This page gives you a variety of resources for your physical education classes.
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#PhysEd #SecPhysEd #SlowChatPE #ESPEChat #PEChat #PEGeeks #PETrials

Field Trip Dunk

Getting Class Started:

Getting my students into a routine to start class is important to me.  Sometimes there are circumstances that throw the routine our of whack, and in those times I try to return to a sense of "normalcy" as soon as possible.  Teaching and learning are both messy at times, but getting the class off on the correct foot is important to me.  When my students come to the gym, they meet either by my whiteboard, the Qomo board or the screen, depending on which one they see set up.  Class does not begin on me, it starts on them, based on our routine.  They will see some sort of warm up to engage in right away, and the below strategies really help this process.  


"Using GIF's to begin your class"
The first time we play a warm up game, I show them the GIF, and teach them the game.  The next time that game comes up as our warm up for the day, they see the GIF and get right into the game.


Example 1:  Students enter the gym, grab their Plicker cards (because they see the cards out
and there is a question on the slide) and go through the day's movements, while they talk 
about the question with a partner.  When they are done with their movements, they walk by the iPad, 
scan their card and return it to the pocket chart.
*SEE THE FILE AT THE BOTTOM OF THIS PAGE WITH MORE GIF'S*

Warm Up with Plckers



Example 2:  When students enter the gym they see a GIF showing "Plank Hockey"
and text explaining the rules.  They get a partner, the equipment they need and start playing.

Plank Hockey



Example 3:  While learning how to properly execute push ups, students were given
various warm ups utilizing the push up.  

Push Up Options



Example 4:  This game came to me from 2018 National Middle School Physical Education Teacher of the Year Sarah G.H.  When students come up to the gym and see a GIF with a game, they know to instantly set up for that game, and get started on the signal.

Stomp The Yard WU





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"Using memes to begin your class"
I love using memes at the beginning of class to get my students thinking.  There are a lot of ways that you can use memes, below are three examples of memes I have used to start class off. 


Example 1:  From top left, Oprah Winfrey, Michael Jordan, Steve Jobs and J.K. Rowling.  I used this 
meme to help instill a growth mindset in my students.  We had this conversation before
we started to play a new game, where I expected a lot of struggle and frustration.  The one thing they all have in common is that they experienced some sort of failure or set back before achieving great success.

What do we Have in Common?



Example 2:  I used this meme of Ryan Lochte after the 2016 Olympic Games.  At the conclusion 
of the games there was a lot of controversy surrounding the athlete, and this meme
created conversation that we used to address things like, sportsmanship, citizenship, 
and personal and social responsibility.  

Ryan Lochte




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"Using embedded videos to begin your class"
The 

Example 1:  When the students entered class on this day, they watched the short video clip, and 
engaged in conversation with a classmate during a walk (jog) and talk.

Tchoukball Move and Talk




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"Colors"
The first time I saw this approach was when Jo Bailey presented it at the National PE Institute, and I quickly decided I need to make my own.  The premise of this activity or "warm-up" is simple, demonstrate to students how PA increases cognitive performance.  At the beginning of class partner the students up in whatever way you see fit, (I use learning partners).  Then have them decide who is going to read first, and who is going to check.  After they have decided, hand the "checker the checklist card (found at the bottom of this page).  Next, explain the activity to the students.  On the command, the reader is going to read all of the colors they see on the screen in order, left to right, top to bottom.  They are NOT reading the WORD, they are giving the COLOR FONT the word is written in.  As the reader is reading, the checker is looking at the checklist, making check marks next to every color that is correctly relayed to them.  The checklist has the colors correctly written, in order and black font so all the checker has to do is listen to the reader, and check if what they are saying is correct.  Once the reader is done, they switch roles.  If you want, you can make a second slide and second checklist in a different order.  Oh, one more thing, this is timed, they only have :20 to read as many colors as possible.  After both partners have gone, put the checklists away and get them moving.  At the end of class, pick the checklists back up and have them do it again to see what has changed.  The thought is that after moving and "waking up" they will score better the second time.  I have also started to incorporate a self assessment into this activity where the students determine how hard they worked either by calculating their HR, or by using the BORG scale of perceived exertion.  This activity obviously goes well with any conversation surrounding the impact of PA on cognitive performance. 

Color Warm Up




Sport Education Model:

The Sport Education Model was developed by Daryl Siedentop  as a way to not only create excitement for students, but to also engage and empower them.  The model traditionally goes through three main stages, the pre-season, the season and the post season (tournament) where a class champion is crowned.  However, as the students progress through these stages, they take on roles and responsibilities that allow them to contribute to their teams overall success, even if the sport being played is not their forte.    I have added some elements to my Sport Ed progression, and below you will find examples and descriptions of each stage.  At the bottom of this page, please find a Sport Ed hockey unit that I did with my seventh grade students. 



"Training Camp and Combine"
When I start a Sport Education unit with my students we start off learning some of the skills that I am going to be looking for them to demonstrate as we progress.  This stage is typically comprised of small sided games and / or activities that isolate a skill set or game strategy.  This is the stage where I see where my class is, implement any pre-assessments I would like to utilize and do the majority of my teaching.  The culminating event for the "training camp" stage is our combine.  On the combine day, students pace themselves through stations that are designed to mimic both a professional combine, and our learning.  If you are doing a sport ed football unit, your combine may have these stations:

  • 40 Yard Dash
  • Throwing Accuracy
  • Kicking Distance
  • Long Jump
  • Pass Route Recall

The students receive score cards when they start the combine, and they either self score or peer score each station. 

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"The Draft"
Drafting in Sport Education is one of my favorite parts of the model.  Below are a few ways that I have drafted with great success.  


Example 1:  Below is a picture of the set up for my blind draft.  Prior to the draft, usually during the combine, I hang QR codes on a wall with some iPads on a table underneath them.  Students wishing to take on the role of captain are asked to go over to the table at some point during the combine, take an iPad and scan a QR code.  That QR code takes them to a Google Form that serves as a captains application.  They answer a few questions based on leadership and read a quick passage explaining the role of a captain in our season.  When the press submit, they accept the role of captain.  I then look at the applications and choose one captain for each team that we are going to have based on their answers.  To ensure that I am solely choosing based on student responses, I have had the students use a pseudonym when filling out their application.  The students first responsibility as captains is to choose teams.  In the blind draft the captains work together to make even teams based on whatever criteria I set for them.  However, when they make their teams, they do not pick their team, or put themselves on a team.  They do not know what team they will end up on at the end, which places a large emphasis on making the teams as even as possible.  After the teams are made, and all captains feel that all teams are even, we randomly place the captains on teams.  If at that point the teams do not look even, small changes can be made.

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"The Pre-season"
The .


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"The Season"
The 


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"The Tournament and Culminating Activities"
The .



TPSR Model:

The .  



Assessing Students:

The

"What do you want to keep, and what do you want to change?"
Summative:   If you are assessing a skill at the end of a learning segment, one approach you could take is combining the performance of the skill with the internalization of the skill.  In an effort to keep it simple, lets say you are assessing the volleyball bump.  You can have the students execute the bump and assess them on their ability to execute the skill (National Standard 1).  Then, after they have executed the skill, you can have them analyze their performance using a video analysis app such as Hudl Technique.  Ask the students two questions before they begin their analysis, what do you want to keep, and what do you want to change?  Essentially, what did you do correct  (keep) and what would you like to see improvement in if you had more time to practice (change).  The students goal is to accurately tell you what is correct, and what needs to change for what is incorrect to become correct, according to the pre-established criteria.

Formative:  Again, using a video analysis app record a portion of the class completing a task.  Keep taking short, 15 - 30 second clips until you have one that you can teach off of.  At the end of the class, again ask the student to analyze the clip by answering the same two questions.  They can write one keep and one change on an exit ticket on their way out of the class.


Grouping Students:
The way I group students is vitally important to my instruction.  

Nascar or Pace-car:
I use this technique as one way to incorporate student voice and differentiate my instruction at the same time.  The Nascar group is ready to play the game at a higher speed.  The Nascar group may move a little faster during the activity, and progress from one element to the next a little bit more quickly.  The Pace-car group may move a little bit more slowly during the days activity based a variety of factors from their physical comfort level, to their cognitive understanding at that point in time.  Nascar's are not better than Pace-cars and students can change groups at any point in time.

Rock, Paper Scizzors:
If you are assessing a 

Thumbs and Arms:
If you are assessing a 

Numbered Groups:
There are times when I have a large class, with a lot of different needs, and very little space to appropriately differentiate my instruction.   In these situations, one method that I have used and seen some success with is splitting the class into a Nascar group and a Pace-car group as explained above.  However, I would then split each of those groups in half and combine one Nascar group with one Pace-car group and make two groups or teams, depending on the activity. The students then number themselves from 1 to however many students they have in their group, with the lower numbers being Nascars, and the higher numbers being Pace-cars.  We then play in short shifts, where students participate in the activity with other students wishing to work at the same pace.  I have utilized this with consistent rotations, as well as taking more of a steal the bacon approach. 

Team Shake:
See the "Integrating Technology" section. 



Class Awards / Rewards:

Ge.  


"The Golden Shoe Award"
Th.


Click the picture to be directed to an editable version of the document. 
Sport Education Coaches Practice Plan
 Block Plan Template
https://docs.google.com/spreadsheets/d/1YmZaYSYwYtLCWcReEwka_si00OZtXyaPEYnH9EAJrO4/copy

Checklist from Colors Warm Up
https://docs.google.com/document/d/1x3o8WCGoio3wXN8tQhfNEz539MvwNERShToIvbPZ_u8/copy
Pre / Post Assessment

 
https://docs.google.com/document/d/1skizKJT6_92KeVus0u6ex4j3pGngum8bhZ_HhFe9dmg/copy
 

 










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  Dec 16, 2017, 8:15 PM Rizzuto Education
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  5030k v. 1 Dec 16, 2017, 8:20 PM Rizzuto Education
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This folder contains a variety of GIF's that you can use as visuals in your PE classes. Feel free to take any GIF's you wish, but please do not edit the folder. Thanks!  Feb 22, 2018, 6:41 AM Rizzuto Education
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  Dec 16, 2017, 8:16 PM Rizzuto Education
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This link could be used as part of a conversation during a warm-up or any other class discussion. Possible High School GLO's: S4.H2.L2  Jul 25, 2018, 11:40 AM Rizzuto Education