There is a lot of choice with what team roles students want for the day, how they practice their team role, how to practice the skills, and choices with equipment in the game. Those choices also encourage collaboration because they want to help each other with those choices. 

The team roles create collaboration opportunities, even if they just pick the Must Do. PE is naturally collaborative, but with those choices and classifications, it brings more structure to learners. Since it’s part of the routines, the students have learned how to work well together.

One-on-one instruction: I think of two “areas” I work on with students:  skill of the day and social-emotional needs. 

With our physical skills, I try to make it less public because PE is very public and can bring out intense emotions. I’ll ask to video the student to show them what I see and then ask them what they see. Most of the time, they can label what to fix. Sometimes, it’s just a quick feedback moment of me quickly showing them when they make eye contact with me, like emphasizing a step in a skill they are missing. The students also know that they can come to me if they don't understand the video or feedback from a classmate.

I give instruction on our routines with social-emotional learning too. I have routines in place to help support. The students have explicitly learned how to make groups when we need it, what to say if your group wins or loses, how to label emotions, and how to come up to me to ask for advice and not just complain.  

Small-group instruction: During this time, I hang out with a group and offer little "feedforward" pieces to different students in that group. When I have some students I want to work with more, I will make the groups in advance and have myself as a station. Every group will come through to me, and I have different feedback/feedforward for each group. I do this more so in my other units.  

Whole-group instruction: After the students check the screen and board for the on-pace lesson of the day, we have a quick class meeting for me to point out key parts of the lesson. It also gives us a chance to build community because we check in with each other. Sometimes throughout the lesson, I may call the class in quickly if I see a common issue going on with multiple students. I also end the class back at our screen to give shout-outs, debrief, or answer questions they may have developed.