.

Also I like to try and plan the unit at a relevant time (Basketball around March Madness or during Basketball Season... Soccer around the World Cup or during soccer season)

You can see a video of my entire process below.
It's a bit long, but I did plan the whole year in under 15 minutes, so I'd call it a win. Just for reference, I teach my kids once a week for 50 minutes, so your schedule and yearly plan might look different depending on the amount of time that you see your kids each week.

Getting your yearly schedule down on paper is great to give you a big picture vision of what your year will look like. After I finish this up I can focus more of my attention planning great lessons for my kids and not stress about whether or not I will be able to fit it all in.

Making a Digital Copy

Another thing I like to do after getting the rough draft on paper is to reorganize my digital long range plan, which I use Google Sheets for.
You can see an example below:
If you'd like to make a copy of my Long Range Plan Template download the resource below for a link to make a copy in Google Sheets. ( If your a member with our program, check out the Membership Version of this template in the Resources Area of the Membership )

And that pretty much sums up my yearly planning process!

P.S. - Interested in my process for planning each week or each unit of instruction? Check out an overview of what my first 9 weeks might look like below:
If you do things differently, I'd love to hear about it - leave some advice in the comments.
Phys Ed Q & A Show: How to Plan Your Scope and Sequence

We recently recorded an entire episode of our Phys Ed Q & A Show dedicated to this one topic, so if you want to take a deep dive into planning your scope and sequence head over to our SHOW NOTES PAGE to download the show notes, check out the podcast or you can just watch the video below:

Have a good one!

# data[].attributes.attachment_link.title
How to Plan a year of Physical Education in 15 Minutes

# data[].attributes.attachment_link.description
Some tips and strategies to help you plan our your yearly curriculum and get a big picture view of what your year will look like.

# data[].attributes.body
https://beyondstrength.net/2022/02/15/5-easy-sel-lessons-for-sport-or-pe/

# data[].attributes.attachment_link.readable_text
Professors Carol Ciotto and Ellen Benham of Central Connecticut State University are experts on Social Emotional Learning (SEL). At the 2022 Health and Physical Literacy Summit, they shared a review of these skills, as well as in-room exercises to team them in an athletics/physical education space.

Their strategies center on what is referred to as the CASEL wheel. CASEL (the Collaborative for Academic, Social, and Emotional Learning) has become the industry standard for SEL in schools. The benefits of teaching SEL are countless. Disciplinary issues, mental health, and academic performance are all improves through successful SEL implementation.

CASEL has 5 primary categories through which we understand the student SEL experience:

1. Self Awareness

2. Self Management

3. Social Awareness

4. Relationship Skills

5. Responsible Decision Making

The theory behind these concepts is unquestioned. Educators regularly find themselves wrestling with the practice; that is, how can we incorporate the teaching of these skills? Ciotto and Benham shared 5 easy-to-use strategies for an active environment. They and their students have found these to be effective in both sport and physical education.

The true impact of SEL is not fully realized until it is embedded in a school's culture. But for the coaches, these exercises provide a great place to start.

5 SEL Exercises

Exercise: "Meet me in the Middle"

Description: Partners begin on opposite sides of the room. The teacher/coach poses a question or an activity, then each partner hustles to the center of the room to engage with each other. For a self-awareness exercise, make these questions reflective - for example, "how are you feeling today?" "what was the best part of your day so far?" or "what was your favorite meal this week and why?" Each partner takes a moment to reflect on their experience, then shares.

After the questions have been answered, the teacher/coach send the partners back to their side of the room. This continues for about 10 'reps'. After a few questions, the facilitator will incorporate a movement instead. For example, "5 burpees" or "5 pushups" - when activities are substituted for questions, the students hustle in and hustle back quickly.

Students will begin to tune in to their own state, developing - appropriately - a level of self-awareness. The movement/gameplay makes this feel less prescriptive.

Exercise: "What Do You Have in Common?"

Description: Surprisingly simple. Find someone in class you don't know that well and find 10 things you have in common. Add the cue, "it can't be obvious" - they'll understand. Don't accept responses like "we go to the same school," make them dig deep and keep it interesting! When Ciotto and Benham ran this exercise, we named things like "clam chowder lovers" or "we've both owned pet lizards" and "we're both fans of the comedian Bill Murray." Share out at the end. Simple as it seems, if you have a thoughtful group, this can be really fun.

This can be added to any movement-based session. Do this between sets of pickle ball, between sprints, or between practice segments. Get creative, Coach!

Exercise: "A Mindful Countdown"

Description: Do these progressively, giving the description for the next step when the one before it is complete. Take 5 breaths (in through the nose, out through the mouth). Notice 4 things about your immediate area (no detail is too small). Name 3 things you're grateful for. Identify 2 things you're proud of yourself for. Think of 1 thing you're looking forward to.

The rationale for these questions is well-considered (drawing upon research from Dr. Ellen Langer and Dr. David DeSteno, among others) but nothing speaks louder than this: every participant felt better on the back end of the exercise.

Exercise: "Reflection Ball" or "Awareness Orb"

Description: I was admittedly skeptical here... but it was a solid activity. A group of people will circle up and one of them with begin with a ball. The teacher/coach asks a question that always begins with a similar prompt, "When I am with another person or group of people I feel ________ when..." for each round the teacher/coach will insert a feeling. Confused, embarrassed, happy, sad, excited. Anything. The person with the ball will share a moment they were confused in a situation with a peer, then pass the ball across the circle.

Once everyone has shared, a new question will be posed. Emotion regulation is essential to all 5 of CASEL's concepts, and it always begins with tuning in to one's emotions. When it comes to emotion regulation, noticing them and naming them is always the first step. The activity was a disarming way to tap into and share emotions. Ciotto and Benham note that students will get surprisingly deep as the rounds progress.

Exercise: "The Desert Island 5"

Description: Break into small groups. The teacher/coach will offer the following prompt. "Imagine that you are on a desert island. As a group, select 5 items you'll need to survive on the island or escape from it." It is a surprisingly good opportunity to practice relationship skills, since the question has been expertly designed. Groups get caught up in their discussion if they do not first align on whether their primary aim is to survive on the island or escape from it. This can cause minor arguments - they'll have to work through them! Then, everyone will have an opinion on what aught to be prioritized. Working through this or similar hypothetical situations forces teammates to discuss something outside of their sport or daily scholastic norms.

Share out. The ohs and ahs and we should have thought of that s will be a strong note to end the exercise and give validation to creative groups.

As mentioned, the true impact of SEL is not fully realized until it is embedded in a school's culture. These 5 lessons are an easy way to get the ball rolling, but they are just a starting point. YOU are the expert of your space, engage your student athletes to dig deeper, get more creative, and adjust as needed.

For example, in our weightroom today we did a version of the "What do you have in common?" exercise between sets of back squat. Before a lifter can move on to their next set, they have to identify one unique thing their lifting group has in common. This can be more challenging in bigger group, which creates opportunities to dig even deeper. We had a group of four identify that all of them "traveled to Wisconsin this summer" and "'don't mind' pineapple on their pizza". It seems superficial, perhaps, but imagine all the small bits of conversation that occur to land on one of those topics.

So get creative, Coach. And if you find any successful strategies to build Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making in your setting, please REACH OUT and share!

We're always looking for new voices to publish and shine a light on. CONTACT US to publish your ideas - together we can go Beyond Strength and teach lessons that last a lifetime.

# data[].attributes.attachment_link.title
Beyond Strength: 5 Easy SEL Lessons for Sport or PE

# data[].attributes.attachment_link.description
The true impact of SEL is not fully realized until it is embedded in a school's culture. But for the coaches, these 5 Exercises provide a great place to start.

# data[].attributes.body
https://www.movethisworld.com/social-emotional-learning/sel-in-physical-education/

# data[].attributes.attachment_link.readable_text
A core practice in social emotional learning is to strengthen the mind-body connection, so it makes perfect sense that health and physical education classes heavily emphasize social emotional learning. But for many adults who didn't grow up with SEL, memories of PE classes may spark anxious flashbacks to painful dodgeball games or the classic worry of getting picked last for teams.

These days, however, instructors are leveraging social and emotional learning in the physical education curriculum to help strengthen the mind-body connection and center mental, social, and emotional health along with physical health.

What is SEL in Physical Education?

SEL in physical education encourages activity while helping students build SEL skills. Social emotional learning activities in physical education can deepen the experience students have engaging in physical fitness and sports, helping build an awareness for how physical health impacts us, learning how to navigate failures and successes, work on a team with peers, and learning how to recognize emotions in our bodies. All students, regardless of physical fitness levels or abilities, can have a more enriching experience in PE classes when SEL is integrated into the curriculum.

Benefits of SEL in physical education

Physical education focuses on our physical health, which is intricately connected to our mental, social, and emotional health. But without intentionally incorporating those elements of health into a PE or health class, we are doing students a disservice. There are benefits of SEL that are felt in any classroom, regardless of subject matter, including decreased behavioral incidents, stronger relationships and peer collaboration or teamwork, more resiliency amongst students, increased ability to ask and receive help, and more reflective, self-aware learners.

In a PE class specifically, these benefits can increase student buy-in and engagement during class, contribute to a stronger school community, and most importantly give students an opportunity to practice applying critical social and emotional skills in authentic experiences. Within the busy school day, PE class is one of the only times that students are able to get up, move, and play. These moments of interaction create opportunities to authentically practice the social and emotional skills that students may discuss or learn about in other classes.

Strengthening the mind-body connection

Our emotions are often called feelings, because we feel them! The school day is full of cerebral processing and critical thinking, but social emotional learning provides an opportunity for kinesthetic learning, allowing students to build awareness of their feelings and emotional responses. How we feel - our thoughts, attitudes, and beliefs - can impact our physical body, and our body gives us clues when we need to care for ourselves socially, emotionally, or mentally. Strengthening the mind-body connections helps students learn to listen to their bodies in order to notice signs of stress, anxiety, or depression, for example. It's also important for students to learn the mind and body are one and the same, so caring for your mental health supports your physical health and caring for your physical health supports your mental health.

Improving Classroom Climate

Giving students opportunities to authentically practice social and emotional skills strengthens their ability to transfer skills to various environments, like the classroom. Practicing social emotional learning in physical education classes can benefit students throughout the entire school day, even when they are required to sit in desks and focus on academic learning. Strengthening the mind-body connection develops more self-aware learners who are better at recognizing and regulating their emotions, asking for help, and working with others, all skills that foster collaborative, respectful, welcoming classroom environments. The physical activity and social interaction that students experience in a physical education class is a daily requirement for children, and perhaps the most important part of the school day for their development.

To help students cope with the pandemic and support learning recovery efforts, some schools have added additional recess or physical education time with the understanding that students' cognitive abilities are improved through physical activity. Instead of doubling down on rote memorization or academic skill development sitting in desks in classrooms, relying on classroom management to keep students focused and productive, providing more opportunities for play, physical activity, and movement can actually improve the brain's ability to learn and retain information. If there is ever a time to double down on physical education classes and integrate social and emotional learning in the physical education curriculum, it's now.

A core practice in social emotional learning is to strengthen the mind-body connection, so it makes perfect sense that health and physical education classes heavily emphasize social emotional learning. But for many adults who didn't grow up with SEL, memories of PE classes may spark anxious flashbacks to painful dodgeball games or the classic worry of getting picked last for teams.

These days, however, instructors are leveraging social and emotional learning in the physical education curriculum to help strengthen the mind-body connection and center mental, social, and emotional health along with physical health.

What is SEL in Physical Education?

SEL in physical education encourages activity while helping students build SEL skills. Social emotional learning activities in physical education can deepen the experience students have engaging in physical fitness and sports, helping build an awareness for how physical health impacts us, learning how to navigate failures and successes, work on a team with peers, and learning how to recognize emotions in our bodies. All students, regardless of physical fitness levels or abilities, can have a more enriching experience in PE classes when SEL is integrated into the curriculum.

Benefits of SEL in physical education

Physical education focuses on our physical health, which is intricately connected to our mental, social, and emotional health. But without intentionally incorporating those elements of health into a PE or health class, we are doing students a disservice. There are benefits of SEL that are felt in any classroom, regardless of subject matter, including decreased behavioral incidents, stronger relationships and peer collaboration or teamwork, more resiliency amongst students, increased ability to ask and receive help, and more reflective, self-aware learners.

In a PE class specifically, these benefits can increase student buy-in and engagement during class, contribute to a stronger school community, and most importantly give students an opportunity to practice applying critical social and emotional skills in authentic experiences. Within the busy school day, PE class is one of the only times that students are able to get up, move, and play. These moments of interaction create opportunities to authentically practice the social and emotional skills that students may discuss or learn about in other classes.

Strengthening the mind-body connection

Our emotions are often called feelings, because we them! The school day is full of cerebral processing and critical thinking, but social emotional learning provides an opportunity for kinesthetic learning, allowing students to build awareness of their feelings and emotional responses. How we feel - our thoughts, attitudes, and beliefs - can impact our physical body, and our body gives us clues when we need to care for ourselves socially, emotionally, or mentally. Strengthening the mind-body connections helps students learn to listen to their bodies in order to notice signs of stress, anxiety, or depression, for example. It's also important for students to learn the mind and body are one and the same, so caring for your mental health supports your physical health and caring for your physical health supports your mental health.

Improving Classroom Climate

Giving students opportunities to authentically practice social and emotional skills strengthens their ability to transfer skills to various environments, like the classroom. Practicing social emotional learning in physical education classes can benefit students throughout the entire school day, even when they are required to sit in desks and focus on academic learning. Strengthening the mind-body connection develops more self-aware learners who are better at recognizing and regulating their emotions, asking for help, and working with others, all skills that foster collaborative, respectful, welcoming classroom environments. The physical activity and social interaction that students experience in a physical education class is a daily requirement for children, and perhaps the most important part of the school day for their development.

To help students cope with the pandemic and support learning recovery efforts, some schools have added additional recess or physical education time with the understanding that students' cognitive abilities are improved through physical activity. Instead of doubling down on rote memorization or academic skill development sitting in desks in classrooms, relying on classroom management to keep students focused and productive, providing more opportunities for play, physical activity, and movement can actually improve the brain's ability to learn and retain information. If there is ever a time to double down on physical education classes and integrate social and emotional learning in the physical education curriculum, it's now.

# data[].attributes.attachment_link.title
SEL in Physical Education - Move This World

# data[].attributes.attachment_link.description
A core practice in social emotional learning is to strengthen the mind-body connection, so it makes perfect sense that health and physical education classes heavily emphasize social emotional learning.

# data[].attributes.attachment_link.readable_text
As Physical Education teachers, it is our responsibility to make sure our lessons are barrier-free and meet the diverse needs of our students - this is most commonly known as differentiation [ 1, 2]. It has best been described as 'the matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning' [ 3]. By planning for differentiation and integrating all pupils we ensure every student's fundamental right to access our wonderful subject, whilst also modelling a socially inclusive society which is based upon mutual understanding and respect for individual diversity [1]. Thus, it is essential that we acknowledge students as individuals that learn in different ways and that we need to plan for differentiation by setting suitable learning challenges for all [ 4, 5].

The STTEP principle is not the be-all and end-all of differentiation, but it useful when you need to make changes for a lesson [ 5]. Nevertheless, within the STTEP principle, we can find all other differentiation strategies fall under. For example, if we look in detail at 'Task' from the STTEP principle, we can find numerous approaches such as:

All students participate in the same activities with the teacher expecting a range of different results from students. Essentially, every activity can be considered differentiation by outcome as it doesn't require any additional planning. Therefore, it is obvious why it has received criticism as the teacher will tend to teach to the mid-level, thus potentially neglecting two-thirds of class as the content would be either too difficult or too easy for most students [2, 5].

At its most simplest is planning different tasks (or versions of the same task) for individuals or groups within the class. This could also be considered as Differentiation by Level as students can work on tasks with varying levels of challenge [2, 5].

Is essentially assigning different positions or responsibilities to students depending upon their abilities. These could include designating leadership responsibilities (i.e., captain, coach, and referee) or even positions within a sport (i.e. Point Guard in basketball would go to the team's best ballhandler and passer)[2].

Is utilizing different teaching approaches that best suit the student's ability or the activity. For more independent learners, a student-centered approach would be more appropriate, whilst another group may need a more teacher-centered approach. Also, for activities where safety is paramount (e.g. javelin) a teacher-centered approach is best [2].

Is planning different activities particularly with regards to assessment. Students should be able to demonstrate their understanding in a variety of ways, such as speaking or writing, physically demonstrating a skill whether on their own or part of a group [2].

Is selecting tasks with different focuses such as competitive, co-operative or individual in accordance with student's maturational and emotional needs. Competitive games can be high-stress situations for young people and a student with Emotional Behavioral Difficulties (EBD) may find them overwhelming if they have built enough confidence in the required skills [2].

Most of the strategies for differentiation are self-explanatory. One important principle to consider is how students are grouped as in Differentiation by Grouping. Generally students are grouped based on their ability, with the most able students working together and the least experienced students doing the same. However, as Physical Educators we have to be careful not to judge ability based on our perceptions of student's physical development and skill. Rather, we need to view pupil's competencies more holistically as they may well possess advanced analytical and evaluative skills or even leadership qualities beyond their years [ 5]. As a result, when planning for differentiation by grouping we should utilize a range of grouping strategies such as mixed ability groups, for example, as they may have a greater potential for student progression as students can learn from each other and develop skills, attributes and values that are both inside and outside of the physical domain [ 2]. In order to become more competent as teaching practitioners, it is important that we invest time in both planning and trialing a wide array of differentiation strategies with our students and take note of what does and doesn't work with certain groups and individuals. Furthermore, if you still feel inexperienced in this area, there is a wealth of literature available on this subject matter and most schools have a learning support team that would be encouraged by a visit from a PE teacher.

# data[].attributes.attachment_link.title
Differentiation In Physical Education | The PE Project

# data[].attributes.attachment_link.description
Differentiation In Phys Ed · Personalized Learning · Student-Centered · Outcome · Task · Roles · Interaction · Teaching Style · Response · STTEP Principle

# data[].attributes.body
https://blog.peoffice.co.uk/5-ways-to-differentiate-in-pe/

# data[].attributes.attachment_link.readable_text
One of the main roles of a PE teacher is to make sure every pupil has the opportunity to succeed, no matter their age, gender, ability or background. Studies have found:

So how can you differentiate your lesson to make sure each pupil is catered for?

1. By groups

The simplest, and often the most effective, method of differentiation in PE lessons is to group pupils by ability, with the most able pupils working together and the pupils who are still developing their skills working together. This method relies heavily on the teacher knowing the ability of their classes, and being able to assess the pupils quickly. Asking pupils to complete self-assessments of their ability may also aid this.

2. By task

Pupils could be grouped by their ability level and then given a slightly different task to complete. This will involve setting a task that can be adapted to include a greater or lesser challenge, and either directing pupils to the appropriate task or asking them to select based on their ability. It may also involve changing the rules of the activity, or how many times a pupil has to complete it.

3. By equipment

By providing pupils with a variety of equipment, PE teachers can ensure that all pupils can access an activity. A great example is a provision of short handle tennis or badminton rackets for developing players, moving on to longer handle rackets as they develop.

4. By outcome

Success can and will look very different for different pupils. Your role as a PE teacher is to identify and celebrate the successes and then move the pupils on to the next challenge. It may be that some pupils have to score 5 baskets in a minute, whilst others have to score 10. Pupils could set themselves a target to take ownership of their learning.

5. By teaching

Finally, the way you as a teacher interact with a pupil can allow differentiation. This can include the amount of support which is given whilst working, the number of instructions given, or the pace at which a pupil or group of pupils is asked to work at.

In summary, differentiation is a simple concept to explain, however, implementing it is complex and requires careful planning and a secure knowledge of each pupil you teach. Do not be afraid to try and adapt a variety of different methods of differentiation, and do not be disheartened if a strategy doesn't work the first time.

Make sure to check out PEOffice to see what it can offer you. You can also ring the team on 01909 776 900, send an email to mail@peoffice.co.uk or book a free online demonstration here.

# data[].attributes.attachment_link.description
One of the main roles of a PE teacher is to make sure every pupil has the opportunity to succeed, no matter their age, gender, ability or background. Studies have found: "that implementing a differentiated approach to swimming teaching appears to represent a significant challenge, but this method facilitated student learning outcomes."

# data[].attributes.body
https://blog.shapeamerica.org/2021/07/5-strategies-for-promoting-positive-behaviors-in-physical-education-class/

# data[].attributes.attachment_link.readable_text
Managing challenging behaviors can make or break a physical education class. As an adapted physical education teacher for grades K-5, I know that physical activity and movement often bring students to a heightened state - and if we don't teach them safe and appropriate coping skills, they may demonstrate undesirable behaviors in class.

In this article I will share strategies for promoting positive behaviors in physical education so you can set up your class for success. Within each strategy you'll also find specific examples that reinforce the strategy.

1. Prioritize Planning

We all put a great deal of time and effort into our unit and lesson planning - but it's important to think beyond the overall objectives of the lesson if you want to create an environment where students can practice and engage in positive behaviors.

Start by establishing set routines and then clearly share the schedule of activities for each lesson. This can ease the anxieties some students have which may cause them to act in an undesirable way. When students are comfortable and aware of what will happen in each PE class, they can take the energy they would have spent worrying about what comes next and direct it toward more positive thoughts and actions during class.

Organizing and clearly defining your gym or other class area can also promote positive behaviors. When setting up your space, think about how the students will move through the activities and how you will transition from your instruction to the main activity.

Do students have to retrieve or return equipment? Do you have to adjust any equipment in between activities? These transitions and idle time can create a situation where students may find ways to display undesirable behaviors. Set up your space with clearly defined transition areas and use as much of your space as possible. Quickly transitioning from activity to activity will limit the down time for students and keep them focused on the task at hand.

2. Streamline Student Equipment Selection

When it comes to equipment, students can be very selective. Students may have a particular ball they like the best or they may want the ball their peers are currently using. If given the opportunity to freely select whatever equipment they want to use, students can become involved in easily avoidable conflicts.

By implementing different systems into your lesson, you can still provide choices and options to students, but you are still in control of those choices.

In my class, for example, students are assigned a specific color for each lesson. This color determines which warm-up they do, which equipment they use, and which area they are in during the lesson.

Having assigned colors has made managing equipment a quicker and more streamlined process. Students no longer argue over who uses what piece of equipment during each activity. This small piece of classroom and equipment management has promoted a lot of positive behaviors in the gym and has helped reduce confrontation between students.

3. REALLY Get to Know Your Students

Knowing your students and creating an environment where they can succeed will greatly increase your class's ability to participate positively. All students bring different life experiences to school each day and unfortunately for some students, those life experiences have had a negative impact on them and their development.

If you understand any gaps your students might have in their skill development, you can organize your lessons and activities to best meet their needs. Knowing what students may have experienced in their young lives will help you understand how they may react in different situations.

During your planning process, create situations throughout your lessons where students can succeed. Having students experience a successful situation during an activity can help them build confidence and resilience. As students develop their skills you can begin to push them beyond their comfort zone. They will feel more comfortable in trying new skills or accepting feedback when they feel they are supported.

If you take the time to develop a strong relationship with your students, it will create a sense of belonging for them. Students who experience traumatic events in their lives often struggle to form healthy and meaningful relationships with peers and adults. Building and fostering a relationship with your students will help you get the best out of them - and when students experience setbacks or experience a less-than-desirable situation, they will be more willing to talk and work with you on possible solutions.

4. Master Conflict Resolution

Conflicts will happen in your physical education class. Even if you have clear expectations and guidance that helps students work through many situations, there will still be times when your mediation is needed.

When an undesirable behavior occurs, your reaction and how you handle the situation will have a big impact on what type of resolution is reached. During a conflict situation, it is important to ensure the safety of everyone involved. You may have to move students to a different location or remove equipment from the area. It is important to do this calmly to avoid escalating the situation.

When possible, approach the student who has exhibited the undesirable behavior and begin by gathering information. You can do this through asking open-ended questions, such as "W hat happened?" This allows the student to share the events from their point of view.

What a student experienced and reacted to might be completely different from what we witnessed. You can then help the student connect their emotions to the situation. An example of this would be to say, "You felt upset when John took your ball from the basket."

Many students know how they feel, but they are not able to use language to express how they are feeling. By summarizing the events and connecting an emotion, students will learn to build the capacity to express their feelings, helping them in future encounters.

5. Use Guided Interactions and Scripts

A great way to help students learn and practice safe and appropriate interactions is through scripted dialogues. As students participate in different activities, guide them through interactions using verbal or visual prompts and modeling.

Having students practice positive communication skills with their peers during various activities will help them learn the skills being practiced, develop self-confidence, and reinforce various social skills they are practicing throughout their school day.

Using visual prompts to help students through their interactions allows them to take ownership over their practice and work positively with their peers. Through guided practice students will gain the skills needed to communicate during activities and gameplay and will have a better understanding of gameplay concepts and strategies. When students are positively engaged, you'll notice more positive behaviors during class.

Additional Resources

Eric Kohl

# data[].attributes.attachment_link.title
5 Strategies for Promoting Positive Behaviors in Physical Education Class - SHAPE America Blog

# data[].attributes.attachment_link.description
Managing challenging behaviors can make or break a physical education class. This article includes strategies for promoting positive behaviors in physical education so you can set up your class for success.

# data[].attributes.body
https://www.edweek.org/teaching-learning/opinion-four-favorite-physical-education-instructional-strategies-recommended-by-teachers/2021/07

# data[].attributes.attachment_link.title
Four Favorite Physical Education Instructional Strategies—Recommended by Teachers! (Opinion)

# data[].attributes.attachment_link.description
Differentiated instruction is among the favorite strategies three educators employ in teaching physical education.

# data[].attributes.body
https://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf

# data[].attributes.body
https://blog.schoolspecialty.com/6-ways-integrate-technology-physical-education/

# data[].attributes.attachment_link.provider_name
Schoolyard Blog | Teacher Resources | School Specialty

# data[].attributes.attachment_link.readable_text
Physical Education School Specialty *

Teaching physical education can be challenging for any number of reasons, from a lack of equipment to keeping students engaged. To meet these challenges, some educators are turning to technology in physical education to create more dynamic classes that work for students with a wide range of fitness levels. Here are some examples of technology and how you can use them in your classes.

Pedometers

Pedometers are probably one of the first examples that come to mind when discussing technology and physical activity. Measuring steps is one of the easiest ways to measure physical activity, and pedometers can be used by a wide range of age groups. Another benefit of using pedometers is they can be used in a variety of tasks, such as doing household chores or scavenger hunts. One issue to remember with pedometers and heart rate monitors is that target rates are different for children with different abilities and activity levels, so be sure to plan accordingly.

Heart Rate Monitors

Heart rate monitors are used to measure a student's pulse while engaged in activities. Using these devices allows educators and students to aim for an individualized target heart rate that is challenging to maintain but not too difficult to achieve. By customizing student goals, students feel more involved and more empowered to continue with fitness. Once more, there are different target rates depending on age and ability, so remember to take those into consideration.

Health Tracking Technology

Taking the data used by heart monitors and pedometers is vital to creating a long-term plan for advancing health. Some pedometers and heart monitors have connectivity built in, which makes the process easier. Using tracking programs or monitoring systems provides educators with tools useful in creating custom goals for the students. These kinds of programs allow for instant feedback so students have the opportunity to adjust their goals and how they wish to achieve them.

Mobile App Technology

With the explosion in mobile technology, physical educators have a wealth of tools. For example, MapMyFitness and MyFitnessPal allow for movement tracking as well as nutritional help. Some apps also assist with improving athletic activities such as basketball. Then, the students can compare what they're doing with what the app instructs. Another idea is to use Google Earth to show students distances and challenge them to walk those distances-for example, the height of Mount Everest or the distance between their home and another location.

Physical Education Videos

Sites such as YouTube and Vimeo offer a wide range of tools for educators. If an educator wants to teach something such as dance or yoga, there are a variety of how-to videos that can apply to any age group. Additionally, some educators create video projects where student groups create an instructional video to teach something to the rest of the class.

Gaming Technology

There is a steady market of "exergames," such as Wii Sports and Dance Dance Revolution. To implement this technology in physical education or any classroom, have a few students use the controllers (taking turns is crucial!) and have the rest of the class follow along with them. For these games and any video resources, projecting the video on a wall or screen allows everybody to see what is happening.
Read More: Physical Education
Adapting new technology in physical education can be challenging for instructors. Sometimes, physical education teachers can feel as if technology does not apply to their subjects. However, by embracing technology, instructors create a more varied and dynamic classroom. They are also able to appeal to the interests of many different students and ability types. Using technology to teach physical health allows educators to create more activities and show the importance of setting and achieving goals.

# data[].attributes.attachment_link.title
6 Ways to Integrate Technology into Physical Education

# data[].attributes.attachment_link.description
Teaching physical education can be challenging for any number of reasons, from a lack of equipment to keeping students engaged. To meet these challenges, some educators are turning to technology in physical education to create more dynamic classes that work for students with a wide range of fitness levels.

# data[].attributes.body
https://askatechteacher.com/8-tech-tools-for-pe-teachers/

# data[].attributes.attachment_link.readable_text
Technology is a natural education fit in everything from math to Spanish to literacy. The one corner of K-12 learning that is not so obvious is PE - Physical Education. In that class, we think of physical stuff - not digital - like running and exercising.

But kids love technology's apps and software. Is there a way to use these to encourage physical fitness? After all, the tie-in between physical conditioning and learning is well-accepted. Here's what the NY Times reports:

Better fitness proved to be linked to significantly higher achievement scores - a 2013 study reported in PubMed.org.

But, how can teachers use the technology students love to encourage physical education? Here are my favorite websites and apps:
iOS, Android
This is a stunningly visual app that takes students right into the human body via virtual reality. Viewers travel down the gastrointestinal tract, the small intestine, the circulatory system, and three other systems. With 360-degree navigation, it is fully interactive, including even tags for important parts. Students can stop and observe while exploring the hotspots. Watch this video-you really won't believe it.
Bracketmaker
This is a quick app for making tournament brackets for anything from friendly PE-class rivalry to an official competition. Once all participants (between four and thirty-two) are entered, it's easy to advance the winner to the next level. Contestants can be paired manually or Bracketmaker will do it for you. The completed brackets can be emailed or printed. Nice that it requires no WiFi or Internet - just works off the app.

App

Coach's Eye is one of the top apps I heard about from lots of PE teachers. It is one of the leading video platforms to record an athlete's performance for playback and review. It records the action and then shows the athlete how to improve, for example, refine a fastball, analyze a golf swing, break down a volleyball serve, improve soccer skills, or demonstrate proper weightlifting form. Videos are available instantly and can easily be compared with earlier videos of the student's action. The video can be zoomed and panned to analyze details. Users can draw lines, arrows, or any freehand mark right on the video, as well as add audio commentary and slo-mo. Videos can be shared via SMS, YT, and FB.

This app simulates the tense moments of soccer penalty shots as if you were in a final making spectacular goals. The realistic graphics and special effects make you feel as if you are in the match. Controls are intuitive and easy to learn.

With the addition of Google Cardboard, you feel like you're kicking that final soccer kick.
App, website
LifeSaver is an online simulation of a life-threatening occurrence where you (as the viewer) become the only one around who can help. You are asked questions, prompting you to take the next step. Your answers play out on the simulation so you can see what happens based on your choices.

The video is powerful, professional, and pulls the viewer in as a critical part of the emergency.
Save-a-life Simulator at the Gym
This simulates the experience of helping a person having a heart attack (or a similar life-threatening experience) at the gym. The student or inexperienced person, once they agree to help (virtually) is walked through the steps that s/he must perform. The next step is based on their earlier choices.

This simulation is available in English and Spanish for free through Medtronic's Heart Rescue Project. A similar program is available for saving a life at the mall.
Fee (after free trial)
Sworkit provides over one hundred guided five-sixty-minute workouts built from over 300 exercises that can be customized to personal needs. It incorporates exercise intervals (H.I.I.T + Tabata) and provides access to a real trainer for advice. While it's an app, there is also access through desktops, Web App and Apple TV.

***

Technology is changing every part of education, including PE. What are your favorite tools?
- published first to TeachHUB Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

# data[].attributes.attachment_link.description
Technology is a natural education fit in everything from math to Spanish to literacy. The one corner of K-12 learning that is not so obvious is PE - Physical Education. In that class, we think of physical stuff - not digital - like running and exercising. But kids love technology's apps and software.

# data[].attributes.body
https://www.pecentral.org/lessonideas/middlehigh/middlehighideas.asp