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September

During the month of September, our K–2 students have been busy getting back into the rhythm of physical education! We began by reviewing classroom expectations, safety rules, and daily routines to help everyone feel confident and ready to learn. Once students were comfortable with our procedures, we shifted our focus to practicing various locomotor skills. These included walking, running, skipping, galloping, hopping, leaping, and sliding. These foundational movements help students build coordination, balance, and spatial awareness. Students had the opportunity to practice these skills through fun station activities and movement games, where they applied what they learned while moving safely and cooperatively with their classmates.

In grades 3–5, students started the year by reviewing expectations and procedures to set a strong foundation for teamwork and sportsmanship. We then moved into a review of tag games, emphasizing key movement concepts such as fleeing, chasing, and dodging. These activities not only reinforce agility and reaction time but also encourage students to make quick decisions while staying aware of their surroundings. In addition, we’ve incorporated a variety of team-building challenges designed to promote communication, collaboration, and problem-solving. Through these games and cooperative activities, students are learning that success in PE isn’t just about physical skills but also about working together, showing respect, and demonstrating perseverance.

October

During the month of October, our K–2 students focused on throwing and catching skills. We began by introducing the underhand toss using the “tic-tock, step, and throw” sequence, helping students learn to swing their arm gently like a pendulum before stepping forward to release the object. Students practiced using a variety of lightweight and soft equipment such as beanbags, yarn balls, and foam balls to ensure success and safety. We emphasized starting with self-tossing and catching to develop hand-eye coordination and confidence before progressing to partner work. As students improved, they practiced tracking the ball with their eyes, using two hands for secure catches, and learning how to adjust their position to meet the object. These activities helped students strengthen their coordination, timing, and control while also practicing cooperation and good sportsmanship when working with a partner.

In grades 3–5, October was all about refining throwing and catching techniques and applying them in more dynamic situations. Students practiced both the underhand toss (“tic-tock, step, and throw”) and the overhand throw (“T–L, step, and throw”), focusing on correct body alignment, weight transfer, and follow-through. They worked on catching with one and two hands, depending on the size and speed of the object, and learned how to absorb the force of the ball by pulling it in toward their body. As coordination improved, students progressed to partner challenges, target games, and small group activities that required accuracy, timing, and teamwork. Throughout the unit, we reinforced key concepts such as force, aim, and control, while encouraging students to communicate effectively with partners and show responsibility in both practice and gameplay. By the end of the month, students were not only more confident in their throwing and catching skills but also better at applying them in cooperative and game-like situations.

November/December

During the month of November and into December, our K–2 students focused on developing basic foot skills through introductory soccer activities. We began by helping students become comfortable moving with a ball at their feet, emphasizing gentle touches, control, and keeping the ball close while walking. Using skill cues students practiced dribbling with different parts of their foot, primarily the inside and sole, while keeping their eyes up and maintaining awareness of their space. A variety of age-appropriate equipment, including playground balls and foam soccer balls and balloons, were used to support success and build confidence. Students also worked on stopping the ball using the sole of their foot, learning how to slow the ball down and regain control safely.  As skills progressed, students practiced dribbling through cones, navigating pathways, and playing simple lead-up games that encouraged control and direction rather than speed or competition. K–2 students were introduced to kicking by aiming at large stationary targets, focusing on stepping next to the ball, swinging their leg gently, and following through. Throughout the unit, we emphasized personal space, listening for stop signals, and showing kindness and respect when sharing equipment. These activities helped students build balance, coordination, and confidence while laying a strong foundation for future soccer skills.

In grades 3–5, students focused on refining soccer foot skills and applying them in more dynamic and game-like situations. The unit began with a review of controlled dribbling, emphasizing the use of the inside and outside of the foot, maintaining close ball control, and keeping the head up to observe space and teammates. Students practiced stopping the ball using the sole and inside of the foot and learned how to change speed and direction to maintain possession. As students progressed, they worked on passing techniques, focusing on stepping next to the ball, striking with the inside of the foot, and following through toward a target. Partner and small-group activities helped students practice accuracy, timing, and communication while receiving and redirecting passes. Students were also introduced to shooting fundamentals, aiming at targets and goals while learning how force and distance affect ball movement. Throughout the unit, students applied their skills in small-sided games that emphasized teamwork, spacing, and decision-making rather than full-scale competition. Key concepts such as control, accuracy, and movement without the ball were reinforced, along with expectations for fair play, responsibility, and respectful communication. By the end of the unit, students demonstrated improved foot skills, greater confidence with the ball, and an increased ability to work collaboratively in soccer-based activities.

January

In January, our upper elementary students (3-5th) dialed in their focus and kicked off the new year by learning about health and wellness. Students explored health-related fitness components and had the opportunity to evaluate their own performance in cardiovascular endurance, muscular strength, muscular endurance, and flexibility. Through fitness activities and challenges, students reflected on how each component supports a healthy lifestyle.

Next, students dove into skill-related fitness components, where they tested and challenged their abilities in agility, balance, coordination, reaction time, power, and speed. A variety of engaging challenges and skill tests allowed students to push themselves, track improvement, and stay motivated. Many students especially enjoyed competing against their personal bests and taking on new challenges.

We wrapped up the month with a focus on nutrition and how to properly fuel our bodies. Students analyzed “sometimes” vs. “anytime” foods, sorted foods by food groups, and discussed the difference between nutrient-dense foods and empty calories. This helped students better understand how nutrition supports both fitness and everyday energy.

Our K–2 students spent January building healthy habits by focusing on movement, fitness, and wellness. Through fun and engaging activities, students practiced exercises that helped strengthen their hearts and muscles while learning why staying active is important.

Students also discussed what happens to their bodies when they exercise. They learned that physical activity causes their heart rate to increase, makes them feel thirsty, and can cause sweating to help cool the body. We talked about how working muscles need more oxygen, and how breathing faster helps deliver oxygen to those muscles so they can keep moving.

To wrap up the month, students were introduced to nutrition concepts, including the idea of “sometimes” vs. “anytime” foods. Students learned how healthy foods help fuel their bodies so they can move, play, and learn their best each day.

February

February was full of energy and excitement as students in grades 2–5 participated in our Jump Rope Unit, highlighted by the debut of the Jump Rope Ninja Challenge! For the first time, students were challenged to earn different colored “ninja belts” by completing a set number of consecutive jumps using a self-spun rope. Each belt color required an increased number of successful skips, encouraging students to set goals, stay focused, and persevere through challenges.

The Jump Rope Ninja Challenge proved to be extremely motivating and exciting for students. We discovered that we have some amazing jumpers here at Greenbrook, with many students earning black belt recognition through hard work and determination (over 51+ consecutive jumps for 2/3rd & over 61+ jumps for grades 4/5th). Students cheered one another on and celebrated both personal progress and peer success.

In addition to the ninja challenge, students practiced a variety of self-spun jump rope skills and tricks, working on rhythm, coordination, timing, and endurance. Classes also explored long rope jumping, where students learned to jump ropes spun by partners. Many students even challenged themselves by running into moving ropes, building confidence, agility, and teamwork.

To wrap up the unit, students were introduced to Chinese jump rope in honor of Chinese New Year. Students learned about the history of the game and had the opportunity to try different jumping patterns and sequences, combining cultural learning with physical skill development.

Our kindergarten and first grade students participated in a Jumping Unit designed to build strong foundations for future jump rope success. Students explored a variety of jumping patterns, including two-foot jumps, forward and backward jumps, side-to-side jumps, and jumping over low obstacles.

As the month progressed, students worked toward jumping over a self-spun rope and teachers spun rope, developing coordination, balance, timing, and confidence. Lessons emphasized safe jumping and soft landings while helping students recognize how jumping helps strengthen their muscles and hearts.

Through games, stations, and creative movement activities, students stayed engaged and excited while building essential movement skills. February was a fantastic month of growth, effort, and fun as students bounced their way toward stronger bodies and new skills!

February (bonus)

In February, our kindergarten and first grade students also had the opportunity to learn about the Winter Olympics taking place in Milan. Students were introduced to a variety of exciting Winter Olympic sports, including skiing, curling, skeleton, bobsledding, speed skating, figure skating, hockey, and luge.

To bring these events to life, students participated in PE-modified versions of many of these sports. Through creative games and stations, students practiced sliding, gliding, pushing, pulling, balancing, and teamwork while safely exploring how each sport works. These activities allowed students to experience winter sports they may not be familiar with while developing fundamental movement skills.

This mini unit also helped students connect physical education to current events, giving them a better understanding of the global celebration of the Olympic Games. Students were excited to learn about athletes from around the world and enjoyed pretending to be Olympians as they moved through each activity. It was a fun and engaging way to combine movement, imagination, and real-world learning!