Momentum Magazine - Fall 2025 by SHAPEAmerica

Top Teachers, Top Tips

Strength in Kindness

Where Character Meets Community

Strengthen

Promotes

Fosters

FEATURES

Grow Kindness. Grow Community. Grow Impact. Put student well-being at the heart of your school’s fundraising

ADVERTISER INDEX:

Voices From the Field

A Q&A with Valerie CraigNdiaye on preparing the next generation of health and physical education teachers

health. moves. minds.®, powered by Booster (p. 2)

PlayCore (p. 6)

U.S. Soccer Foundation (p. 8)

United States Marine Corps (p. 8)

Ask, Listen, Learn: Kids and Alcohol Don’t Mix (p. 11)

SPARK (p. 12)

Gopher (p. 12, 15)

Activate (p. 18)

Outdoors Tomorrow Foundation (p. 19)

TeamBuildr (p. 19)

PLT4M (p. 20)

Disc It (p. 27)

Dink Buddy (p. 27)

Chris Klug Foundation (p. 30)

Answer (p. 30)

Human Kinetics (p. 32)

Top Teachers, Top Tips

Fresh insights from the 2025 National Teachers of the Year 21

DEPARTMENTS

PRESIDENT’S MESSAGE 5

Every Voice Matters: Why Advocacy Must Be Our Daily Practice

FROM THE CEO 7

The Heart of SHAPE America: Celebrating Our Volunteer Leaders

ADVOCACY 10

Advocating for Adapted Physical Education Services

REFLECTION 13

What Kind of School Year Will This Be for You?

RESOURCE ROUNDUP 28

Focus on Health & PE

On the Cover: SHAPE America’s 2025 National Teachers of the Year. Back row, from left: Brad Hunter, Lisa Smith, Thomas Gelardi. Front row, from left: Sandee Ortiz, Courtney Lukasavitz.

SHAPE AMERICA

BOARD OF DIRECTORS

PRESIDENT Joe Deutsch

PRESIDENT-ELECT

Robin A. Walker

PAST PRESIDENT

Cara Grant

CEO Stephanie Morris

DIRECTORS

Andro Barnett

Tari Garner

Bob Knipe

Brandy Lynch

Andy Milne

Tonya Moore

Will Potter

Joe Velardi

MOMENTUM PRODUCTION

MANAGING EDITOR

Larissa Brickach

DESIGNER

Kathleen Dyson

SHAPE America

PO Box 225

Annapolis Junction, MD 20701 momentum@shapeamerica.org 800-213-7193

Editor’s

Note

It’s mid-September. Have the details of your “perfect summer day” started to fade? Hopefully not, because even as you settle into the familiar rhythm of your school year routine there may be days when you just need a 30-second break from your day. And at those times, drifting back to summer memories can be the perfect escape.

If you’re looking for some fresh insights and resources for the year ahead, you’ll love our cover story, “Top Teachers, Top Tips.” We’re so grateful to our 2025 National Teachers of the Year for sharing best practices for building strong connections with students, as well as tried-and-true strategies for starting the year off right. (For more back to school resources, check out this issue’s Resource Roundup!)

STRENGTH IN KINDNESS

Could your school use extra funds for new PE equipment, a playground renovation, or even teacher professional development? If so, a fundraising program like health. moves. minds.®, powered by Booster can be a lifeline. Learn more about the program’s resources and rewards in “Grow Kindness. Grow Community. Grow Impact ”

CRITICAL CONVERSATIONS

At #SHAPEBaltimore, we brought together voices from across the field — including PETE/HETE faculty, district- and state-level administrators, and early-career teachers — to engage in critical conversations around recruitment, preparation and retention.

We continue that conversation in “Voices From the Field.” In this Q&A, Valerie Craig-Ndiaye, supervisor of health and physical education at Jersey City Public Schools (NJ), shares her insights on preparing the next generation of health and physical education teachers. Don’t miss it!

Here’s to another school year filled with fresh insights and renewed energy. As always, thanks for all you do!

Momentum (ISSN: 2329-1516) is published three times a year by the Society of Health and Physical Educators (SHAPE America), PO Box 225, Annapolis Junction, Maryland 20701.

Copyright © 2025. All rights reserved. This magazine may not be reproduced in whole or in part without written permission of the publisher. Opinions expressed in signed articles are those of the authors and do not necessarily reflect official policy of SHAPE America.

SHAPE America offers advertising opportunities in this publication. For more information on the advantages of advertising as well as rates please email advertising@shapeamerica.org

SHAPE America does not verify or substantiate the claims of advertisers. As a matter of law, it is the responsibility of an advertiser, not the publisher, to substantiate its claims.

Larissa Brickach Managing Editor momentum@shapeamerica.org

Every Voice Matters: Why Advocacy Must Be Our Daily Practice

Joe Deutsch, President @DrJoeDeutsch

As the back to school season kicks off, I want to begin by recognizing the incredible energy and commitment that our health and physical education professionals bring to their schools and communities. This time of year is always filled with hope and fresh possibilities — but it can also be a time of uncertainty and challenge, especially as many educators face tightening school budgets and shifting priorities.

In the face of these pressures, it’s easy to feel like your voice doesn’t matter. But let me assure you: it does. In fact, your voice — your passion, your stories, your presence — matters now more than ever.

That’s why I want to speak directly to the power and importance of advocacy — at every level. Whether you’re speaking up for your students at a school board meeting, sending a letter to a state legislator, or joining your colleagues for SHAPE America’s annual SPEAK Out! Day on Capitol Hill, advocacy must be part of who we are and what we do.

But most importantly, our advocacy must always begin with a focus on what our students need.

SHARED COMMITMENT

When we ground our message in students’ health and well-being, we speak with clarity and purpose. Young people deserve schools that prioritize their physical, mental and emotional development — and that starts with ensuring access to quality health and physical education.

To get there, we must work in partnership with school leaders, families and communities. Engaging students’

families and administrators in meaningful, ongoing conversations helps build the kind of understanding and support that leads to lasting change. These are not just allies; they are essential partners in our mission.

Here’s the good news: Health education and physical education are bipartisan priorities. Every member of Congress, every governor and every state legislator wants kids to be healthy, active and ready to learn. They want students who show up, stay focused and are prepared for life’s demands.

and National Health Education Standards to drive quality and excellence.

Second, we advocate up the ladder That means not just your principal, but also your district leadership, local and state school boards, the governor’s office, and your federal legislators. These decision-makers control funding, policies and priorities. We can’t afford to sit on the sidelines while they make choices that affect the future of our profession and our students.

Most importantly, our advocacy must always begin with a focus on what our students need.”

Third, we stay positive and persistent Advocacy doesn’t always produce immediate results — but over time, it builds relationships, opens doors and changes minds. Even small actions — like inviting a school board member to observe a class or sending a thank-you note to a supportive legislator — help build the case for health and PE as core components of a well-rounded education.

And remember: You’re not alone SHAPE America is here to support you with tools, training and resources to strengthen your advocacy, connect with families and leaders, and make your voice heard. We are in this together.

That’s exactly what health education and physical education provide — and it’s our job to help decision-makers understand that value in real, personal and local terms.

So how do we do that?

TAKE ACTION

First, we lead with authenticity. Be visible in your school and community. Share your students’ successes. Highlight the innovative lessons you’re teaching and how you’re using the new SHAPE America National Physical Education Standards

So, as you welcome students back this fall, I want to challenge each of you: Be an advocate. Be a voice. Be visible. And always, keep students at the center of your work.

Thank you for all that you do, and here’s to a strong, healthy and impactful school year ahead.

In solidarity,

The Heart of SHAPE America: Celebrating Our Volunteer Leaders

Stephanie Morris, CEO @SHAPEAmericaCEO

As we move into the heart of a new school year, I want to shine a light on something truly remarkable about SHAPE America — something that doesn’t always make headlines, but without which our organization simply wouldn’t be what it is today: our incredible volunteer leaders. Every resource we produce, every program we launch, and every professional development opportunity we offer is enriched by the expertise, passion and dedication of volunteers who step up to serve our members and advance the health and physical education profession.

In particular, I’d like to express my deep gratitude to our six district directors (Orlando Cordero, Mark Foellmer, Joel Frye, Megan McCollom, MeMe Ratliff, and Keri Schoeff) and the many individuals who serve on SHAPE America’s district leadership councils across the country. These leaders are the driving force behind regional mentorship, recognition and professional development opportunities.

Whether it’s helping a new professional find their footing, connecting educators in meaningful ways, or lifting up outstanding work in the field — their efforts are deeply personal and profoundly impactful.

I also want to give a heartfelt shoutout to our six program council chairs (Robert Holmes, Heather Irwin, Shannon Mulhearn, LeAnn Olson, Lisa Paulson, and Kathleen Vogt) and all members of our program councils These councils serve as essential engines of content expertise and innovation.

Their contributions shape the resources, guidance and recommendations we share with the field.

From developing position statements and guidance documents to providing critical feedback on new programs and initiatives, the program councils ensure that SHAPE America remains grounded in both research and real-world practice. They help us identify the emerging needs of the profession, recommend strategies for addressing those needs, and offer critical input on the direction of our work.

reviewer, editorial board member, SIG chair or member of a council, committee or task force! You are the field’s content experts, thought leaders, mentors and champions. You bring the voices of educators and the lived experiences of students to our conversations and help us create resources that are timely, relevant and meaningful.

The collective insight and perspective of our volunteer leaders is not just helpful — it’s vital.

The collective insight and perspective of our volunteer leaders is not just helpful — it’s vital. You ensure that we don’t lose sight of what matters most. You help us see the full landscape of the profession, from the smallest rural district to the largest urban system. And you do all of this while balancing your own work, your own students and your own communities.

As CEO, I am continually inspired by the generosity, creativity and leadership of our volunteers. On behalf of the entire SHAPE America team — thank you.

In truth, all of our volunteer leadership groups play a defining role in SHAPE America’s ability to serve more than 200,000 individuals in the health and physical education community. We appreciate and applaud everyone serving — in our districts, on the national SHAPE America Board of Directors, and everywhere in between.

We’re grateful to everyone who has served as a convention reviewer or volunteer, Teacher of the Year application

If you’ve ever considered stepping into a volunteer leadership role, I encourage you to take that next step. The annual Call for Volunteers is now open and will remain open through October 15. We hope you’ll explore the many ways to get involved, lend your voice, and help shape the future of our profession.

To every volunteer who has served — or is currently serving — SHAPE America: Your time, energy and insight mean more than I can say. You are helping us build a healthier, more active, and more inclusive future for all students — and for that, we are so very grateful.

This Could Be YOUR Year

Your year to win an award … receive a scholarship … become a volunteer leader … or get elected to the Board!

DEADLINE: October 15

Don’t miss out on these SHAPE America opportunities — act before the October 15 deadline!

AWARDS

SHAPE America awards recognize member contributions and service in many different areas. Make this the year you nominate a colleague — and maybe they’ll do the same for you! Find nomination forms and detailed awards criteria

SCHOLARSHIPS

If you are a full-time undergraduate or graduate student majoring in an HPERD discipline, you may qualify for a SHAPE America scholarship! Learn more

PROGRAM COUNCILS

Help carry out SHAPE America’s mission by joining one of five program councils: School Health Education, Physical Education, Physical Activity, Research, and Professional Preparation. Learn more

DISTRICTS

Volunteering at the district level can be a great first step! Learn more about your district’s awards and leadership opportunities — and deadlines — at shapeamerica.org/districts

JOURNALS

Contribute to the profession by serving on the editorial board of one of SHAPE America’s four journals — or as a reviewer for either JOPERD or Strategies. Learn more

BOARD OF DIRECTORS

Would you like the opportunity to serve on SHAPE America’s national Board of Directors? We’re looking for passionate, forwardthinking professionals whose diverse perspectives reflect the excellence of our field and the students we serve. Learn more and access nomination form.

You can make a difference in HPE!

Learn more and apply at shapeamerica.org/getinvolved.

Advocating for Adapted Physical Education Services

By Melissa Bittner

Under federal law, adapted physical education (APE) is a required special education service and a critical component of a free and appropriate public education for eligible students with disabilities. Advocating for APE services ensures that students with disabilities have equal access to meaningful grade-level physical education content tailored to their needs and guided by standards. Teachers may need to advocate with school administrators, special education and related service personnel, parents, community members, and policymakers to ensure that APE is provided and properly supported. In addition, teachers may need to educate to build awareness and strengthen collective support for proper services, including inclusive practices.

ADVOCATING FOR PREK-12 STUDENTS

School administrators play a critical role in supporting APE. They can ensure that:

• Qualified APE specialists participate on individualized education program (IEP) teams;

• APE goals are included in each student’s IEP when appropriate; and

• Facilities and equipment are accessible and adapted to meet the individual needs of students with disabilities.

However, not all school administrators have a background or knowledge about APE services and legal requirements. In this case, it can be helpful to share guidance from The National Consortium for Physical Education for

APE Advocacy Resources

n NCPEID’s Guidance for Administrators Regarding APE Service Delivery

n APE Services Cannot Be Replaced by Related Services or Other Subjects:

U.S. Department of Education

Clarification Letter

n APE Services for Preschool Students:

U.S. Department of Education

Clarification Letter

n APE Services for Transition Students:

U.S. Department of Education

Clarification Letter

n SHAPE America Guidance Document: Answering Frequently Asked Questions About Adapted Physical Education

Individuals with Disabilities (NCPEID). Highlights of this guidance document for administrators include:

1. PE Is a Required Instructional Service

APE is considered specially designed instruction and must be provided as a special education service — not a related service such as physical therapy or occupational therapy — when a student’s IEP team identifies the need.

2. APE Eligibility Requires Individualized Assessment/ Evaluation

Determining the need for APE services should be based on comprehensive, individualized assessments or evaluations conducted and interpreted by qualified physical educators. These assessments must evaluate the student’s performance across motor, cognitive and affective domains to identify specific educational needs.

3. IEPs Must Include Physical Education Goals and Progress Monitoring

When APE services are provided, the student’s IEP must document present levels of performance, individualized annual goals related to physical education, frequency and duration of APE services, and the placement for these services. Progress toward these goals should be regularly monitored and aligned with state standards.

4. APE Services Must Be Delivered by Qualified Professionals

APE services should be provided by appropriately credentialed physical educators, such as those who are nationally certified adapted physical educators (CAPE) or, in states where it applies, hold a state credential in APE.

5. APE Services Cannot Be Replaced by Related Services or other Subjects

Physical therapy, occupational therapy or other related services cannot substitute for APE. Each service addresses different aspects of a student’s developmental needs and substituting one for another does not meet the legal requirements of the Individuals with Disabilities Education Act (IDEA).

ADVOCATING FOR PRESCHOOLERS AND TRANSITION-AGED STUDENTS

Although federal law mandates special education services for individuals ages 3 to 21+, preschoolers and transitionaged students are frequently overlooked, making it essential that we advocate for their inclusion in quality physical education programming.

• APE Services for Preschool-Aged Children: Excluding preschoolers from APE can result in developmental delays and missed opportunities for inclusion and physical activity. APE teachers need to advocate to ensure that physical education is addressed in IEPs for preschool-aged children, emphasizing the value of early education through developmentally appropriate activities.

• APE Services for Transition-Aged Students (ages 18-21+): APE during this stage promotes independence, community-based education, and

lifelong health-enhancing physical activity. APE services can be used to develop skills such as functional mobility, self-advocacy, and access to inclusive recreational opportunities.

APE: A SHARED RESPONSIBILITY

Advocacy for APE is vital at every level of education. From early childhood through high school and into transition programs, APE ensures that students with disabilities have equitable access to physical education that supports their development and well-being. School administrators, educators and parents must work collaboratively to advocate for students’ rights and promote inclusive, high-quality physical education.

Melissa Bittner, Ph.D., is an associate professor in the Kinesiology Department at California State University, Long Beach (CSULB). She is also the co/director of CSULB’s programs of physical education for youth with disabilities.

What Kind of School Year

Will This Be for You?

Physical educator Mark Housel reflects on the power of PE

At the start of another school year, it’s important to remember that as teachers, we have chosen the world’s most important profession. It is the profession that prepares our students for all professions. As renowned educator, author and poet Robert John Meehan reminds us:

“We are not ‘just’ teachers, we are the managers of the world’s greatest resource: children!”

Not only did you sign up for the world’s most important profession, but I believe that you signed up for the most important content area as well.

In health and physical education, we have the potential to affect our students so greatly because we hit the physical, social, emotional and cognitive domains all at one time.

What other content area does the same? None, in my opinion.

“It’s going to be physical education teachers that lead the way.”

DAILY MAGIC

There is magic in what we do as health and physical educators. Regardless of how a student is feeling on a particular day, they come into our classrooms, start moving, and the chemistry of their brain is instantly changed. If we are doing our job well, we have the potential to elevate students’ moods and build confidence in every area of their lives.

Where else in school can students get the physical, social, emotional and cognitive tools needed to make this world a better place?

As teachers we have a lot on our plate, and I’m sure that the lesson plans, the assessments and all the other tasks can feel endless at times. When you feel overwhelmed, it’s important to remember that those things aren’t going to change the world. But those moments when we are face-to-face with our students? That is when we do have the potential to change the world.

Mark Housel is a proud dad and husband, passionate educator, author, speaker, and lifelong learner with over 28 years of teaching experience in New Jersey. He currently serves as an adjunct professor at Monmouth University and is a nationally recognized keynote presenter and workshop leader.

Mark is the author of What Kind of Teacher Do You Want to Be?, a book that inspires educators to reconnect with their purpose. He’s also the author of two children’s books.

Mark was the 2020 New Jersey Elementary Teacher of the Year and the 2023 SHAPE America Eastern District Elementary Physical Education Teacher of the Year.

There is magic in what we do as health and physical educators.

My mentor Rob Gilbert, a sports psychology professor at Montclair State University in New Jersey, once said, “If this world is going to turn itself around, it’s going to be teachers who lead the way.” Maybe what he really meant was,

EMPATHY AND GRACE

One of the greatest things I ever learned from teaching is that the tone of my day does not have to be determined by crazy schedules, kids, parents, colleagues or administrators. Instead, it’s my reaction to those things that will determine how my day ends up.

As with anything in life, we will face a lot of adversity in our schools. The more times that we can enter these situations with empathy and grace, the more likely things are going to turn out well for all involved.

He holds a bachelor’s degree in physical education and a master’s degree in education.

My hope for your school year is that you will allow as much empathy and grace as possible for your students, their parents, the people you work with, the people you work for, and — most importantly — yourself. So, what kind of school year is this going to be for you? That will be entirely up to you to decide. My hope is that it will be your best year yet! From the very bottom of my heart, thank you for all that you do.

Grow Kindness. Grow Community. Grow Impact.

Put student well-being at the heart of your school’s fundraising.

By Beth Bennett @BBennett_SHAPE

Across the country, school administrators and educators continue to navigate uncertainty around funding. Recent delays in federal education dollars and new restrictions on their use have made it even harder for schools to access the resources they need to support critical initiatives — from professional development and mental health programming to physical education, after-school programs and student wellness.

In times like these, programs like health. moves. minds., powered by Booster, offer a lifeline. This school-based fundraiser not only helps schools raise unrestricted funds — which they can use however they choose — but also empowers students through physical activity, teamwork and social and emotional learning.

For the 2025-2026 school year, health. moves. minds. introduces a fresh theme, powerful resources and real rewards designed to uplift students, support educators and strengthen school communities.

FLEX THOSE KINDNESS MUSCLES

This year’s theme, Strength in Kindness, helps students explore how small acts of kindness can grow stronger through practice — just like muscles. During PE classes, students will build character skills like empathy, belonging and cooperation — and then reinforce those skills through movement and teamwork-based activities.

Students will learn how to be kind in easy moments, like greeting classmates in the hallway, and in harder moments, like working through a disagreement or group challenge. The result? A school environment where all students feel seen, valued and connected.

Participating schools will receive six fun, themed videos, along with access to the complete library of health. moves.

minds. lessons, activities, mini-posters and ready-to-use resources — all designed to integrate seamlessly into PE, health education or classroom time with minimal prep.

FUNDRAISING THAT GIVES BACK — IN MORE WAYS THAN ONE

By leading a health. moves. minds. fundraiser, you’ll help your school generate flexible dollars that can support what matters most to your community — whether that’s new PE equipment, a playground renovation, field trips or teacher professional development.

There’s no upfront cost, and every school keeps at least 50% of what they raise. You’ll also receive:

• An extra 5% in Gopher gift cards;

• A $250 bonus match from Booster to use toward your PE program; and

• Ongoing support, tools and planning flexibility.

REAL SCHOOLS. REAL IMPACT.

Last school year, participating schools received an average of $3,600 in cash back, plus more than $500 in Gopher gift cards. Here are a few success stories:

• Greenwood Elementary School (PA) raised $16,602.50 in their first year — earning nearly $8,700 in cash and $1,000+ in gift cards;

Students at Macdonough Elementary School (CT) take advantage of new selfregulation stations equipped with trampolines, which were purchased with funds raised through health. moves. minds.

• Bell Creek Intermediate (OH) increased their fundraising by 21% over the prior year, bringing in $16,540 and receiving $9,000 in cash and $1,000+ in gift cards for their school;

• Macdonough Elementary School (CT) saw a 68% increase, raising $1,680, with over $900 in cash returned and nearly $325 in Gopher gift cards;

Enter to Win!

Submit an interest form by September 30 for a chance to win a free full convention registration to the 2026 SHAPE America National Convention & Expo in Kansas City, MO (March 17-21).

Plus — Get $500 in spirit wear from Booster!

Schedule a 1:1 consultation with a Booster Customer Care Consultant and you’ll be entered to win.

• Ridgeview Elementary (CO), also new to the program, raised $1,545 — receiving $800+ in cash and almost $325 in gift card rewards.

REWARDS THAT MOTIVATE AND SPARK ENGAGEMENT

Beyond the financial impact, health. moves. minds. provides a fun, engaging experience for your school community:

• Schools that raise $5,000+ will receive a Champion School banner to display with pride;

• Fundraising leaders (Team Champions) receive a free one-year SHAPE America Basic Professional Membership when they raise at least $2,000;

• Students stay energized with movement-based prizes and collectibles that promote physical activity and school spirit.

LET’S BUILD STRONGER SCHOOLS — AND STRONGER HEARTS

Whether your school is new to health. moves. minds. or returning for another successful year, this is your opportunity to lead a fundraiser that puts student well-being first — while making a real impact in your school community.

Visit healthmovesminds.org to learn more or sign up today.

Beth Bennett is the vice president of strategic partnerships and fundraising at SHAPE America. She is responsible for the overall program management of health. moves. minds., as well as year-round partnerships, sponsorship, advertising and exhibit sales. She may be reached at bbennett@shapeamerica.org

Voices From the Field

A Q&A with Valerie Craig-Ndiaye on preparing the next generation of health and physical education teachers

In spring 2025, SHAPE America began preparations to revise the Physical Education Teacher Education (PETE) and Health Education Teacher Education (HETE) standards, a timely and necessary effort to ensure that our professional preparation programs continue to meet the evolving needs of educators and students alike.

As part of this process, SHAPE America held a pre-conference forum at the 2025 National Convention & Expo in Baltimore. This event brought together voices from across the field — including PETE/HETE faculty, district- and state-level administrators, and early-career teachers — to engage in critical conversations around recruitment, preparation and retention. Discussions emphasized the importance of practical training, mentorship and culturally responsive leadership to help new teachers thrive in today’s schools.

Below, we share the reflections and perspective of event participant Valerie Craig-Ndiaye, supervisor of health and physical education at Jersey City Public Schools (NJ).

Q: During the panel discussions that kicked off the event, panelists shared how their role fits within the “ecosystem of impact” on preK-12 students — and described their current knowledge and use of the PETE/HETE standards. What stood out to you from these discussions? Why was it valuable to hear from such a range of perspectives?

VALERIE: What resonated with me most during the panel discussions was the shared understanding that every role in the “ecosystem of impact,” from higher education faculty to K-12 practitioners to policy leaders, contributes to the overall quality of health and physical education that students receive. As a supervisor of health and physical education in an urban district with 40 schools, over 100 certified HE/PE teachers, and additional K-8 teachers who teach health without certification, I see daily how uneven preparation and varied entry pathways into the profession can impact instruction.

Hearing how panelists currently understand and apply the PETE/HETE standards reinforced for me that these standards should not remain solely within the realm of teacher preparation programs; they are equally critical in guiding professional development, curriculum alignment and evaluation practices within districts. This was particularly valuable because it highlighted opportunities to utilize the PETE/HETE framework

to bridge the gap for non-certified health teachers in my district by providing them with clear expectations, support and resources that align with the competencies outlined for fully certified educators.

The diversity of perspectives reminded me that meaningful change occurs when higher education, K-12 leaders and policymakers collaborate, ensuring that standards are not only taught in university classrooms but also lived out and reinforced throughout a teacher’s career.

Q: During the panel discussions, district coordinators shared their perspectives on what they notice about new teachers as they enter the profession. What were some of your biggest takeaways from that conversation? Based on your own role in the field, how do you see this issue?

VALERIE: One of my biggest takeaways from the district coordinator conversation was the recognition that for many new teachers, accepting a physical education position is seen as a gateway to coaching rather than a commitment to teaching the fundamental skills and developmental progressions that students need. I have noticed that some new hires enter the profession with a strong desire to coach but with less focus on applying the pedagogy and child development principles they learned in their

VALERIE CRAIG-NDIAYE, supervisor of health and physical education at Jersey City Public Schools (NJ)

four- or five-year preparation programs. This disconnect can limit their ability to deliver high-quality instruction that meets the needs of all students.

Another concern is the lack of long-term commitment to the teaching profession. In my role as supervisor of health and physical education, I have observed a growing trend of new teachers transferring to other positions after only one or two years of service. This pattern suggests that teaching has become a transitional role rather than a long-term career. In the past, leaving a position so quickly was discouraged because of the importance of consistency for student growth and school community stability. When teachers leave early, students lose the benefit of a stable learning environment, and districts must continually invest in recruiting and retraining replacements.

From my perspective, this issue speaks to the need for stronger connections between teacher preparation programs and the realities of school settings. We must ensure that candidates understand both the instructional and relational responsibilities of the profession before they enter the field. It also reinforces the importance of induction support, mentoring, and professional development that not only strengthens instructional skills but also fosters a deeper commitment to staying in the profession for the long term.

Q: After panelists shared their perspectives on preservice teachers, new teachers, and the connection between standards and teacher evaluations, there was some discussion about whether these issues could be addressed through revisions to the PETE/ HETE standards. What ideas from that conversation resonated with you? Are there any additional thoughts you’d like to share now?

VALERIE: One of my biggest takeaways from the district coordinator conversation was the clear gap between what teacher candidates learn in their college programs and how that knowledge is implemented once they enter the school setting. In higher education, students are often taught strong pedagogy and the importance of developmental appropriateness in designing instruction that supports K-12 learners. However, that vision is

not always carried through into their first years of teaching. In my own role, I see this disconnect most clearly in how new teachers adapt — or sometimes struggle to adapt — when they realize they may only see their students once or twice a week. The challenge becomes building meaningful skill development, knowledge and student relationships with such limited contact time.

Follow-up from college has always been an issue. How are colleges learning from their former students and using that feedback to address the gaps in preparation? Are they collecting input from alumni about what they lacked when they entered the workforce and making meaningful program changes based on those insights? That ongoing feedback loop is essential if we want to bridge the divide between theory and practice.

Another area of concern discussed was veteran teachers. How do we keep them updated, motivated and continuing to advocate for proper equipment, scheduling and leadership from individuals who truly understand the content and the state and national standards? Too often, positions such as supervisor have been combined with other content areas, placing the role in the hands of someone with little to no background in health and physical education. When this happens, coaching or athletics often becomes the main focus, leaving the actual curriculum content sidelined or discounted. Without leaders who understand and prioritize standards-based instruction, both new and veteran teachers are left without the necessary support to deliver the high-quality programs our students deserve.

Q: When thinking about how we prepare future teachers, what do you believe is most important to include? What core instructional qualities, skills and concepts should every preservice teacher develop?

VALERIE: When I think about preparing future teachers, especially in health and physical education, the most important thing to include is a deep understanding of how to connect standards-based instruction to real-world teaching conditions. Preservice teachers must leave their programs with the ability to plan meaningful, developmentally appropriate lessons that build skills over time, even when contact hours are limited. They (continued on next page)

need to understand not only the “what” of the standards but also the “how” of delivering them effectively in diverse and often challenging school settings.

Core instructional qualities should include adaptability, strong classroom management grounded in positive relationships, and the ability to differentiate for a wide range of student abilities, learning needs and backgrounds. Every preservice teacher should also develop skills in assessment — not just grading but using formative and summative data to guide instruction and measure true student growth.

In terms of concepts, future teachers must understand the progression of skill development from kindergarten through grade 12, how to integrate health and physical literacy, and how to advocate for their program within the larger school community. They should graduate with strategies for maximizing limited instructional time, collaborating with colleagues, and creating an inclusive environment where every student feels capable and motivated to participate.

Above all, teacher preparation programs must instill the mindset that learning does not stop at graduation. New teachers should enter the profession with the confidence to teach on day one, but also with the commitment to seek feedback, engage in ongoing professional development, and remain connected to evolving best practices in the field.

Q: What opportunities do you see for strengthening preservice teachers’ skillsets across these interconnected systems?

VALERIE: One is to build stronger partnerships between universities and school districts so teacher candidates gain experience in diverse, real-world teaching conditions. Another approach is to embed advocacy and leadership skills into the preparation process. HE/PE education faces unique challenges, so new teachers must be able to communicate program needs and defend instructional time, resources and alignment with standards.

An additional opportunity would be to adapt a formal followup model for graduates, similar to what is common in nursing education. Many nursing programs conduct graduates’ outcome surveys six months to a year after employment, seek employer feedback on readiness and skill application, and use this data to refine their curriculum. They also track licensure pass rate, convene advisory boards with employer representation, and maintain alumni networks for ongoing professional growth.

A similar approach in PETE/HETE could provide valuable insight into how well programs prepare teachers for the realities of the classroom, identify gaps between training and practice, and strengthen collaboration between higher education and school districts.

Finally, connecting preservice teachers with professional organizations like SHAPE America and state associations can provide mentorship, access to best practices and continued professional growth beyond graduation.

HIGH SCHOOL

MIDDLE SCHOOL

ELEMENTARY

You don’t teach engagement. You create the conditions for it.

Fresh insights from the 2025 National Teachers of the Year

Heading back to school is always a time of new opportunities and challenges for educators. To help kick off the 2025-2026 school year with inspiration from the “best of the best” in health and physical education, we turned to SHAPE America’s National Teachers of the Year. Recognized for their excellence in teaching, these educators bring a wealth of experience to their classrooms.

Adapted Physical Education

Brad Hunter

Federal Hill Preparatory School

Baltimore, MD

Below, they share their goals for the year ahead, best practices for building strong connections with students, and tried-and-true strategies for starting the year off right. Read on for insights and resources you can use in your own classroom.

Q: As you look ahead to the 2025-2026 school year, what is one goal, focus area or “new school year’s resolution” you’re especially excited to emphasize or improve in your teaching practice?

Brad: This year, my personal goal as an itinerant adapted PE teacher is to help all the teachers I engage with to do one thing to share their awesomeness with the larger PE world. I know from personal

experience that it can be incredibly hard to grow if one feels siloed, alone, marginalized, or cut off in a school while trying to plan and execute high quality PE. However, if we reach beyond the physical walls of our buildings to share one thing that makes our work awesome, then consider the impact of those hundreds or even thousands of new ideas circulating through the profession. The impact grows as the ideas encounter other PE professionals who share their own take on it.

So, this year I will be a presence in my district and state to help others wherever I can with the sharing of their awesomeness. Whether that takes the form of verbal encouragement, helping to get an idea onto a document (continued on next page)

or into a video, co-presenting a session, or some level of support in between, I’ll make it a priority to be of assistance.

Q: The start of the school year is all about teaching routines, building relationships and getting to know your students. Do you have any unique strategies or go-to practices for setting the tone in those first few weeks? How do you continue to build strong, lasting connections with your students throughout the entire school year?

Brad: Starting the year with strong relationships is critical to a successful school year. To begin the process, I always introduce myself to both my students and their families. Even if I have taught the class or a family member for years, I don’t assume they know me. I make sure they know a little about who I am, what I do, and why I do it. In the first weeks of school, I gather input from each student about what physical activity interests they have. If I receive a litany of team sports as the primary interests, I will follow up with probing questions to discover what it is about those types of activities that they are drawn to (competition, demonstrating their skill set, working on a team, scoring points, etc.). The more I know about my students’ interests, the better I can cater lessons to meet them where they are and build bridges to help them grow. While the first few classes are critical to building strong relationships, never underestimate the power of the first six weeks. This is the time to work on class routines that will be leveraged throughout the year. For my students, learning the process and protocol for reflecting/ debriefing after each activity is a “tier one” practice. I place a high emphasis on reflecting/debriefing because I want students to provide helpful feedback so we can improve as individuals and as a

group. It often takes significant prompting initially, but once students gain traction with the process and see that the feedback is used by me and their peers to adjust elements in the class, then the reflection/ debrief becomes a powerful tool for a strong culture of learning and growth.

As soon as possible in the school year, I try to connect with each student’s parent/ guardian — via a phone call if it’s a new student or text if it is a returning student. This is essential so they know who I am and at least one way to communicate with me. It also provides an on-ramp for sharing. When I take a short video of the class or snap a picture of student work, it is a simple task to share it with a few clicks —and parents/guardians are so appreciative. This level of communication

Brad’s Recommended Resources

• Adapted PE Indirect Consult Observation and Discussion Question Template

• Debrief Signs

• 20 Exit Ticket Questions

creates a relationship of trust that can be used to help support a student when difficulties are encountered in the learning environment.

MORE FROM BRAD …

One of the most important parts of our job is to have empathy. We need to consider what factors may be playing into a student’s difficulty with regulating their emotions or what may be impacting their mental health. Was their commute to school today calm or chaotic? Did they get breakfast this morning? Did they sleep okay last night? When we take a step back and consider these factors, we can respond with compassion. I also think it is important to be proactive rather than reactive. Instead of reacting to students having difficulty regulating their emotions, prepare for it. You may do this by collaborating with other staff members prior to school starting, setting up cooldown corners, teaching strategies for regulating emotions, and teaching students about conflict and resolutions.

Educator Brad Hunter is ready to start another year as an itinerant adapted physical education teacher for Baltimore City Public Schools.

Health Education

Sandee Ortiz

Sun

Prairie West High School Sun Prairie, WI

Q: As you look ahead to the 2025-2026 school year, what is one goal, focus area or “new school year’s resolution” you’re especially excited to emphasize or improve in your teaching practice?

Sandee: One goal I am especially excited to emphasize is helping my students become health advocates within our school community by organizing a

student-led health fair. This event would take place during the school day and involve all health classes, with students developing presentations and interactive displays focused on key health issues. Other classes would be invited to attend, giving students the opportunity to educate their peers and promote healthy decisionmaking.

In addition, I would like to collaborate with local community resources by inviting clinics, healthcare providers, yoga instructors, mental health professionals, and other wellness organizations to participate in the health fair. Their involvement would provide students with real-world connections to the topics they are exploring and offer valuable

resources and education to the wider school community. Partnering with these professionals will further enrich the event and reinforce the importance of proactive, community-supported health and well-being.

Sandee: Last year, I began incorporating table check-ins during the first 5-10 minutes of class. This simple yet impactful routine allowed me to connect more personally with students and foster an inclusive environment where their voices could be heard. My classroom is designed with high-top tables, which allows me to interact with students at eye level as they work in groups. What stood out most was how these check-ins naturally opened the door to authentic conversations. Students often asked thoughtful questions not only about the content, but about meaningful aspects of their personal lives outside of school, which strengthened the classroom community. Looking ahead, I plan to continue and refine this approach by intentionally creating space for students to feel seen, supported and empowered. My “new school year’s resolution” is to continue prioritizing connection before content, knowing that when students feel a sense of trust and belonging, meaningful learning naturally follows.

MORE FROM SANDEE …

As the new school year begins, remember that meaningful teaching starts with truly knowing your students — their interests, backgrounds and individual needs. While aligning instruction with national standards is essential, it is

(continued on next page)

A group of students work together In Sandee Ortiz’s health class, matching vocabulary terms during the human growth and development unit.

Sandee’s Recommended Resources

equally important to honor student voice and offer choices that make learning relevant and engaging. Focus on creating an inclusive, supportive classroom environment where all learners feel seen, challenged and capable of success. Do not be afraid to take risks in your teaching, try new approaches, and reflect on what works. Give yourself grace when things do not go as planned. Growth often comes through those moments. Most importantly, stay grounded in your “why.” Every lesson and interaction is a chance to make a lasting impact. Teach the students you have, not the ones you wish you had!

Elementary Physical Education

Thomas Gelardi P.S. 173

The Fresh Meadow School Fresh Meadows, NY

Q: As you look ahead to the 2025-2026 school year, what is one goal focus area, or “new school year’s resolution” you’re especially excited to emphasize or improve in your teaching practice?

my favorite leadership activities is a station-based circuit where students not only lead a skill or movement but also give feedback and cheer on their peers. It’s simple, but powerful. They feel trusted — and they rise to the occasion.

As the year progresses, I’ll introduce more student-led elements and moments for group reflection, where kids can talk about what worked and what they’d improve. These small shifts send a big message: Your voice matters here.

For newer teachers, don’t worry about making it perfect. Start small — even inviting one student to lead part of an activity can spark something special. When kids start to lead, they don’t just take on responsibility … they begin to believe in themselves.

Thomas: This school year, my goal is to create more student-centered moments where kids feel trusted, capable and seen. I want them to experience what it feels like to lead — whether it’s guiding a warm-up, helping explain a rule, or encouraging their classmates during a team challenge.

Leadership doesn’t have to be loud or flashy. Sometimes it’s the quiet student who offers a great idea, or the one who picks up a dropped piece of equipment without being asked. My role is to create space for those moments and celebrate them when they happen.

To help this come to life, I’m starting with structured roles — like “movement leader” or “equipment manager” — that rotate weekly. One of

That’s the kind of growth I want to nurture this year.

Thomas: The first few weeks of school are all about building relationships, creating routines, and setting the tone

for a positive classroom culture. I always kick things off with a Project Adventurestyle unit to help unite my students and build trust early on. One of my favorites is a game called Mission Impossible — where teams work together using equipment to get from one side of the gym to the other without touching the floor.

It’s fun and challenging, but more importantly, it helps me learn so much about my students — who the natural leaders are, who steps up quietly, who’s thoughtful, and who needs encouragement. It opens the door for meaningful conversations and lets kids feel seen beyond just their physical skills. That sense of connection early on creates a foundation that lasts all year long.

Thomas’ Recommended Resources

I regularly post quick activity ideas, lesson demos and motivational tips my Instagram and YouTube channels:

• Instagram (@CoachGelardi) — Daily PE tips, challenges and community support from teachers across the country.

• YouTube (PhysEdZone Channel) — My videos break down physical activities, fitness routines and classroom management strategies to make PE fun and accessible for all grade levels.

Elementary physical educator Thomas Gelardi and his students are all smiles as they take time to move and play outside. For Gelardi, PE is where connection and community begin — and taking time to build relationships on the playground is just as important as the lessons in the gym.

MORE FROM THOMAS …

Each school year is a brand-new story — and you, as the teacher, help write the first chapter. My advice? Start with joy. Be playful. Be present. Kids won’t always remember the exact activity, but they’ll always remember how you made them feel.

I never imagined that making one silly fitness or dance video would turn into something so impactful. Because of technology, my students now see my face every single day — in school and at home — and those small moments of consistency really matter. It’s a reminder that little things often become the big things.

Some days will go off the rails. That’s okay. The magic happens in the messy moments — when you lead with heart, meet kids where they are, and remind yourself why you love this job. Give it a try — you never know the difference you might make.

Middle School Physical Education

Courtney Lukasavitz Indian Community School Franklin, WI

Q: As you look ahead to the 2025-2026 school year, what is one goal focus area, or “new school year’s resolution” you’re especially excited to emphasize or improve in your teaching practice?

like this can help them stay motivated and build confidence beyond the gym. I have been inspired by the instructors of the fitness classes I participate in. One that always comes to mind is “Challenge equals change.” It motivates me to push through when things get tough, and I want to give my students that same kind of encouragement, keeping the focus on being positive and reminding myself that my words become their inner voice.

Courtney: My focus area this year is to help my students build a positive inner voice so they can develop resilience skills that will transfer out of class and into their daily lives. For example, I plan to reinforce phrases such as, “You’re stronger than you think.” I’ll also ask students to reflect on what they tell themselves when something feels hard and guide them to reframe those thoughts more positively. Little shifts

Courtney: Students may not remember what you say or do, but they will remember how you made them feel. Your first impression is essential. One way I changed my practice at the beginning of the year is how I take attendance. Instead of calling out names, I have students introduce themselves to me. This practice helps not only to learn the pronunciation of their names without embarrassment but also gives me a glimpse into their personalities as

I note how outgoing or hesitant they are in the task.

I often added a question such as “What is your favorite memory of physical education?” This first impression builds relationships and draws connections in the future; it also helps me understand their perception of physical education and brings up a positive memory for the student.

MORE FROM COURTNEY …

One piece of advice I’d share is to set clear, consistent expectations and stick to them. Students will naturally test limits, so be proactive rather than reactive. Only create rules you’re willing and able to enforce and follow through every time. This builds trust and creates a safe, respectful learning environment. Also, don’t take it personally when students fall short of expectations. Focus on your response, which is what you can control.

One rule I constantly reinforce in my middle school class is “No put-downs.” It doesn’t matter who said it or why; there’s no room for negativity in our space. Instead, we use encouraging words only. Over time, this helps create a positive classroom culture where all students feel valued and supported.

Courtney’s Recommended Resources

• Reflect and Fix

• On the Sidelines Worksheet

(continued on next page)

Courtney Lukasavitz’s students at Indian Community School practice their cradling skills in lacrosse using traditional wood sticks.

High School Physical Education

Lisa Smith

Lakeville South High School

Lakeville, MN

Q: As you look ahead to the 2025-2026 school year, what is one goal, focus area or “new school year’s resolution” you’re especially excited to emphasize or improve in your teaching practice?

your students. Do you have any unique strategies or go-to practices for setting the tone in those first few weeks? How do you continue to build strong, lasting connections with your students throughout the entire school year?

Lisa: The start of the school year is my most critical time — not for teaching rules, but for building a foundation of trust and genuine connection.

moments, giving them a chance to teach a skill they’ve mastered. And when giving feedback, I use the language of “Glows and Grows” to ensure they feel supported and seen. The payoff is a level of trust and genuine connection that makes true teaching and learning possible.

MORE FROM LISA …

Lisa: My focus for this new school year is to strengthen the bridge between PE lessons and students’ real lives. I want to further develop a structure that gives students hands-on exposure to local activities and fitness plans they can realistically sustain beyond the school day. My goal is for every student to leave my class with a personalized “exit plan” for their physical well-being in the real world.

Q: The start of the school year is all about teaching routines, building relationships and getting to know

My go-to practice is to immediately shift the focus to getting to know the whole person behind the student. On the first day, we create a “What I’m Good At” wall to celebrate their unique talents outside of the classroom. We also play “Two Truths and a Dream,” which gets them thinking about their hopes and future instead of just their past. This initial investment in students’ passions and personalities carries through the entire year.

To sustain those connections, I use 30-second check-ins at the start of class, asking one quick, non-academic question to see where their heads are at. I also empower them through “Student Expert”

A lesson that grounds me every new school year is this: The most important thing you can bring to your classroom is your whole, healthy self. It’s so easy to pour everything we have into our students, but I’ve learned that true impact comes from teaching from a full cup.

So, as you prepare, prioritize a small, non-negotiable goal just for you — whether it’s carving out time for a hobby, finding a new podcast or simply making sure you get outside for 20 minutes a day. By nurturing your own growth, you’re not only preventing burnout but also modeling what it means to live a balanced, fulfilling life. That personal authenticity will inspire your students more than any lesson plan ever could.

This has become my personal focus for this year, and I plan to help my students and colleagues do more reflecting and focusing on understanding the worth of their time for themselves and what they share with others.

High school physical educator Lisa Smith (second from right) gathers with one of her Unified PE classes after an all-school assembly focused on inclusion and kindness.

Focus on Health & PE

New Standards-Based Resources

It’s back to school season! Use these resources — based on SHAPE America’s National Physical Education Standards and National Health Education Standards — to help deliver high-quality instruction this year!

All-New!

Student-Friendly Standards Posters

Bring the new National Physical Education Standards to life in your gym! These colorful poster sets — available for both elementary and secondary — feature one poster for each of the four standards.

Learning Progressions Guidance Flyer

Clear, age-appropriate language and engaging visuals help students understand what they’re learning and why it matters.

Connecting Health Education Skills in the Physical Education Setting

This resource explores how physical educators can intentionally incorporate health education skills into their instruction, especially in schools where PE teachers are also responsible for health education.

This document describes the relationship between the National Physical Education Standards, grade-span learning indicators and learning progressions — and provides examples of how teachers can embrace learning progressions in their planning and instruction.

Health Ed 101 Parent Flyer

Health Education in Schools 101 is a parentfriendly overview of what students learn in health education and why it matters. It helps families understand the goals, topics and benefits of health education while addressing common questions about health education class.

Thank you to U.S. Soccer Foundation, our 2025-2026 back to school sponsor!

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View More Resources

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PE MARKETPLACE GUIDE

rchable by categories, companies, and keywords, the E Marketplace Guide is your source for health and sical education accessories, apparel, curriculum, uipment, resources, supplies and technology, as well as ching equipment and supplies, physical activity gramming, undergraduate and graduate programs, and re!

okmark the HPE Marketplace Guide for easy reference

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CALL FOR JOURNAL COLUMN SUBMISSIONS

Two SHAPE America journals are accepting submissions to their standing columns, which feature brief, practical articles.

Strategies is seeking submissions for Advocacy in Action (real-world examples of grassroots and national-level advocacy activities in HPERD) and Theory into Practice (distilling reliable research into succinct information for teachers and coaches). Learn More

JOPERD is seeking submissions for Health Tips (health-related activities and lessons), Technology Tips (tips related to technological tools that practitioners can use in their teaching), and Research into Practice (brief abstracts of peer-reviewed and data-based research articles). Learn More

SHAPE AMERICA JOURNALS: Something for Everyone

Membership to SHAPE America includes a subscription to the periodical of your choice:

• American Journal of Health Education (AJHE): Covers today’s health education and health promotion issues head on with timely, substantive, and thoughtprovoking articles.

• Journal of Physical Education, Recreation & Dance (JOPERD): Appeals to practitioners and academics alike and provides a variety of information on health, physical education, recreation, and dance issues.

• Strategies: This popular bimonthly journal delivers practical ideas, how-to information, and tips for sport and physical educators.

• Research Quarterly for Exercise and Sport (RQES): RQES publishes research in the art and science of human movement that contributes to the knowledge and development of theory.

Each digital issue includes one article that is open to all — no subscription required! View Journals

for Health & Physical Education

SHAPE America proudly recognizes our Premier and Professional Partners organizations whose annual support helps power impactful programs, resources, and initiatives that advance health and physical education nationwide. In exchange, our partners gain meaningful opportunities to connect with teachers, amplify their brand year-round, and enjoy exclusive perks like discounted advertising and exhibit space, and more.

PARTNERS

(Reflects current SHAPE America Premier and Professional Partners as of September 5, 2025)