Teaching for Meaning in Physical Education

Why do I have to learn..?P2.1

As a kid, I asked this type of question in regards to math class (like, all. the. time.) and certainly about the study of Shakespeare in English class… My wonder is – do you ever hear this type of question from your #physed students?

Why are we doing basketball… AGAIN?

What possible purpose will the ‘beep test’ serve me after I leave high school (or this PE class…)?

Why do we have to learn how to waltz? Does anyone waltz anymore? (seriously, does anyone?)

When students ask these types of questions, I believe what they are really searching for is – meaning.

noun: meaning

  1. What is meant by a word, text, concept, or action.

1.1 Implied or explicit significance.

1.2 Important or worthwhile quality; purpose

 

The key definitions for the question above are 1.1 and 1.2 – in other words, what’s the point of physical education (or at minimum, certain activities done in PhysEd)?

I wrote a previous post for the crew over at Learning About Meaningful Physical Education (LAMPE – @meaningfulPE) back in March. Since then, I have been privileged to be involved with the team on a project studying meaning in PETE (Physical Education Teacher Education… are you tired of acronyms yet?). Go figure, the LAMPE team’s purpose is to focus “…on ways to prepare future physical education teachers and coaches to foster meaningful engagement in physical activity through PE and youth sport.” COOL!

As I was prepping for the project and my role in it, I read LAMPE’s recently published open-access article (Beni, Fletcher, & Ní Chróinín, 2016) that examined 50 studies about students’ experiences of meaning in physical education and youth sport. Their meta-analysis identified five features that young people identified as contributing to meaningful experiences in physical education. For the rest of this post, I want to look briefly at these features and begin to explore how PE teachers might create a program culture in which meaningful experiences (for students and teachers!) can flourish.

1) Social interaction: Students find meaning in the relationships created and sustained in PE. Take time to consider how your students interact with their peers – use your observations to create purposeful groupings. Take time to identify and meet the social needs of individual students. Might there be gender bias in your class? From you or your students? That type of bias inhibits relationships and can be damaging for lifelong physical activity choices (not to mention hurtful at the time). As a teacher, how do you sustain the social aspect? By all means, interact meaningfully with your students but also consider your own PE teacher social networks – who can you connect with?

2) Fun: Delight, joy, fun – all different (we don’t have the time to go into it here…) but the important thing to remember is that fun is an important motivator for us all. Learning (especially in PE!) should be fun! If you take time to observe the level of fun and enjoyment in your class, notice that learning often follows close behind. Think about your own levels of fun as you teach – are you enjoying yourself? If so, the kids probably are too! Pay attention to this feature for sure – but not at the expense of the other ones!

3) Challenge: Another important motivator that can be linked to autonomy and competence. Incidentally, the other key aspect of self determination theory is relatedness…  (http://selfdeterminationtheory.org/). Opportunities for students to set their own goals and work towards personal competence are motivational (and fun…). Observe the students in your class to ensure appropriate levels of challenge – modify tasks as needed to ensure flow. Don’t forget to challenge yourself! Teach something new – take a risk on a formative assessment – set a new teaching goal. Flow theory (Mihaly Csikszentmihalyi) suggests that when the challenge is slightly above our skill level we perform at our best.

4) Motor competence: Sometimes it seems like this part gets left out of PE… Remember, it’s pretty tough to find meaning in movement when you can’t even play the game! Create a culture of seeking personal competence where it is OK to try, fail and try again (hey look, there’s challenge again!). Consider the skill levels of ALL students, remember that each kid has their own story and prior relationship with physical activity (educative, mis-educative). When students feel ‘skilled’ they are more engaged and can find meaning in movement. When’s the last time you tried to learn a new physical activity? Your new physical activity journey has the potential to impact and influence the journey’s of your students (plus, it’s fun!).

5) Personally relevant learning: This feature at first glance seems like one of those ‘well d’uh’ moments. OF COURSE learning has to be personally relevant. As we dig a little deeper though, this can be a tough one. Try connecting the learning in physical education to the individual student. What do they bring to the table from their past experiences – good, bad and indifferent? Take some time to get to know your students both inside and outside of class. Not every single aspect of your class will be personally relevant to every single kid. However, connections of relevance in one area can transfer to another. As for you, what makes PE relevant for you? Each of our stories are unique – don’t be afraid to share!

I’ll wrap this up with one final thought. These five features do not exist in isolation.

“For example, although fun and social interaction were each identified separately as criteria that led to meaningful experiences in physical education settings, it was possible for one to either hinder or enhance the other” (p. 15).

Consider not only the features themselves, but also the interactions BETWEEN them. In other words, fun without learning can be less of a meaningful experience for students. Challenge with opportunities for social interaction may increase levels of meaning in your PE class.

Paying attention to meaning-making in purposeful (see what I did there?), intentional ways (pedagogy, content, assessment, etc.) will help to create a culture of learning and growth in your PE class. In this way,  your students AND you can foster meaningful experiences together.

Reference: Beni, S., Fletcher, T. & Ní Chróinín, D. (2016): Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature, Quest 69(3), 291-312. DOI: http://dx.doi.org/10.1080/00336297.2016.1224192

We Interrupt Your Regularly Scheduled Program for this message…

Never fear, the next post in my physical literacy series is coming. SLOWLY, but coming.

For now, this YouTube video caught my eye and I wanted to say just a few words about it. Please watch – then read.

Novak Djokovic vs. Dylan Alcott – who is ‘more’ physically literate?

Before you answer the question, let me remind you of the definition of physical literacy:

“In short, as appropriate to each individual’s endowment, physical literacy can be described as a disposition in which individuals have: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the life-course.” (Whitehead, 2010)

Got an answer? Before you share it, in all fairness I should let you know that the question is flawed. Sorry.

Key points from the definition: as appropriate to each individual’s endowment, maintaining purposeful physical pursuits, throughout the life-course.

Long story short? Physical literacy is a journey – not a destination. It is a winding path not a linear road. It is individualized, not standardized. Therefore, there is no need to worry about achieving some arbitrary endpoint or to make ridiculous comparisons about who is more physically literate than who. Go back to the video – see how Dylan has to help Novak operate his chair?  Individual endowment. In another video of the same event Dylan drops this comment after Novak misses a few shots:

“…the  movement is your weakness.” 

Wisdom.

Dylan’s endowment includes using a wheelchair to play tennis (and how!). Novak’s endowment includes using legs to play tennis. Different. Both demonstrate physical literacy.  Note that I purposefully don’t say,  “Both are physically literate.” That would indicate an end point. Remember: journey – winding – individual endowment.

Ramifications for physical education teachers? HUGE. I’ll leave you with these two thoughts from Margaret Whitehead:

“The uniqueness of physical education lies in its ability to enable each individual to realize, nurture and develop his [sic] embodied capabilities and thus become more fully human.” (Whitehead, 2013, p. 35, emphasis mine)

“Our mission or challenge is to DO ALL WE CAN to ENABLE ALL to make progress on their individual PHYSICAL LITERACY JOURNEY.” (Whitehead, 2013, caps and bold mine)

Speaking of Physical Literacy…

Over the past 9 months I have been privileged to be able to speak at a CdnPLnumber of Physical Literacy ‘Summit’ type events across Canada. After reviewing my notes and doing some thinking about the many conversations with individuals very passionate about physical education and physical literacy, I have just realized that I have yet to write a blog post exclusively on physical literacy! I use and explore the term with my students. I speak about it. I tweet about it. I read about it. I am beginning to research it. I am incorporating it into a PE textbook. Guess it is time to blog about it! So here goes my first swing – a short three point introduction to the topic. I hope to have two more physical literacy posts ‘on deck’ (see what I did there?) to follow in December.

Firstly, let me just remind you (and myself) about the definition of physical literacy. We will dive into the ramifications of this definition later, just wanted to get it in your head again! Margaret Whitehead (2010) states:

“In short, as appropriate to each individual’s endowment, physical literacy can be described as a disposition in which individuals have: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the life-course.”

Secondly, let me state that I am whole-heartedly, unequivocally, undeniably, explicitly, enthusiastically and for reals on board with the concept of physical literacy. I believe that we are standing on the threshold of a HUGE opportunity for physical education. Here’s why:

  • Literacy is an expanding concept as shown by this United Nations definition from 2002, “Literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in basic education, which is an indispensable means for effective participation in the societies and economies of the twenty-first century.” It is about time that the physical aspect of who we are is embraced instead of being divorced and downtrodden.
  • Physical literacy as a concept includes a language and vocabulary that educators (and parents and kids) can understand. Most times when I explain it to educators unfamiliar with physical or movement education they go, “Oh! Well that makes sense!”. The connection with what we should be doing in physical education is rock solid and connects strongly with overall educational goals.
  • We have an unprecedented opportunity (and momentum) for collaboration, cross-sector appeal/uptake between physical education, sport, recreation, family and community. If we do this right – everybody gains. Especially the children.  Common, consistent messaging and practice!
  • Physical literacy can help to remind us that physical education is a necessary, crucial, essential and vital part of a viable education system. It can also remind us that we must strive to be better. Better teachers. Better physical educators. Better motivators. Better learners. Better advocators.

Thirdly, this super-on-board status of mine does not mean that I have fears. Specifically I have two big ones: that physical literacy is interpreted and applied as no more than a bigger focus on Fundamental Motor (Movement) Skills and; that the concept somehow loses momentum and dies without accomplishing implementation and accountability change. More detail to come on these later…

That’s it for this introduction. The next two physical literacy focused posts will feature ‘Readers Digest’ version of two talks I have given recently at the aforementioned Summits:

  • Physical Literacy Praxis: Moving from theory to practice (and back again!)
  • Becoming Travel Agents for a Storied Physical Literacy Journey.

 

Stay tuned!

Another way?

Welcome to what is now the third installment of the “Youth Sport” series (I really need a better name for this…)! Post #1 addressed some issues with school sport. Post #2 was a look at winning vs. development. My friend, Andy Vasily (whom I have yet to meet in person!) replied to Post #2 and shared his son’s experience with a school sport league in China. I thought it was so cool, I asked him to expand it into a guest post. So, without further ado, here is Andy’s guest post!

You should also check out Andy’s website – it includes a blog and much more!

AndyVAndy Vasily, May 26, 2015

When I read Doug’s blog post, I couldn’t have agreed more with the points that he had made. As a teacher and coach for the past twenty years, I have seen numerous examples of young people being turned off of sport because the attitude and environment in which they play the game is much too serious in nature. Whether it be overzealous coaches hell bent on creating winners at all costs or parents who simply push their kids much too hard, we have to be extremely careful about the expectations we are placing on young people in regards to competing in sport. Helping young people to understand the value of being physically active for life is essential as the research has conclusively shown, time and time again, the massive benefits it has in regards to their physical, social and psychological well-being. When they have a positive sporting experience, they are much more likely to remain active in sport and recreational pursuits for years to follow.

Building a supportive community around the concept of healthy competition not only lends itself to better engagement, but also emphasizes that every person involved in the sport experience can learn so much about what it truly means to be a part of a team. As important sport related physical skills are being developed and improved upon, the students also begin to understand that their self-worth and self-identity are NOT connected to winning or losing.

In certain cases, when there is too great an emphasis on winning, a young person’s self-confidence can be completely crushed in the face of failure, defeat, or being benched for not living up to the expectations of the coaches. Therefore, there must be another way to deliver the sport experience in a way that engages young people and encourages them to give it a go and be involved regardless of level of skill.

As I read Doug’s blog post, I immediately thought about a model of sport competition that has been running at my school in Nanjing, China for the last several years. The Nanjing International School belongs to the Chinese International School Sport Association (CISSA) which is essentially a league that is set up to give all students from grades 5-8 a chance to experience sport competition in which the emphasis is not on winning or losing, but playing the game for the pure joy of being involved in sport and to experience all of the benefits that come along with it. J boys bball

Not only has my own son, Eli, been involved in CISSA sport, I have been lucky enough to coach several different teams over the years. As rewarding as it is for the students, it is equally rewarding for me, as a coach, to be involved in the CISSA experience. My good friend and colleague, Danny Clarke, our Athletic Director here at Nanjing International School sums it up perfectly below:

CISSA is a Shanghai based organization with additional schools from surrounding cities such as Hangzhou, Suzhou and Nanjing. It is for students in Grades 5 – 8 (Year 6 – 9, ages 10 – 13). The philosophy is highly inclusive and one that fits our school philosophy and the philosophy of our Athletics Program. What we find is that students sign up and participate in sports competitively that would never normally do so. By providing a competition in which no scores are ever recorded or displayed, no awards given and in which coaches are required to play all their players equally, it creates an environment in which the focus of success is inwards towards your own team and players and a supportive and non-judgmental culture is fostered. J girls bball

Students support each other because they know that they all have a different level of experience in that sport and that winning and losing is not the most important thing. Of course the students know the result and are disappointed when they lose and happy when they win and this is part of sport. More importantly though, enjoying playing the sport, enjoying the improvement of self and of teammates is what it is about and I have witnessed it over and over again. The kids really enjoy this competition and I am convinced that, all of the students, whether they are the best athletes or the weakest, benefit from this experience. It also influences the coach and their coaching methods. They become more inclusive, supportive and focused more on improvement and less on results. 

It is important to note that the CISSA model is not the be all and end all in sports competition. Offering a more competitive and selective program for students as they get older (for our school it is from age 13) is also important whilst hopefully still encouraging those students who are not selected for the more competitive teams to continue to participate through other recreational opportunities.”

I’m happy that Doug asked me to guest blog about the CISSA experience because I have truly seen firsthand how wonderful a model it is. My son comes home from every single tournament with loads of stories about how much fun he had. Not only has he bonded with other students on his own team, he has also made many friends with students from other schools (that he stays in touch with). mixed floor hockey

As a CISSA coach, we are required to referee the games and rarely do we ever have discipline problems or rough play as the very nature and culture of the league is one of friendly competition which makes the entire experience all that more special to the players. The CISSA model is perfect for those students who may not be athletically inclined as it gives them equal access to playing time. I’ve seen some student’s self-confidence sky rocket as a result of being involved in CISSA team sport and actually being able to participate equally in games along with their team mates.

Included in this blog post is our CISSA handbook which explains, in detail, all of the rules and regulations in the league. Should you be interested in reading the handbook, feel free to download it. If there is even the slightest of possibilities of setting up a league like this in your area or region, I highly recommend doing so as it completely changes the sporting experience for many kids who may not have the chance to play otherwise. I’d like to thank Doug for allowing me to guest blog and to share my thoughts about the CISSA model and the positive impact it has had at our school here in Nanjing, China.

Andy Vasily

_______________________________________________________________________

Thanks for sharing Andy!

Why #Banff2015?

A PHYSICAL LITERACY UPRISING  #Banff2015conference2015_CMYK

National Health and Physical Education Conference

April 30-May 2, 2015


Why should you come to Banff for the 2015 Health and Physical Education Council (Alberta) and Physical and Health Education Canada National Conference? Well…

BanffI could tell you about the amazing location (just look to the right).

I could tell you about the long hours and hard work the Steering Committee has put in to make your experience at #Banff2015 second to none.

I could tell you how important our theme of PHYSICAL LITERACY is and why you should come and learn all you can.

I could tell you how inspiring and informative our keynote sessions by Dr. Kathleen Armour, Dr. Yoni Freedhof and Dr. Nancy Melnychuk will be.

I could tell you about the incredible variety of sessions facilitated by leaders in the field from across Canada and beyond (even Australia and Ireland!).

I could tell you about the incredible social events on Thursday night, Friday night (including a National Dance-OFF!) AND Saturday night.

But I won’t.

Nope. You can get all that from the conference website.

What I want to do is tell you a story of how you might maximize your #Banff2015 experience and leave the conference a richer human being.

Senior YearSlow fade to black as I take you back (way back) to the beginning of my final year of undergraduate education… After a summer of working hard and playing harder I did a lot of thinking as I made the long drive out to campus. I was mulling over how I wanted to spend my senior year. Would I do the same things? Try some new stuff? The upshot was, I made a conscious decision (shouted out loud on the Coquihalla Highway) to take risks and be open to the opportunities they created. I had the BEST year. Here are some examples:

The woman in the apartment across the hall was the editor of the campus paper. She was bemoaning the fact that she did not have a sports editor. Because I am a sporty guy, she asked me if I knew anyone who could do it. Given my new philosophy, I said, “Yes. Me!” Presto – the “Strapped Jock” editorials were born. Risk taken. Opportunity accepted.

As part of my decision, I resolved to introduce myself to interesting people who I might meet around campus – the gym, weight room, cafeteria, classes, wherever. I had fabulous conversations, made many new friends, had unique experiences and even (finally) got a few dates! Risk taken. Opportunities accepted (I even asked a girl out after a final exam… Like, right after. I mean, I waited in the hall until she came out an hour later).

I know. You are trying to figure out what the heck my college dating life and experience as sports editor could possibly have to do with #Banff2015. Good question! Simply this. Give my senior year strategy a try and take a risk (or 4) at the conference. Then, be open to the opportunities those risks provide.

Make an effort to get outside your normal group of conference buddies – invite others to move with you and go and move with others.

Try a brand new activity to bring back to your students. Preferably, one that makes you slightly uncomfortable.

Introduce yourself to 15 people you have never met before. Partner with them during sessions. Follow them on Twitter. Exchange emails and teaching ideas.

Meet at least 6 people from outside your home province and dance with them on Thursday night. Find them again on Friday night and do it again.

Come to #Banff2015.

Take risks. Be open. Enjoy (the conference and the gratuitous Banff shot below).

Banff-National-Park-Canada-Wallpaper

Fit for PhysEd?

football cartA little while back, as part of his blog entitled “Help me, help me”, @SchleiderJustin posted the following question for #slowchatpe: Q3: Should physical education teachers be physically fit barring medical reasons? Why?

I threw out a fairly quick answer that included something like, “Depends on your definition of fit: cross-fit models on the cover of GQ/Cosmo or healthy and active role models?” If you read this blog at all, you probably guessed which way I am leaning… The twitter conversation was good – but left me wanting more. Since that response, however, I have actually been thinking about this question a lot. Really – a lot.

Perhaps the reason that the question is so pervasive is because the answer, for each of us, says a lot about what we value and, who we are.  On the blog page – where the focus of the post was actually on getting 20 minutes of physical activity a day – two comments sprung out at me (oh, and this one: “I think that i should try it and nice job on your opinion.”).

Comment: Should we be physically fit? Yes. Should our students be physically fit? Yes. Just as we would expect our students to work towards achieving fitness, and understanding the value of being healthy, so too should we be striving to achieve those same goals.

Response: I agree with you whole-heartedly. How can we preach something and not follow through on our own teachings? We don’t have to be fitness maniacs or body builders; however, if you are obese it is sending the wrong message. Would you go to a church where the minister did drugs? Would you go to a dentist who was missing half their teeth? Would you buy a car from a GM salesperson after you see him drive away in a Toyota? No. You have to model fitness for the ss or you are just another hypocrite.

I found myself confused by the inherent contradictions, unclear definitions and hyperbole in these two comments. Therefore, you’ll have to forgive me as I go on a bit of a rambling rant about this topic. Of course, rather than forgive me, you could just choose to stop reading and go about your life without the enlightening power of this polemic. 😉

Why the focus on fitness?

What do we really mean when we say PE teachers should be “fit”? I would argue that when you say, “PE teachers should be “fit”” – your listeners see these images:

rippedabs six-pack

But what IS fitness?

Fit is defined as: “In good health, especially because of regular physical exercise: my family keep fit by walking and cycling.”

Fitness is defined as: “The condition of being physically fit and healthy: disease and lack of fitness are closely related.

Other, more specific definitions include categories such as cardio-respiratory endurance, power, flexibility, strength, etc. There are even those who would crown the “fittest” man/woman on earth.

876-cristiano-ronaldo-mens-health-cover-us-edition-august-2014 camilleRich

Are these images what we want our PE students and teachers to strive for? In my province, the aim of our Program of Studies for PE: “…is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle”. Therefore, to me, being fit is not about how you look (more on this further down…), how much you can lift or, how fast you can run. Being fit is about being in good health and being active for life. My first job as a PE teacher is to ensure my students make strides (see what I did there?) to meet the aim of the program. In that, I agree with the comment above – we should all (Ts and Ss) be striving to meet goals of being fit (see earlier definition) and understanding (and applying / living) the value of being healthy. YES!

As a PE teacher I agree that modeling a healthy active lifestyle can be important. Active for life. A physical literacy journey. Being healthy. For sure. However, this is a package deal that considers SO much more than fitness. Consider the diagram below (thanks @DeanKriellaars) and the role fitness plays in the journey that is physical literacy.

Slide25 So why do we say that PE teachers should be fit? Why only focus on this one area? Why not complex skills, active living in the community, health behaviours, or other parts of the PE curriculum? Why not focus on the fact that PE teachers need to TEACH?

My sneaking suspicion of why the fit PE teacher issue is so pervasive is that it has to do with how we look and what we value. Consider the reply above: “…however, if you are obese it is sending the wrong message. You have to model fitness for the ss or you are just another hypocrite.”

See the subtle shift there? Obese is equated with non-fit. Obese is also used as an extreme, polarizing term followed by hyperbole. The fit definition we have explored says NOTHING about size, or weight. Sneaky segway here – why do we focus on how PE teachers look instead of what they can do?

Weightism: “…the assumption or belief individuals of a certain weight or body size are superior – intellectually, morally, physically – to those who exceed the ideal weight or body size.” (Morimoto, 2008)

We really need to stop judging people’s health and fitness by how they look. Just. Stop. Humans come in all shapes and sizes and fitness can look different. Exercise and physical activity are FULL of benefits – weight loss is not always one of them – and should not be the main reason to move more. Move to feel good, be healthy, play with your kids, etc. Obesity is a complex issue, let’s not try and over simplify. A recent article in the Wall Street Journal highlighted the importance of physical activity for those who are considered overweight (BMI from 25-25.9) or obese (BMI>30).

Aside: I don’t have the time or space right now to deal with all the issues around using BMI as an individual health measure. Short version. Don’t use BMI as a measure of individual health. Long version – check out this post.

The article begins by citing a recent study entitled Physical activity and all-cause mortality across levels of overall and abdominal adiposity in European men and women: the European Prospective Investigation into Cancer and Nutrition Study (EPIC) – sweet acronym! The study followed European men and women for an average of 12.4 years and included a total of 4,154,915 person years (p. 1) – wow!

The main finding I’ll share is this: “The hypothetical number of deaths reduced by avoiding inactivity in this population may be double that with an approach that avoided high BMI and similar to that of an approach that avoided high WC” (p. 8)

Takeway messages for us in PE?

  • Focus on helping our students lead healthy active lives
  • Don’t stress (or cause stress) about weight.

To further explore this idea, let me introduce you to two women (whom I have never met…) who I think can shed some much needed light.

Lauren Morimoto – Lecturer in Kinesiology and PE at California State University East Bay (now at Sonoma State, I think!)

I “met” Lauren while researching autoethnography. Her peer-reviewed article brought me to tears and opened my eyes. I highly encourage you to find it and read it.

Morimoto, L. (2008) Teaching as transgression: The autoethnography of a fat physical education instructor. Proteus, 25 (2), p.29-36.

Until you can, here is a snippet of her opening poem entitled, This Girl (my apologies for the blurriness).

Morimoto_Poem

Mirna Valerio – Spanish teacher and cross country running coach at Rabun Gap-Nacoochee School, author of the brilliant blog Fat Girl Running.

I only just stumbled upon Mirna’s blog through the WSJ article but she is one funny, talented writer and I am guessing also a pretty amazing teacher and coach! Her posts range from sharing her love of running: There is a sort of primal quality to it that, while it isn’t for everyone–especially those new to trail-running, inspires you to appreciate those trails that are not fantastically weird or scary. You must extend your hands, feet, and heart in friendship to the forest, and it in turn, will befriend you.

To clothing advice: Many of us larger ladies have some issues finding workout clothing that is 1) comfortable and 2) does not make us feel (or look) like a link of brats that is about to explode, or a bear in a big, ugly tent.  This is a major conundrum that must be dealt with or it might cause us to have an excuse to not get out there and be badass as we should be doing everyday.

To the rant that caught my attention – Haters Gonna Hate: A Rant, is harsh, personal and brilliant. You should read it. Now. After setting the context: So this post is for all you haters out there. And let me apologize on BEHALF OF YOU to YOUR BODY, for you projecting your own insecurity and feeling of inadequacy on others. Mirna then responds to stuff people have said to her. Here is a short peek:

You might wanna stop running so much. For a big girl like you, you may be better off on the elliptical or like, playing tennis.
Why are you so concerned? Last time I checked, getting any exercise is better than getting no exercise. Do you know what’s more dangerous on the knees and heart? Not doing anything. And by the way, my joints are just fine. But my brain hurts trying to explain basic shit to you.

Don’t you feel weird going into a gym-you know, cuz everyone’s a size zero and you’re not?
Thanks for pointing out the obvious. So perceptive of you. What gym do YOU go to? That apparently is not my gym because although my gym has its share of meat-heads, there are tons of different body types, goals, people, sizes.

#frickinawesome

I hope to some day meet both of these fabulous ladies. Maybe go walzing. Maybe go for a run. To go back to the question of whether PE teachers should be fit – yes, yes they should.

Fit like Lauren.

Fit like Mirna.

Why #PhysEd ?

I have been challenged by Andy Vasily to answer the above question. Here is my response!  Hope you enjoy – I recruited a little bit of help…

http://youtu.be/kjfnvJuhfUU

Thanks to the awesome EDEL 321 classes for their insights and enthusiasm! #321pe

I am now challenging all the #Banff2015 Steering Committee members, @LifeIsAthletic and @CollinDillon to answer the question and post.

Be sure to check out physedagogy for the latest info on the #PhysEdSummit coming on October 25th.  Hope to “see” you there!

#321pe

I have been pondering doing something like this for a long time – time to get ‘er done!

“This” is figuring out a way to better integrate Twitter (and other technology) into my undergraduate classes (Curriculum and Pedagogy in Elementary Physical Education) and also further connect with those either new to teaching elementary PE or those just finally coming to the glorious realization that whole child education includes education of the physical!

So, here goes… #321pe

What? A hashtag? Seriously, didn’t Jimmy Fallon and Justin Timberlake do that already? Doesn’t the online PE community already have #physed, #pechat, #pegeeks, etc.?

Why, yes. Yes it does. However, many of the folks that use these current tags are PE specialists. Not all – but many. Now, that is not a bad thing – au contraire! I LOVE PE specialists and wish we had more of them – especially in our Elementary schools. But, I wanted something distinct and focused for the elementary based teacher.

The teacher who is passionate about PE but may be the only one in their school.

The teacher who maybe had 1 class in University on how to teach PE.

The pre-service teacher inundated with “core” subject responsibilities.

The pre-service teacher who wants to connect with others interested in quality elementary PE.

The pre-service teacher who wants to learn from experienced elementary teachers who also love PE and teach it amazingly.

You get my point…

My hope and dream for #321pe is that it can grow organically and rhysomatically as it morphs to meet the needs of the community with input from said community. Although I don’t have all the details yet, here is my initial plan:

  • Start using #321pe with my classes this term.
  • On the 2nd and 4th Thursday of each month (September 25th to be the first!) anyone can post questions and ideas to #321pe and, for now, I will direct those questions to people I think have a good idea of how to address them.
  • Summarize those Thursday discussions and questions and post the summary to Google Drive.
  • Speaking of G-Drive, springing from the #321pe conversations I will add shared file folders for folks to be able to access resources, links, co-created lessons, etc.
  • Eventually, I would like to have “featured hosts” who will coordinate a Thursday session (maybe 1 hour, maybe just sum up the day’s discussion and provide links and ideas).

As another way to launch and explore this idea, I will be submitting a #321pe session for the #PhysedSummit on October 25th, 2014. In the meantime – tweet me your ideas, comment on the blog and let’s build a community together!

So why #321pe and not something else? You’ll have to wait for the #PhysedSummit to find out!