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-Student Choice
-Student-centered
-Parental Involvement
-Leadership Roles

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Every teacher has encountered children who are not disruptive, but demonstrate that are clearly not ready to participate in structured physical activity.

It is essential to develop a positive learning environment that is physically and emotionally safe. The goal is that children feel secure, are able to take risks, try new things, help one another, and see themselves as part of the class. Try the following strategies:

*Allow the child too simply observe the activity.

*Be patient. Don't force the child.

*Give the child a manipulative and see if any exploration begins.

*Be certain children have progressed through developmentally appropriate activities.

*Digress to simpler tasks.

*Partner the child with an out-going classmate.

*Send activities home to engage children in more practice time in a different setting.

For a sample SPARK physical activity lesson including a Family Fun activity to send home, Click Here.

Every teacher has encountered children who are not disruptive, but demonstrate that are clearly not ready to participate in structured physical activity.

It is essential to develop a positive learning environment that is physically and emotionally safe. The goal is that children feel secure, are able to take risks, try new things, help one another, and see themselves as part of the class. Try the following strategies:

*Allow the child too simply observe the activity.

*Be patient. Don't force the child.

*Give the child a manipulative and see if any exploration begins.

*Be certain children have progressed through developmentally appropriate activities.

*Digress to simpler tasks.

*Partner the child with an out-going classmate.

*Send activities home to engage children in more practice time in a different setting.

For a sample SPARK physical activity lesson including a Family Fun activity to send home, Click Here.

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Tips for Teachers - Increasing PE Participation

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Every teacher has encountered children who are not disruptive, but demonstrate that are clearly not ready to participate in structured physical activity. It is essential to develop a positive learning environment that is physically and emotionally safe. The goal is that children feel secure, are able to take risks, try new things, help one another, and see themselves as part of the class.

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-Sport Motivation Scale
-Situational Intrinsic Motivation Scale

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Maximizing PE participation sounds like a no-brainer to me!
But, what are some of the effective strategies that can make that objective a reality in your physical education?

Based on best-practice research, students in physical education classes should be doing moderate to vigorous physical activity (MVPA) at least 50 percent of the time. Simply put, if you have a 30-minute class, students should be in MVPA at least 15 minutes. This sounds like an easy task but many unmodified physical education activities fall well-short of this goal. Elimination games are at the top of that list. Other common offenders are traditional relay activities and large group games (like sideline soccer). The good news is that there are various ways to modify these activities to help increase MVPA for all students.

Elimination games, often tag games, are easily modified to ensure that all students are engaged. First, provide students who are out with a way to get back into the activity. Typically, we chose a physical fitness activity that students can complete to "earn" their way back into the game. Smart teachers will target areas of weakness that have been previously identified in physical fitness testing (i.e. - if students have consistently scored poorly on abdominal strength and endurance fitness tests, I always chose a "curl-up" challenge for the students to earn their way back into the game). Another forward thinking concept is to tier/differentiate the activities that the students perform to "earn" their way back into the activity (i.e. - we used to have three levels for our students (green-easy, yellow-medium, and red-hard) the activities that students could choose were similar in nature but either required more repetitions or slightly more difficult technique).

Relays can be adapted to reduce wait time to maximize student participation levels. One strategy is to limit the number of students in each relay line. The more students in a line the longer the wait time (i.e. - if there are 4 students in a line, the participation rate is only 25% which is well below the minimum standard). By have only two students on a team, you get that number to a more reasonable 50%. Another interesting concept is having more than one student from a relay team "go" at the same time. For this concept, we used colored flags to designate the students that could move. If working with larger groups (5 or more), we always used flags for half of the group or more (i.e. - for a group of 5, we would provide 3 similarly colored flags for each team). This concept takes a little bit of practice if it has never been introduced but it really works well and can be adapted for collecting activities too. The last strategy is very simple but really ramps up activity levels. If students are waiting for a turn, they must be doing a designated physical activity (i.e. - jumping jacks, cross-crawls, crab kicks, etc.).

Large group games with limited amounts of equipment are another participation buster. One ball and twenty-five students is not a recipe for student engagement or success. The students with the skills needed for the game (approximately 15%) will dominate the activity, while the rest of the students never get a meaningful touch of the ball. It makes more sense to offer small-sided activities where the student-to-equipment ratio is much more conducive to "real" participation and skill building. If offering a large group activity, set game play up in stations to reduce the number of players on the court. Instead of two huge teams, break up the groups into 4-6 teams and have the teams rotate in and out of the game. While teams are not playing, they can be working in skill building or fitness stations that will keep them engaged while waiting for their game time.

The important thing is to think in terms of MVPA. You can always use an MVPA pedometer, such as the FITstep™ Pro Pedometers by Gopher, with your students to get a better picture of the level of activity that they are getting each day and then make adjustments to activities based on that feedback. Another option is selecting one student in a class and timing the amount of time on a stopwatch that they are engaged in physical activity. It is an eye opening assessment, I can assure you!! As physical education teachers we have to make sure that we keep the physical in physical education and provide appropriate games and activities that are designed to maximize not minimize student participation.

Chad is the Safe Routes to School Coordinator for Chesapeake Public Schools in Chesapeake, VA. Previously, he was a Physical Education Teacher at Deep Creek Elementary in Chesapeake, VA. Chad was the 2011 National Physical Education Teacher of the Year and the 2009 VAHPERD Elementary Teacher of the Year.

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How To: Maximizing PE Participation! | Gopher PE Blog

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Maximizing PE participation sounds like a no-brainer to me! But, what are some of the effective strategies that can make that objective a reality in your physical education? Based on best-practice research, students in physical education classes should be doing moderate to vigorous physical activity (MVPA) at least 50 percent of the time.

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Elementary students are usually very motivated to participate in Physical Education. I see students two days per week and I have one "fun day" where we focus on skills and other activities and one "fitness day" where we focus on cardiovascular endurance, muscular strength and endurance and flexibility. It can be difficult to get students to be motivated to fully participate in "fitness days" (even students who normally enjoy PE). I would like to find new ways to increase participation and motivation during fitness days.

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Students Acting Bored?
How I started a choice-based fitness curriculum to empower students, increase participation and improve my use of differentiation strategies.
Early in my career I inherited a traditional PE program and began working to transition into one that incorporated lifetime fitness concepts and activities. My students agreed they should be learning how to lead a healthy lifestyle yet their least favorite activities were those that provide the knowledge and skills to help them do so (functional fitness, etc.). This inconsistency in perceptions coupled with my need for curriculum reform helped reinforce the reasoning behind my Master's Degree research - a pivotal turning point in my career. I was able to incorporate various choice-based strategies and differentiation techniques within a new fitness curriculum. The results improved my program significantly.

Overall, incorporating choice should be a student-centered learning process that is active, engaging, and goal-directed. It should foster responsibility, promote decision-making and provide students with a sense of ownership. Incorporating choice also holds students accountable for their learning and ability to stay on task in an active setting.
Programming-based Choice Strategies:
1. Warm-ups: Providing instant activities with choice or a leveled progression helps students feel empowered and 'hooks them' for the rest of the lesson as they feel ownership of their learning. This also allows the teacher to work more one-on-one with specific students in need.

2. Sign-ups: After introducing several activities, provide choices within the same space ( flag football, Ultimate Frisbee, disc golf, walking, or yard games), or have students choose an activity within the same learning category (ex: Ultimate or Flag Football for invasion games). My students are on a weekly rotation. At the end of a three-week cycle they sign up for their favorite choice allowing them to be able to work with students from other classes and specialize in a preferred choice from the recent learning cycle.

3. Level of Competition: When students choose their level of competition for game play they experience more success, which sustains their interest and enjoyment. A 'Competition League' is for those who prefer to keep score, play through brackets, and have a higher interest in the activity (notice how I did not say higher skill level). A 'Recreation League' runs through a round robin format and for those who do not wish to focus on a win/loss rather more skill development in a less-competitive yet still engaging atmosphere. Sportsmanship is a priority for each league. This is a nice strategy to incorporate especially in net games ( Badminton, Pickleball, Tennis).
Product-based Choice Strategies (Differentiation):
1. or Tic-Tac-Toe: I modify game handouts so students can make self-directed fitness choices and learn content simultaneously. Offering two choices within a box (average and advanced) allows students to choose an activity that fits their ability level. Use the handout multiple times to eventually complete both levels and then have students compare and contrast their experiences.

2. Workout Logs and Fitness Plans: Once students learn fundamental fitness concepts and exercises they log their workouts on a choice-based log that offers a variety of exercises by each muscle group. Students also create personal workouts they can try in class or at home. Or I've designed a "Webquest" walking students through creating a fitness plan.

3. Station Choices: Stations and circuits become boring if not spiced up with variety and choice. Give two options or "challenges" when practicing skill work in stations. Incorporate technology and use QR code readers so students scan a choice to see their choice and then complete. Have students design station choices to empower them and take ownership of the learning process.

As always, activities should be purposeful, realistic and fun. Hold students accountable for their learning by setting an Activity Time, MVPA, or Step Count goal with pedometers. My students use Gopher FITstep™ Pro Uploadable Pedometers daily which makes it easy to assess their performance.

There is no "one-way" in our classroom. Providing more choice and incorporating differentiated instructional strategies helps empower students and increase participation. If you find yourself wanting more be sure to check out my webinar on Increasing Student PE Participation and Enjoyment through Choice-Based Action(Aired: June 27th, 2014). It will have in-depth specifics on these ideas plus much more ideas for viewers.

Join in the community and continue the conversation. What is one of your favorite ways to incorporate choice or use differentiation? Leave your comment or question below.

Jessica is a Physical Education Teacher, NBCT in Moscow, Idaho. She is the 2012 National NASPE Middle School Physical Education Teacher of the Year, a National Board certified Physical Education Specialist, and served on the SHAPE Idaho board for over 7 years as President, Conference Manager and District Representative. She has and continues to travel the country providing professional development workshops and keynotes on a variety of topics.

Tags: Games & Activities, Teaching

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Choice Strategies: Increasing Differentiation in PE | Gopher PE Blog

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How I started a choice-based fitness curriculum to empower students, increase participation and improve my use of differentiation strategies. Early in my career I inherited a traditional PE program and began working to transition into one that incorporated lifetime fitness concepts and activities.

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Motivations for Participation in Physical Activity Across the Lifespan | Gavin | International Journal of Wellbeing

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Motivations for Participation in Physical Activity Across the Lifespan

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Early Steps Physical Education Curriculum

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by frank-stuart

If you're studying to become a PE or Dance Teacher, you might be aware of how difficult it can sometimes be to encourage and motivate students to participate in physical activity. Here are five simple steps that you can implement to make physical activity more enjoyable and less of a chore.

1. Set goals

Goal setting is an integral part of motivating students to partake in physical activity. Short and long term goals are a helpful way for students to monitor their progress and behaviour and give them something tangible to achieve. It's important to encourage students to set goals that can be broken down into smaller steps. Students can then to try reach these goals, while assessing and revising their progress. You should also create opportunities for discussing and encouraging these goals.

2. Make it fun

Find sports and activities that students will enjoy and ensure that you keep the routine varied and interesting. Request feedback from students about what they would enjoy and take that feedback into consideration when creating a lesson plan. Students are more likely to be motivated to participate in physical activity when they are doing something that they find fun.

3. Provide feedback, encouragement and celebrate success

As with asking students for feedback, it's important to provide students with relevant and timely feedback as well. Ensure that you provide regular, constructive and specific feedback about students' progress in class and suggest ways that they can improve where necessary. As well as feedback, ensure that you are at all times encouraging and celebrate successes. This helps students build confidence and overall self-esteem and also motivates them to continue physical activity.

4. Develop Awareness and Active Participation

Instead of just instructing students about their health, make them active contributors and part of the decision-making process. This will raise awareness and ensure students are held accountable for, and keep a level of interest, in their health. You could ask your students to keep a diary to record the amount of physical activity they partake in during the day and to write down their goals and things that motivate them.

5. Be Passionate About PE Teaching

As a general rule of thumb, it's important to be passionate about your role as an educator. It would be near impossible to motivate your students if you, yourself, don't enjoy your work. When your students see how passionate you are about teaching physical education, it will inspire them to feel the same.

Keen to motivate students to reach their peak of physical education? Pick up all the skills and knowledge you will need with a PE Teaching course at ACPE. Learn more >

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Motivating physical education in students

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by frank-stuart If you're studying to become a PE or Dance Teacher, you might be aware of how difficult it can sometimes be to encourage and motivate students to participate in physical activity. Here are five simple steps that you can implement to make physical activity more enjoyable and less of a chore.

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Read "Educating the Student Body: Taking Physical Activity and Physical Education to School" at NAP.edu

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Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking.