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Pre-set training

Pre-set drills and full training programs created by experts and updated regularly for multiple sports (basketball, soccer, baseball/softball, hockey, lacrosse) as well as fitness, speed & agility, and more on the way!

Customize your own training

You have the ability to customize your stimuli (colors, numbers, and arrows), transition (timed or touch), and duration (countdown or rounds) to create a training session that fits your needs.

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The Leading Brain Training App for Athletes. Used by pro coaches and athletes, SwitchedOn provides random colors, numbers and arrows to train your brain and body. Improve decision making, focus, reaction time, awareness, speed, agility, athletic performance, and more. Perfect for all dynamic sports

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At the PE Project our aim is to provide friendly and accessible PE pedagogy and resources which will have an immediate impact on your lessons and students. Whatever your goal, we hope that you'll find lots of valuable information based on solid learning theories and empirical research that are helpful in your journey towards excellence!

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Physical Education Pedagogy, Resources & Ideas | The PE Project

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At the PE Project our aim is to provide friendly and accessible PE pedagogy and resources which will have an immediate impact on your lessons and students. Whatever your goal, we hope that you'll find lots of valuable information based on solid learning theories and empirical research that are helpful in your journey towards excellence!

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The single subjects are a great vehicle for teachers to deliver learning experiences in the arts, maker space/design, world language and in PE that are meaningful and purposeful. Drama, music, visual arts, world languages and PE are often viewed as being secondary in nature and on the fringes of a school's curriculum, but these disciplines provide essential learning for students that can have a profound impact on their life both inside and outside the walls of their school.

There is so much inspiration that can be found in these disciplines that help to ignite passions that can stay with a young person for the rest of their lives. Whether it be tinkering away in the garage or basement on weekends (Maker Space), finding a joy and love of different movement pursuits(PE), being absorbed in creating art or music, or studying a new language, the single subjects provide a multitude of opportunities for students to find greater purpose and meaning that is specific to them and their needs, as well as their interests.

Single subject teachers teach to the masses. Countless students walk through their doors each week. Having a clearly articulated vision for the units taught in the single subjects is a priority that requires an in-depth look beyond just the 'activities' done in each class. During pre-unit planning, rather than a center of attention being on activities, the focus must instead turn to the mapping out of the big ideas that will drive all teaching and learning throughout the course of a unit.

Once the conceptual framework is mapped out, single subject teachers how have a clearly defined vision for where they want to take their students, making it much easier to then focus on the lesson to lesson activities that will drive and support student learning.

I work closely with single subject teachers to help them create a clearly defined vision for their units that is deeply rooted in conceptual understandings and how these concepts connect within the learning of the unit itself. Creating a roadmap or timeline as we call it, gives the teachers the structure that they need to better plan out all teaching and learning over the duration of their units.

I'll be sharing some of our planning in the single subjects over the next few months on my blog in order to help educators who visit my website see what's possible in regards to unit planning and to see some of the great work being done at The KAUST School in Saudi Arabia. I'd like to share our current grade 5 music unit being taught by my colleague Peter Diglin. You can connect with Peter on Twitter at: https://twitter.com/PDiglin

When beginning the pre-unit planning process, the first question that needs to be asked and answered is: In Peter's case, he is hoping that his grade 5 students walk away from the unit having made Once the big ideas were identified, we then began to look at how they fit together in a logical way. Peter was able to begin thinking his way through the unit, identifying what he felt was the best way to unpack the big understandings of the unit from the first week to the last week.

What is it that the teacher is hoping students will walk away from the unit being able to understand/do?

This should be answered in no more than one sentence in order to ensure a clearly articulated vision for the unit. a personal connection to an instrument and that they develop a sense of self-belief in themselves as musicians.

Once the clear vision for the unit is established, we then begin to identify what concepts need to be focused on in order to support the vision of the unit and the learning that will take place. We do this in a very loose manner, just brainstorming possible big ideas and how these big ideas might fit into the learning in the unit.

In the grade 5 Personal Inquiry unit, some of the big ideas identified were:

Inspiration, Skill Acquisition, Instrumentation, Rhythm, Tempo, Melody, Personal Connection, Performance, Organization, Social Support, and Personal Responsibility

When doing pre-unit planning, each teacher might look at their units differently, which is fine. However, the most important thing is that each teacher who timelines out their units, is able to clearly articulate the roadmap that they have in mind for teaching the unit. That requires some deep thinking and takes time, but this process helps to set the teacher and their students up for success in this unit.

The timeline for Peter's grade 5 Personal Inquiry unit can be seen below.

As you can see from the timeline, the concepts are spread out over the 6 weeks of the unit. Once the big ideas have been unpacked, they continue to be an underlying focus for the rest of the unit. For example, the concept of skill acquisition was unpacked in weeks 1 and 2 of the unit, but students needed to demonstrate an understanding of the importance of skill acquisition for the rest of the unit. This is the same with all of the concepts chosen to be unpacked in the unit.

We decided that the concept of 'inspiration' would be a major focus or overarching theme of the unit. We wanted students to understand that music can inspire us to create our own work. In order to emphasize this, it was decided to use the Zach Sobiech story to help create a strong emotional connection in this unit. We wanted the students to understand the different ways that music can inspire people. If you haven't heard about Zach's story, you should check it out, it's well worth your time.

In the first class of the unit, Peter showed a moving video that was a tribute to Zach and his work as a musician. Unfortunately, Zach passed away from cancer, but he left a powerful legacy behind that has inspired countless musicians around the world including well-known artists such as Jason Mraz.

Here is the video that Peter used in the first lesson.

The question that was immediately unpacked after the students watched the video was:

Why does music inspire us to create?

The students had discussions with each other and came up with responses such as: it makes us want to create our own music, it makes us want learn an instrument, and music makes us feel good. The Zach Sobiech video helped to kickstart the unit off in a great way that then led into an exploration of different instruments for the first couple of weeks. The students were really moved by Zach's video. It was the emotional hook that we were hoping to create to make the students more receptive to learning in this unit.

This led into a specific focus on rhythm, tempo, and melody in the middle of the unit which then led to the concept of personal connection. Through the initial exploration of instruments, the hope was that the students would be able to develop a personal connection with one instrument that they would like to focus on the rest of the unit.

From there they began the journey of creating their own performance. In order to do this, they needed to understand that musicians support one another by providing ideas and feedback. They also needed to understand that each student is responsible for their own learning and needs to stay on track with developing their own work. As well, creating their own music requires organization and time management skills. These skills definitely support the bigger concepts in the unit.

Once the timeline was mapped out and Peter could clearly talk his way through the unit, we then set out to create specific steps for learning that would be unpacked in order to support the conceptual understandings.

The 'steps for learning' breakdown the timeline further, giving a clear direction for all students. The wording on each step for learning is very important as it must allow for a 'low entry point' but also a 'high ceiling', meaning that all learners have an entry point into the learning in the unit. The steps for learning are made explicit and visual in Peter's teaching space in order to keep students on track and to give them opportunities to identify where they are at in the unit. Students progress through these steps at a pace that suits them and their learning and whatever they are focusing on at the time.

If a high flying students gets through all the steps for learning, they just swing back to the start and find a more difficult challenge to focus on based on their own ability and understanding. The steps for learning definitely keep students on track and are a perfect way for the teacher to identify where each student is at in regards to their own learning. As well, the students can do mini-reflections after each step before moving on to the next step for learning in the unit. A great assessment opportunity for teachers.

See Peter's steps for learning above. As part of the exploration at the beginning of the unit, Peter felt it was necessary to introduce horn instruments to his students, but this needed direct teacher instruction. Peter placed students into smaller groups for this direct instruction in order to teach them specific techniques related to horns. As he worked with smaller groups, the other students continued on with their personal inquiries. The direct instruction with horns was done in a pull out, small group manner which was executed very well on Peter's part.

We are now in the second half of this unit. Peter and I have been constantly reflecting on how the unit is progressing, what has been working well, and what he needs to refine in order to improve the overall learning experiences of the students.

I'll be writing another blog post at the end of the unit to share Peter' successes and his final teacher reflections in this unit. If you are a PYP Coordinator or music teacher, please connect with Peter, he's got lots of great ideas to share.

How do you map out your units in the single subjects?

How do you ensure that your planning helps to differentiate learning experiences to meet the needs of all of your students?
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​How do you make learning intentions and expectations explicit and visual in order to keep students on track with their learning?
Would love to hear your ideas. Thanks for reading. And thanks to Peter Diglin for his permission to share the details of his unit and his teaching!

Creating meaningful and relevant movement opportunities for our young students is directly dependent on our ability to spark curiosity, wonder, imagination, and joy in their learning on a daily basis.

Inspiring movement and physical activity can be purposefully planned for through the use of specific provocations that help to capture our young learner's imaginations as early as possible in the units that we teach.

I'm lucky towork very closely with Zack Smith, who is a fantastic early year's physical education teacher in the kindergarten section of The KAUST School here in Saudi Arabia. Zack and I have closely collaborated over the past three years in regards to developing the most meaningful PE experiences possible for our young learners. Zack has many great ideas and deep insight into the developmental needs of kindergarten students which helps to springboard some really good discussions around unit design in PE. The work that Zack and I are doing is an attempt to better understand how the Meaningful PE framework can be applied to 3-year olds. The big questions that we have are:

How can we create meaningful movement experiences for our youngest learners?
How can we make their learning in PE relevant to who they are?
How can we help them connect with their classmates in order to develop the social skills of working together?
How can we ensure they are challenged in order to build their motor competence?
How can we infuse joy and delight every step of the way in their learning journey in physical education?

Over the past few months, Zack and I have been planning more specifically in relation to how he might engage his students on a much deeper level in order to not only develop their motor competence, but to also ensure that all learning is relevant and accessible to them in a way that brings delight and joy.

At the beginning of the school year, Zack created his own professional inquiry that explored how he could better use verbal and symbolic language with his students in order to better engage them in their learning and to create more agency. Through close observation and data collection in Zack's PE classes, I was able to share some important data with him that led to us discussing his use of voice and visuals in his teaching.

Although Zack has always used his voice and visuals in ways to capture his students' attention, we created a plan that would take this to what we felt was the next level.

Zack has always told stories to his young learners in the past, but what we decided to do differently was to specifically create stories that were more purposefully structured in ways that inspire an imaginative journey that embeds movement and physical activity as part of the storyline.

Planning these stories from scratch takes an open-mind, some deeply creative thinking, and carefully planning the types of visuals to be used in the story. Each lesson is essentially a short chapter with each chapter building in complexity in order to set up different challenges that the students will need to explore and take part in.

As Zack's pedagogical/instructional coach, one of my roles is to help him to create teaching resources based on our planning discussions. Our goal has always been to deepen levels of engagement which can often be measured through further observations. As Zack uses the resources as part of his teaching, my job is to then observe the students to see whether or not they are more engaged in the lesson. This can easily be done by literally counting the number of times Zack has to re-direct his students to get them back on track. I can also observe his students as Zack tells the stories to see how closely they are paying attention.

Through the use of voice and specific visuals in his story-telling, we have found that the students have definitely been paying more attention. We have also found that the number of re-directs on Zack's part has gone down considerably as the students are really engaged in his lessons. This provides us with valuable data to show that the use of story-telling with visuals has helped to not only keep students on track with their learning, but to better engage them in the lessons.
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I'd like to share the story we created so far in Zack's current unit and what we are hoping to accomplish through this story.

Zack is currently doing a unit that focuses the students on developing striking skills using their hand and other striking implements such as soft paddles, rackets, bats and also their feet. These manipulative skills help children to strengthen the muscles in their hands, develop eye-everything coordination, increase physical control, and explore cognitive concepts like cause and effect.

Have a look below to see the visuals that we are using in Zack's Strike Force Heroes story and a summary of each part of the story so far. The goal is to get the kids engaged in movement through the themes of the story. Each student can be a part of the Strike Force team in order to defeat the evil villain. Exciting stuff!

Both Zack and I have noticed full engagement, less need for re-directing students, and some really happy and excited kids. We have noticed that they were actually making efforts to touch the targets with the paddle as they navigated their way through the obstacle course. We also noticed less behavior problems as the students had options. They didn't have to go through the course exactly as laid out in the story visual (#15). They could drop in and out of different areas of the obstacle course journey in order to tap into their curiosity more.

Zack and I met (today) at the end of the day to pre-plan next week's chapter. There are some adjustments that we will make to re-emphasize certain parts of the story in order to draw out the learning intentions that we have for this unit. Planning for meaningful experiences in physical education with young children takes careful planning that goes well beyond just letting them run around for 30 minutes with no specific purpose. It is easy to think that 3 -year olds just need to play and explore with no purpose. Although this is true at times, Zack and I are carefully planning how they play and explore in order to create meaningful movement experiences that connect them with their classmates, challenge them to learn new ways to move their bodies, and to use their imagination in ways that bring them joy and delight.

Looking forward to sharing another blog post showing the progression of learning. In the meantime, check out the photos of the students working hard in their role as Strike Force Heroes. Thanks for reading.

Creating meaningful learning experiences in physical education must begin with engaging our students as quickly as possible in the unit. Regardless of the unit being taught, beginning with a rich and powerful provocation can help to create the emotional hooks necessary to inspire movement at a level that is just right for each of our students.

This is something we take very seriously in our physical education program at Gardens Elementary School. Taking the necessary time and energy to pre-plan is an essential part of the design process when it comes to the units that we teach. See the photo below of our poster-sized timeline for our unit. ​

Our ultimate aim is to help our young learners make powerful connections not only between the important concepts and skills in the unit itself, but also to understand that each person has their own entry point to learning that must be accessed as soon as possible in the unit. All learning must begin with a powerful provocation that creates the emotional hooks necessary to draw out the big ideas of the unit. Bearing this in mind, we started the unit off straight away by Involving students in the co-construction of learning and involving them in the unpacking of the big ideas/outcomes gives them ownership and autonomy over the learning process which creates an environment that places them front and center in the units being taught.

We have been working very hard to unpack the 5 features of meaningful PE experiences with our students this year in order to help them know and understand how these features authentically apply in their own life and learning related to physical activity and movement.

To quickly summarize, the Learning About Meaningful Physical Education research team has done a tremendous amount of work related to better understanding how educators can inspire young people to find joy and delight through movement and to engage in physical activity as part of their every day life both in school and out of school.

The PE teachers at Gardens Elementary School and myself are making sense of the Meaningful PE framework in our own way, tweaking and adjusting our approaches, testing out different pedagogical strategies, and most importantly, reflecting on our teaching and student learning every step of the way in order to refine the way we deliver our program.

Today's blog post will be the first in a series of blog posts dedicated to how we are unpacking the 5 features of the Meaningful PE framework (Fun, Motor Competence, Relevance, Challenge, and Social Integration) in our current Individual Pursuits unit that is focused on inspiring kids to be active through racket sports.

So, let's get right into how we specifically kickstarted this unit in a way that zeroed in on the big ideas that we were hoping the students would grasp on to in the very first class of their individual pursuits unit.

The Power of Provocation

You might ask yourself 'Why would they use a video about a javelin thrower in a racket sports unit?'. The short answer to this question is that conceptual understanding is not subject or unit specific but transcends discipline/unit specific boundary lines. When drawing out the importance of the 4 concepts mentioned above, we wanted a powerful hook in order to do this, therefore we felt it wasn't necessary to specifically use a racket sports video to do this, but instead to find the most powerful video we could to draw these ideas out.

using an inspirational video of a world champion javelin thrower from Kenya. Our hope was simple - to get the kids to identify the important concepts of perseverance, social connection, challenge, and self-improvement. All learning not only begins with a powerful provocation but also a driving question or questions to begin the unpacking process. The driving questions we introduced in the first 5 minutes of this unit related to the video that they were going to watch can be seen below.

Why was Julius Yego successful?
What challenges did Julius Yego face?
What did you like most about the Julius Yego story?

Thinking Routines
As the students watched the video, we asked them to think about the above three questions and to be ready to share some of their thoughts with their classmates and also be ready to write down their ideas on yellow sticky notes.

Many PE teachers say that they don't have time to do things like this in PE because their job is to get students as physically active as possible during their PE lessons. I couldn't agree more, however, getting the students to do some heavy cognitive lifting early in the unit helps to unpack the big ideas and identify what the overarching learning outcomes are in the unit. Being clear and explicit about these outcomes is the key to great teaching and, without question,reinforces and deepens their learning, therefore is hugely worth the investment of time.

A teacher directed approach that involves the teacher standing up in front of the class delivering a long monologue about what the unit is about, what they will learn, what they will need to do, and how they will be assessed not only disengages them, but also does not involve them in the co-constructing of learning.

As you can see from the photos below, the students not only shared their ideas about the Julius Yego video, they also recorded their thinking straight away in the unit.
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The above process took less than 15 minutes and was time well invested. After they finished recording their ideas on yellow sticky notes, they immediately dove into an exploration of racket sports for the next 20-25 minutes of the lesson. Exploration

Simply sending them off to explore was not enough though. We had a 4th question that we wanted them to think about as they explored lots of different skills related to racket sports.

What challenges did you face today when exploring racket sports?

As you can see, our intention is to unpack the key feature of 'Challenge' in the Meaningful PE framework. To us, it is not enough to just think about the feature of 'Challenge' when planning PE experiences in the different units we teach. We our setting out to intentionally unpack what this means to students in order to allow them to ultimately find their own entry point to learning in each unit.

If we can get our students to understand that self-improvement in rackets sports is about finding 'just right' challenges that suit their level of skill, we are definitely starting the unit off on a winning foot.

At the end of the exploration, as an exit ticket, the students wrote down a few challenges that they had experienced while they were practicing different skills in this first class. We used their ideas about the challenges they faced to design further learning in this unit that is very much differentiated to suit each of our student's individual needs.

Prep Time Poster Creation
Evan Bryceland (the PE teacher I'm co-teaching this unit with) and I, used these yellow sticky notes to analyze and categorize the big ideas that the students came up with.
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I then created a very large sized display that included many of their ideas while drawing out and emphasizing the 4 big ideas that we are focusing on in this unit (perseverance, social connection, challenge, and self-improvement).

We used this display at the beginning of the second class to get our students focused in on these big ideas in order to spark their learning further in this unit. We feel that the Julius Yego video was a perfect provocation to start the unit off and getting the students to do the heavy cognitive lifting early on was a great way to involve them in the unpacking process very early in this unit. I've included the inspiring video below for you to watch.
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I'll be doing another blog post soon to take you deeper into this unit and how we are working very hard to help every single one of our students find success at their own level. Thanks for reading folks.

Over the past 9 weeks, the grade 5 students at Gardens Elementary School took part in an intensive cycling unit that began with the students identifying how challenging different types of riding can be for them.

We felt that starting the unit off with getting the students to reflect on their own level of skill was a great place to begin as it would ultimately set in motion a path of self-directed learning that is based on students finding their own entry point into the unit itself.

Some of the challenges that they came up with can be seen in the photo below. Using various types of assessment strategies, we had the students practice the skills that they felt they needed to work on to become more competent cyclists in our community. ​

Once we had a good feel for what each student's entry point to learning was in this unit, we purposely introduced a self-assessment strategy called the 'challenge scale'. Using a 1-10 rating, the students would self-assess themselves each class in relation to how challenging a particular task (of their choice) was for them. The aim here was to help them understand that finding the 'just right' challenge zone (a 6-8 on the challenge scale) would give them the greatest opportunity to not only develop their skills, but to also create opportunities for them to set their own challenges based on knowing themselves as learners and their skill ability.

See the photo below of different ways that we used this self-assessment strategy throughout our unit.

The last few weeks of this unit, we felt the students were ready to go riding out into our community and wanted to show them what was possible for them in regards to different types of cycling challenges.

As we are situated in the middle of a desert area, we decided to access different sand and dirt areas for adventure riding. We had all the students try this out for one class, but during this class, if they felt that riding in sand and dirt was too challenging for them, we would differentiate accordingly by giving them the opportunity to ride on paved roads and in parking lots and create different challenges for themselves. Those that chose to ride on paved roads or in parking lots did so with an intentional purpose -- practicing road signals, practicing tight turns while maintaining balance etc. ​

As the unit progressed, we introduced the students to more and more challenges in order to offer more options to them. As we have some different types of small dirt and sand hills of varying steepness, we showed them these areas which are about 5 minutes from our school. The students seemed to really enjoy riding on these hills. This was not based on a hunch, but through interviewing them, they expressed, on multiple occasions, how much they enjoyed cycling in these areas. However, there were still some students that preferred riding on paved roads and in parking lots.

As we approached the last class, we handed ownership over to the students to create a journey of their choice that they wanted to embark on. The classroom teacher was great in offering up extra time for the students to use for this final class. In total we had roughly 2 hours. The students were responsible for forming their own groups and deciding what it was that they wanted to do the most. We knew that we would need extra adult supervision, so lined up a few teachers to join us on this day. Each group of students were responsible for time management and organizing costs associated with ordering takeaway and logistics involved in ordering lunch and picking it up. They used math time to look at distances that they would ride and the timing involved in getting back to school before the end of the day.

The types of adventures selected were:

Riding to a local restaurant, getting takeaway then going on a long bike ride and having a picnic lunch.
Getting takeaway and then riding to the sand and dirt area to have races and make a small ramp to jump.
Going for a long ride through different parks and have a picnic.
Going to the skate park and doing some simple and easy stunt riding on bicycles then have a picnic.

See the photos and videos below of some of the adventures the students chose to design and take part in.

As a final assessment, we felt that it was important to get them to reflect on their biggest learning in the unit, their proudest moment, how the challenge scale impacted them, and how they took action in regards to cycling when they were not in school or in PE.

You can see some of their reflections below. ​

In moving forward, we are starting a team games unit this week. Our plan is to begin this unit at school, but then get the students back on their bikes to ride to different parks in our community where they can play team games of their choice. We feel that we can continue cycling with a particular focus on riding for safety in the community when they go out to different parks to play team games. Hopefully the learning will continue in regards to cycling despite the shift over to team games.

Some of you reading may think that it's impossible to have a cycling unit in PE as there is no access to parks and other types of adventure riding outside of your school. However, instead of looking at it like this, what if you were to think of what was possible with a cycling unit at your own school? Are there possibilities to design race courses and to create obstacle courses on the school grounds? What might be possible?

It is our fundamental belief that cycling is a lifelong skill and has a very important part in a PE program. Providing the opportunities for students to develop their competence and find a joy of cycling is our ultimate aim. Although there are many logistics involved in setting up a unit such as this, it is well worth the effort. If you are interested in knowing more, send me a message and I'm happy to share how we set up this unit.

Thanks for reading!

"FOOPO, Fear Of Other People's Opinions"
~Michael Gervais
There are people in the world who care about everybody's opinion of them, both personally and professionally. On the flip side, there are people who have a "I don't give a shit attitude about what anyone thinks". I recently listened to

In both cases, this is extreme thinking because on one hand, being overly consumed with what everyone thinks about us or our work crushes any hope we have of living authentically and truly being ourselves. When we do not live authentically, it's impossible to produce our best work and to make the difference that we are meant to make in the world.

Not caring about what anyone thinks is the opposite and negates the fact that, neuro-biologically, we are indeed programmed to care about what people think. It's built deeply within us. So, having the attitude that "I don't care about what anyone thinks", removes any possibility of deep human connection with those that truly do matter to us.

We need others to make us better at what we do, there is no doubt about this, but finding that delicate balance between caring about what people think and not caring about what people think is an important strategy to be at our best, both personally and professionally.

Now, the hard part is to truly filter and distill your list down to a handful of people. Using a one inch by inch square shaped piece of paper,your job is to write down the names of those people within this square inch of space. As Brene says, you will not be able to fit too many people's names on this card, so be specific. a great Finding Mastery podcast where the host of the show, Dr. Michael Gervais interviews well-known author and speaker, Dr. Brene Brown. Brene's work has been influential to me both personally and professionally. In this episode, Brene shares her one inch by one inch strategy which is meant to challenge people to genuinely think about people in their lives whose opinions truly matter to us. People who challenge us to be our best and whose opinions/feedback we need in order to continue to grow and learn.

It is a very interesting strategy that has me thinking about who I would write down on this list. I think that it is OK to have two cards, one for our personal lives and one for our professional lives. Perhaps, there will be some overlap, who knows.

When I think of my own personal and professional pursuits, there are people who I turn to for advice and to seek their opinions and feedback about my work and my life. It's these people who genuinely matter to me. However, it can be easy to be consumed, at times, with worry about what other people think of me or my work. I think that the act of trying to distill our lists down to a handful of people whose opinions and feedback truly matter is worthy of exploration. It's one thing to create this list, but an entirely different ball game trying to put it into action in our lives. This certainly has me reflecting and thinking about my list.

So.........if you had a one-inch square piece of paper, whose names would you write down? It's not as easy as it sounds! ​

Good luck to you if you are going to give this strategy a go!

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The single subjects are a great vehicle for teachers to deliver learning experiences in the arts, maker space/design, world language and in PE that are meaningful and purposeful.

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