Momentum Magazine - Fall 2021

Fall 2021

Society of Health and Physical Educators

EDI in Health and Physical Education Breaking down the ‘what’ and ‘how’ … so you can find your ‘why’

ALSO INSIDE: Your Students, Your School: POWered by Kindness Tips From the National Teachers of the Year

New Orleans

2022

April 26–30

•

#SHAPENOLA

300+ Sessions

For the health and physical education community Join your peers at the 2022 SHAPE America National Convention & Expo — the nation’s leading convention for health and physical education professionals!

SHAPE America Contact Hours and Continuing Education Contact Hours for CHES/MCHES are available.

The energy and excitement will be unmatched as we come together in New Orleans to exchange ideas, forge new relationships, and learn from the best of the best in our profession.

TOP 5 reasons YOU should attend 1 DISCOVER dynamic ideas to create and deliver a

skills-based health education and standards-based physical education curriculum.

2 LEARN best practices for integrating social and

emotional learning and trauma-informed instruction in health and physical education.

3 IMPLEMENT an inclusive, whole-child approach

at your school to ensure students are healthy, supported and ready to learn.

4 UNCOVER more ways to foster equity and inclusion within your classroom

and school community.

5 NETWORK with dedicated health and physical educators ... and meet

exhibitors offering the latest HPE products and classroom solutions!

#SHAPENOLA

shapeamerica.org/convention

Fall 2021

Contents F E AT U R E S

Your Students, Your School: POWered by Kindness See it, plan it, achieve it … with tools from health. moves. minds.®

14

EDI in Health and Physical Education

Back to School …

In Person

17

22

Breaking down the ‘what’ and ‘how’ … so you can find your ‘why’

ADVERTISER INDEX:

Tips From the 2021 National Teachers of the Year

D E PA R T M E N T S

Gopher (p. 6)

PRESIDENT’S MESSAGE 5

REFLECTION 11

Turning Dreams Into Reality

Setting the Bar

FROM THE CEO 7

RESEARCH 13

Help Your Students Thrive

Updates From the Research Council

The Walking Classroom (p. 18)

ADVOCACY 9

RESOURCE ROUNDUP 26

Sworkit (p. 25)

SEL Emerges as ESSER Funding Priority

Focus on Health & PE

SPARK (p. 8) Wellness Training Specialists (p. 10) Human Kinetics (p. 12) Jones & Bartlett Learning (p. 16, 28)

boks (p. 25)

On the cover:

Fall 2021 • Momentum

3

SHAPE AMERICA BOARD OF DIRECTORS

Note

Editor’s

PRESIDENT

Terri Drain P R E S I D E N T- E L E C T

Kymm Ballard PA S T P R E S I D E N T

Brett Fuller CEO

Stephanie Morris D I R E C TO R S

Megan Adkins Jo Bailey Sarah Benes Joe Deutsch Clayton Ellis Cara Grant Jaimie McMullen Luciana Zuest

A

s the pandemic continues, most health and physical educators are back in school … teaching in person. Without a doubt, the EDI in H ealth and highlight of the first few weeks has been P h y s ic a l Educatio Breakin seeing students again face-to-face — rather so you cagndown the ‘what’ an n d find your ‘why’ ‘how’ … than just as faces on a screen.

In the article “Back to School … In Person,” SHAPE America’s 2021 National Teachers of the Year share what they do to build strong connections with students, and why it’s so important to incorporate social and emotional learning and trauma-sensitive instruction into every class.

They also share their top tips for the first 90 days of school and their ideas for addressing equity, inclusion, and accessibility in health and physical education. I hope you’ll take a look!

Society of Healt h and

Physical Educa tors

Fall 20 21

ALSO INSID E: Your St ud POWere ents, Your School: d by Kin dness Tips Fr om th e Natio Teache na rs of th e Year l

MOMENTUM PRODUCTION

EDI IN HEALTH & PE

M A N AG I N G E D I TO R

In our cover article, we take a look at equity, diversity, and inclusion (EDI) in health and physical education, which includes highlights from a virtual roundtable with K-12 teachers, PETE/HETE instructors, and leaders from state affiliates, school districts, and state departments of education.

We hope the article will inspire you to incorporate an EDI lens in your instruction this year.

Larissa Brickach DESIGNER

Kathleen Dyson DEADLINES Winter – December 1 Spring – April 1 Fall – August 1 CONTACT US SHAPE America PO Box 225 Annapolis Junction, MD 20701 momentum@shapeamerica.org 800-213-7193 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 © 2021. 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.

4

Momentum • Fall 2021

POWERED BY KINDNESS While you won’t find the latest In the Zone newsletter in this issue of Momentum (we’ll send it out in early October), we do share the latest news about the health. moves. minds.® program in the article “Your Students, Your School: POWered by Kindness.”

Registration for this popular program is now open for the 2021-2022 school year.

Here’s to a healthy year ahead!

Larissa Brickach Managing Editor momentum@shapeamerica.org

CONNECT WITH US ON SOCIAL MEDIA

Follow us on Twitter @SHAPE_America Like SHAPE America on Facebook Follow SHAPE America on Instagram Follow SHAPE America on LinkedIn ubscribe to the SHAPE America S YouTube channel

P R E S I D E N T ’ S M E S SAG E

Turning Dreams Into Reality Terri Drain, President @terridr99

L

et’s dream.

Let’s dream of a day when health and physical education (HPE) are core components of every school’s curriculum, and every child gets what they need to live their best life.

Let’s dream of a day when HPE teachers everywhere have sufficient resources, funding, and professional development to thrive and provide quality instruction.

Let’s dream of a day when we no longer have to fight for our existence.

Pretty good dream, right? How can we achieve it?

We start by creating a vision for what health and physical education could be. Then, we create a plan for how to get there, along with a timeline and the support and resources needed. Our goal is to get buy-in from the decision makers who impact us — administrators, school board members, and parents.

WHAT IS OUR VISION? Quality health and physical education for all. Quality programs are standardsbased, have the goal of health literacy and physical literacy, and are taught in an environment where every child feels safe and supported … where every child participates and learns.

To get buy-in to this vision, we’ll need decision makers to understand what health and physical literacy are, why they are both essential in helping students reach their full potential, and how health and physical education play an important role in developing these literacies.

WHAT’S IN THE PLAN? Honestly, your plan will vary depending on where you and your district are starting from. Let’s agree, though,

everyone has room to level up. Here are three suggestions to get you started: 1. Develop proficiency in the design and delivery of standards-based instruction. Our standards and grade-level outcomes describe what students must learn to develop health and physical literacy, but having standards isn’t enough. Teachers need to know how to use them. They need training in standards-based instructional design, assessment, and curriculum planning. There’s a lot to do. It’ll require a multi-year plan.

2. Incorporate inclusive teaching practices. Many of us have supersized classes and are challenged to provide individualized instruction. When this is the case, plans should include a timeline for lowering class size. To improve teachers’ ability to meet the needs of diverse learners, professional learning topics to consider include culturally relevant pedagogy, gender equity, and including students with different abilities.

3. Provide meaningful experiences.

This is a new area of study in our field, based on the work of Scott Kretchmar. It’s about helping students find their joy in movement.

According to Kretchmar, students find meaning in movement in many ways (e.g., personal relevance, challenge, social interaction, motor competence, fun), and when they find meaning in movement, they are more likely to participate on their own. Our job is to turn all students on to physical activity. Learning how to provide meaningful experiences can help us get there!

Who Are We? We Are SHAPE America!

What’s in a theme? Plenty. Our theme, #WeAreSHAPEAmerica, is an affirmation that SHAPE America is our organization. It’s about standing tall and being proud of the work we do. It’s a recognition of the impact we have as champions for health education and physical education and our nation’s 50 million schoolchildren.

It’s also about community. Sharing a common bond. Connecting, learning, growing together, supporting each other, and having each other’s back.

Proud, energized, pulling for SHAPE America, the profession … and each other. #WeAreSHAPEAmerica.

Yes, we are.

At SHAPE America’s recent Back to School Summit, Keri Schoeff shared information about the federal money coming to school districts to improve education. Decisions on how to spend this money will be made at the local level, which means you can impact these decisions. How? Share the vision, sell the plan, and get what you need to level up.

When you do this, be sure to include funding to attend the 2022 SHAPE America National Convention & Expo, April 26-30 in New Orleans. The convention will feature presentations in the areas just described — and much more — by the best of the best in our profession!

Be well and have a fantastic school year!

Fall 2021 • Momentum

5

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FROM THE CEO

Help Your Students Thrive Stephanie Morris, CEO @SHAPEAmericaCEO

I

n July, I was thrilled to attend the #MoveThrive2021 conference, hosted

by Kentucky SHAPE. I can’t tell you how good it felt to step into a room that first day and see so many amazing SHAPE America leaders together — in person — smiling and welcoming me.

The energy was palpable in that moment.

But what made the biggest impact on me was attending the health. moves. minds.® State Leaders Summit, held as a pre-conference event. Organized and developed directly by health. moves. minds. teachers, the one-day summit allowed participants from 14 different states to share ideas and learn best practices for implementing the program.

Most importantly, we learned why health. moves. minds. has been such a major game changer in schools and districts across the country.

This — right here — is what makes health. moves. minds. a life-changing program.

their personal “why” stories. Quite simply, they blew me away.

Teachers talked about how health. moves. minds. lessons have allowed them to forge deeper, more meaningful connections with their students — and foster a culture of kindness and empowerment within their schools.

They shared how the money raised through health. moves. minds. allowed them to install a new rock climbing wall … purchase equipment to help students stay active and healthy at home during the pandemic … and donate to a local nonprofit, which brought the entire community together during a very difficult time.

But the personal story that really moved me the most was from a teacher who shared how the health. moves. minds. H.A.L.T.E.D. lesson gave his student — a kindergartener — the tools she needed to communicate her hunger.

Through this lesson, he learned that she hadn’t had anything to eat since her school lunch the day before. This — right here — is what makes health. moves. minds. a life-changing program.

READY TO CONNECT I was incredibly moved by the fact that it was the health. moves. minds.

teachers themselves who spent so much personal time and energy planning the summit in Kentucky. And I’m particularly grateful to Anna Forcelledo, Angela Stark, Mark Foellmer, Becky Foellmer, Kyle Salvo, and Kristi Bieri who worked so hard to pull it all together. Their efforts are a testament to the power of the program itself.

When teachers become health. moves. minds. teachers, they inevitably become champions of the program.

As we begin another school year that will have its share of uncertainty and challenges, health. moves. minds. lessons and activities will help your students thrive — and the program’s fundraising and community-building features can lead to positive changes throughout your entire school.

I encourage you to get to know a health. moves. minds. teacher if you don’t know one already. Reach out to SHAPE America or to your state affiliate. Reach out to me personally.

We’ll help connect you to a teacher in your state who can tell you why this program is so important and how it’s changing — and saving — lives.

But please, learn more about health. moves. minds. and join us!

SHARING THE ‘WHY’ Prior to attending the State Leaders Summit, I thought I knew all the ways in which the health. moves. minds. program is changing health education and physical education in schools. But that was before I heard teachers share

Fall 2021 • Momentum

7

NEW

The FIRST Physical Education Curriculum & Assessment App

Access SPARK lesson plans & materials from the palm of your hand!

Key features: • • • •

Favorite lessons Schedule events Track attendance Create random groups

• • • •

Report on results Skill assessments Fitness testing & more to come!

Have an active account?

DOWNLOAD THE SPARK APP NOW FOR FULL ACCESS or TRY FOR FREE Search ‘SPARK PE’ on the app store.

Available for iOS & Android devices.

Easily upload class rosters for easy group selection and in-app assessments.

*SPARK App available for SPARK PE (K-2, 3-6, Middle School, High School), After School, and Early Childhood Programs.

POWERED BY

SPARKpe.org | 1-833-73-SPARK | spark@SPARKpe.org

DE A DP VT OC HA EC AY DING

SEL Emerges as ESSER Funding Priority

Back to School, Back Together: A Healthy Start for the 2021 School Year

By Carly Wright @CWrightHPE

A

s school leaders, administrators, teachers, and students work to navigate the challenges that have arisen due to the COVID-19 pandemic, supporting the social and emotional learning of students has emerged as a key priority within school communities.

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social and emotional learning, or SEL, is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

Start having conversations about your school’s ESSER funds now.

In order to support this renewed focus on SEL as a result of the collective trauma and stress experienced by our nation’s students during the pandemic, Congress created the Elementary and Secondary School Emergency Relief (ESSER) fund to provide schools with increased funding to navigate the impact of COVID-19. To date, Congress has

Kaiser Permanente Thriving Schools Update

allocated almost $190 billion in ESSER funds to state educational agencies and school districts. States are required to submit a plan to the U.S. Department of Education outlining how they plan to use the funds to safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on students. The common theme across these state plans? The prioritization of SEL. ADVOCATE FOR HPE Health and physical educators are truly on the front lines of the SEL movement — teaching students the skills and behaviors that will help them succeed in all areas of life. This includes things like managing emotions, setting goals, and building positive relationships. These skills are embedded within the SEL framework — and in the National Standards that health and physical education teachers use daily.

So, as schools decide how to spend their ESSER dollars to support SEL, it’s important that health and physical educators are at the table as those funding decisions are made. Start having conversations about your school’s ESSER funds now. Show your principal and school district leadership how you can support your school or district SEL priorities through your health and physical education program — and what additional funds you might need for professional development, curriculum, equipment, or facility improvements in order to do this effectively.

Have you already had success in accessing ESSER funds at your school for health & PE? Be sure to share your story on social media by tagging @SHAPE_America and using #SHAPEadvocacy!

As school communities return to in-person learning this school year, districts, schools, staff, teachers, students, and parents need support to make the transition as smooth as possible. Kaiser Permanente Thriving Schools and the National School Health Collaborative are providing school communities with that support, with the goal of putting health at the center of education and having a healthy start to the school year.

Revised Playbook The latest version of the Planning for the Next Normal at School playbook is now available. This comprehensive guide was created in collaboration with more than 30 nationally recognized and trusted school health organizations, including SHAPE America. It gives educators a framework, tools, and concrete steps to follow to support staff and students as the new school year begins — with topics such as mental health and well-being, COVID-19 prevention, and implementing physical activity, physical education, and health education.

The latest version of the playbook has been streamlined to provide an introduction and actionable checklist for each topic, along with updated links to resources offered by the school health partners. It also includes short Q&A videos with the authors of each chapter, with an overview of their “starter plays” and associated resources.

Fall 2021 • Momentum

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Wellness Training Specialists provides high quality professional development with original content, gifted trainers, compelling materials and an emphasis on real-world application. Our workshops expose schools and communities to new ways of thinking, challenging them to find solutions and assisting their professional growth.

New Workshops for 2021 • Transforming Compassion Fatigue into Compassion Satisfaction- Selfcare for Educators and School Staff • Culturally Competent Teaching in Physical Education

To find more information about the workshops we offer go to www.welltrain.org or contact Terry Jones at terry@welltrain.org

REFLECTION

Setting the Bar Health educator Diane Farthing reflects on the benefits of becoming a National Board Certified Teacher

T

eaching isn’t like other careers where success can be measured by looking at sales quotas, patient recovery rates, or wins in court cases. Accomplished teaching is often much more subjective. Does quality teaching mean high test scores or minimal parent complaints? Are you a better teacher if more students like you?

I thought I was a pretty good teacher.

I had my students evaluate me at the end of each semester and took their responses seriously. A few times a year, a vice principal would observe my class and give me “satisfactory” rankings in vague categories.

As you know, it’s critical for teachers to reflect on their teaching and determine their own strengths and areas for improvement. Becoming a National Board Certified Teacher (NBCT) is a way to do just that.

Intentional and consistent reflection is the basis of my teaching practice.

but that it changed their teaching and was worth every minute.

At that time there were only five NBCTs for Health Education in California. I decided to become the sixth.

There were four parts to the certification process. The first involved taking a computer-based test to assess my content knowledge and my ability to apply that knowledge. The other three parts were portfolio entries that required gathering evidence and writing pages of analysis and reflection.

I always thought I was a reflective teacher, but after certification I can now say that intentional and consistent reflection is the basis of my teaching practice.

DESTINATION: BETTER TEACHING Without a doubt, going through the NBCT process made me a better teacher. Here are just a few examples: • The portfolio entries required me to justify my instructional choices for the lessons I used. As a result, I became more committed to getting to know my students so I can make decisions that address their needs.

PATH TO CERTIFICATION

• After seeing how my feedback influenced students’ future learning, I began making it a priority to provide multiple assessments and opportunities for students to show me what they know.

My certification journey started in 2008 at a summer program for health and physical educators. Many of the teacherleaders for the program were National Board Certified Teachers, and during the event they shared their experiences with the certification process. They said it was a huge commitment that would take approximately 400 hours to complete —

• Another submission required a video of my teaching. It was hard to watch myself, but also incredibly insightful.

I could see who was engaged and who was bored, how much I was talking, and how much my students were interacting with each other. As a result, I became more mindful of students who weren’t fully engaged

Diane Farthing, NBCT, has been a health educator for 38 years, teaching at both the middle school and high school levels. She was California’s 2019 Health Teacher of the Year and SHAPE America’s 2020 Western District Health Education Teacher of the Year.

Diane believes in the power of collaboration and is a program director for the Health and Physical Education Collaborative (H-PEC), which provides professional learning opportunities for teachers in the Bay Area. She is also a contributing author to the Goodheart-Willcox textbook, Comprehensive Health Skills, 3rd Edition. She can be reached at farthing.diane3595@gmail.com.

in my lessons, and I began giving students more opportunities to share with each other before calling on them to share with the class.

• The process also required me to reflect on my role as part of a learning community and my connections with families.

As a result, I created ways to communicate regularly with families about what was happening in the classroom. And, I became an active advocate for the teaching profession, especially for health education.

Receiving NBCT certification — being acknowledged as an accomplished teacher — gave me more confidence in my classroom and when interacting with other educators. I’m thankful to those teachers who encouraged me to take a risk and pursue certification ... and I know my students would thank them too.

Fall 2021 • Momentum

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What future K-12 PE teachers need to hit the ground running Audiences: Undergraduate text for physical education teaching methods courses. Resource for current teachers and administrators.

The Essentials of Teaching Physical Education, Second Edition, offers what every future physical educator wants: the opportunity to hit the ground running on day one of their career, ready to deliver an effective program.

In this new edition, future K-12 physical educators will find an accessible and effective approach to delivering vital content to students. The book takes a standardsbased approach that is fully integrated with SHAPE America assessments, and its teaching for learning approach to curriculum development takes the guesswork out of translating the text’s information into action.

The Essentials of Teaching Physical Education, Second Edition Stephen A. Mitchell and Jennifer L. Walton-Fisette ©2022 • Paperback • Approx. 256 pages Print: ISBN 978-1-4925-9892-3 Ebook With HKPropel: ISBN 978-1-7182-0938-1

College Instructors To request a review copy, submit your request online at US.HumanKinetics.com/pages/review-desk-copyrequest-form.

US and International: (800) 747-4457 (217) 351-5076 US.HumanKinetics.com

Canada: (800) 465-7301 Canada.HumanKinetics.com

The Essentials of Teaching Physical Education is fully updated from its successful first edition and is augmented by new material. A new chapter on socialemotional learning and trauma-informed practices helps prepare readers in areas that are crucial in today’s educational landscape. A new special element, Critical Perspective on Teaching and Learning, helps future and current teachers understand the importance of critical analysis and equity issues in all aspects of teaching and learning, including the learning context, the student body, the curriculum, and what and how content is taught. This new edition also features expanded instructor ancillaries.

This comprehensive text covers what future teachers need to know about teaching K-12 physical education, offering a flexible, individualized approach to enhance student learning and acquisition of skills.

To assist students using the text, the second edition of The Essentials of Teaching Physical Education has related online learning activities delivered through HKPropel. This includes supplemental activities for each chapter and key figures from the text.

4/21

RESEARCH

Updates From the Research Council Paul Rukavina, Research Council Chair Ali Brian, Research Council Past Chair

T

he SHAPE America Research Council has been hard at work using research to promote and support physical education, physical activity, and health programming and policy — particularly with a social justice perspective.

We are excited to have 199 research abstracts and 4 symposia under review for the 2022 SHAPE America National Convention & Expo in New Orleans. Presenters should be informed of acceptance by the end of October.

One big event we’ll be planning for convention is a symposium celebrating the contributions of Daryl Siedentop, who passed away in July. He had an incredible influence on physical education and how many of us teach.

Looking into the future, a major emphasis for the Research Council will be to engage members in the council’s activities, specifically those in higher education (professors and graduate students). Look out for discussions related to research on school health education.

Take Action Nominate an outstanding 

scholar to become a Research Fellow of SHAPE America.

This program recognizes scholarly contributions to our field. Learn more.

Deadline: October 15

Consider serving on the 

Research Council. We will have at least two at-large positions open starting after the national convention in New Orleans.

Learn more.

Application Deadline: October 15

Submit an application for the  Thom McKenzie Research Grant. Learn more.

Deadline: December 11

NEW MEMBERS We are thrilled to welcome the newest members of the Research Council: • Nancy Getchell (University of Delaware) • K. Andrew Richards (University of Illinois-Champaign-Urbana) • Paul Wright (Northern Illinois University) We would also like to welcome back our returning members: Sarah Benes, Board of Directors Liaison (Merrimack College); Caitlin Olive (University of New Mexico); and Tao Zhang (University of North Texas).

2021 GRANT RECIPIENT We are pleased to announce the recent recipient of the 2021 Thom McKenzie Research Grant: Samantha Moss, Ph.D. candidate from the University of Texas Arlington (advised by Xiangli Gu).

UnLock Research materials provide SHAPE America members with succinct, understandable summaries of research findings. These can be helpful for K-12 health and physical educators as well as higher ed professionals.

Learn more.

RQES: Free Access Articles ARTIC

LE RE VIEW R ec o ED n Applic ceptualizi ng ations and F and Opera uture t Brian, Direc ionalizing A., Ge tions Seefe tchell, operat ldt’ N.

s Pr o f , True ionaliz , L., De ing Se icienc efeldt Meest y B ar ’s prof ri e r: iciency er, A., & Stod barrier den, D. : Appl F. (202 ica tions an 0) Reco T HE P nceptu d futu R O BLEM re dire As obes alizing ctions an : ity d ra . adults tes ha Sports Medici require to be more ve grown, po ne, 50 ac , 1-12 importaments (MVP tive with m licymakers . ha is a po nt to know A). Howeve oderate-to-vi ve pushed r, te ho activity ntial conn w and wh moving m gorous phys for children or ec y reach (Lima et al tion betw to move. Re e is not en ical activity and ee ou ., ad activity equate le 2019; Lim n motor co search ha gh by itsel s a ve f; mpe foun require et it ls ments in multiple al., 2017), tence and d that th is ere . wi ph motor skills th those wh ysical often not m o do not Resea eeting rch Su physic mmar The pu al y: questiorpose of this barrier ns: (1) what paper was to furth exampl to increase is a profici er expl en compe e, the auth lifelong phys cy barrier? ore and ad ors disc tence. d ic (2 uss th al activity in ) How do yo to Seefeldt ’s e diffe Concl rences individuals? u assess it? proficiency usion: an ba betwee Th In this n mob e authors and (3) How dorrier concep pa pe ility an r, t They re the au d stab swer these you break by asking th th ility an physica cognize the thors esta qu bl d how estions us rough the pr e following develo l activity le importance ish the conn they im in of ve pmen pact ang current re iciency t in yo ls with the of adults be ection betw sear individ ung ch in op ee Key T ual’s m ch. For ildren posite also g able to pe n adults’ akeaw otor sedent as a wa rform being a Increa y ar m : tru y y ul to be e. tiple m sin develo haviors Theref decrea g motor co ot p a ge neratio ore, the au or movemen and their motor sing obesity mpetence thor lack n of ph ts in compe ra ysically s urge othe well as a po of motor co tence tes. It is re children m rs to pu active mpete tentia ay be and th comm l in nc mover sh for a e prof en s. profici dicator of y. iciency ded to re solution to ADDIT ent m ad incr barrier IONA otor . The authe entire ar easing ph L RESO ysic • Lim tic thors URCE also pr le to bette al activity a, R. A., S: levels r unde ovide Bugg me i r

Research Quarterly for Exercise and Sport (RQES) offers the latest research in the art and science of human movement studies.

Published four times a year (March, June, September, December), the journal includes one “free access” article in each issue which is available to all on the SHAPE America website. Learn More

Fall 2021 • Momentum

13

DEA H PT LTHHE. AMDOI V NE GS . M I N D S .

Your Students, Your School: POWered by Kindness See it, plan it, achieve it … with tools from

By Stephanie Jumps

I

t’s back to school time and your gym or classroom is ready. You are looking forward to a new year and new beginnings with your students, knowing that this school year your students will need you to guide them and teach them the skills they need to improve their physical, mental, and social-emotional health.

The health. moves. minds. program gives you the standards-based lessons and activities you’ll need to do that while also helping your students develop positive character traits and feel a sense of pride in helping others. But how do you use the health. moves. minds. program?

SEE IT It starts with your vision for the year ahead.

Do you want to improve your students’ health by getting them to move more?

Do you want to empower your students to give back to their school or community?

Do you want to teach your students how to manage anxiety and other emotions?

Do you want to inspire your students to help their family make healthy lifestyle changes?

The health. moves. minds. program can help you do all of this and more.

This year, your students can be POWered by kindness!

PLAN IT You have the vision, now it’s time to decide if you want to register for the health. moves. minds. program as a Team Champion or an SEL Educator.

Since this is a new feature of the program, let me walk you through the two choices: 1. As a Team Champion, you’ll use the SEL-focused health. moves. minds. curriculum (including our new mini-lessons) to teach students how to manage their emotions, be kind, feel empathy, and move their bodies more. You can share the resources with your entire school and even encourage family wellness with the at-home activity ideas.

Principal Larenda Denien of Idlewild Elementary School in Charlotte, NC, shares how the health. moves. minds. program made a positive impact in her school.

14

Momentum • Fall 2021

Plus, you’ll take advantage of the program’s simple fundraising options to raise funds toward new health and PE equipment for your school. Your students will be empowered and filled with pride to be part of a team that is helping their school and — if you choose — “paying it forward” by sharing a portion of the funds raised with a charity of your choice.

2. As an SEL Educator, you’ll use the health. moves. minds. curriculum (with new mini-lessons) in your classes and throughout the school to maximize the positive benefits for students all year long.

Once you’ve registered for the program, it’s time to create your timeline. Of course, you may need to adjust the timeline due to unexpected circumstances (such as snow days or quarantine), but you can still make it to the finish line and achieve your goal.

If you’re an SEL Educator, that means getting your health. moves. minds. lessons and activities onto the calendar.

Random Acts of Kindness week in February is the perfect time to put into action what you have implemented in your classes.

If you’ve signed up to be a Team Champion, you’ll have a little more planning to do. Your job is bigger, but so is the reward. Here is what your timeline will look like: Save the Date The first step is to send a save the date announcement to parents and everyone involved about a month before your

kick-off day. All the resources you need are on your health. moves. minds. team website.

Then set a team goal so your students (who are called Team Member Champions) will know what they are empowered to do, what they will achieve, and how they will celebrate. Feeling pride in their efforts is one of the many things they will learn through health. moves. minds.

Kick-Off Day Next is kick-off day. Send out the kickoff announcement to parents, sharing the theme and vision of what the next couple of weeks will look like. Share things your students will be learning through health. moves. minds., such as how to manage emotions, the importance of physical activity, being kind, and helping others.

Share your school goal and display the goal thermometer. Let students know as they raise donations, they are helping to reach the goal. Teach them how to share their “why” and ask for a donation to help get new PE equipment for their school (and a charity if you choose that option). Teach them the importance of saying thank you as well as sharing a health. moves. minds. lesson.

Then, share your special incentives for meeting fundraising goals: Will your principal shave his head? Will a student get to be PE teacher or principal for the day? Have fun with your motivation so students are excited to participate.

Through the fundraising process, they will improve their speaking skills, their confidence, and their manners — all benefits that can last a lifetime.

Half-Time It’s halfway between kick-off day and the last day you are accepting donations.

Have you used the health. moves. minds. lessons? You still have time. Are you halfway to your goal? Ask students if they have any offline donations to hand in, fill in the thermometer, and recognize achievement. Send the half-time announcement to all parents. Inspire them to engage in the educational activities and support their child’s desire to raise funds for their school (and a charity, if chosen).

ACHIEVE IT The last day of your health. moves. minds. program is here — it’s time to celebrate! Look on your team website for ideas on how to make it a great occasion.

And no matter how your school chooses to celebrate, don’t forget to give yourself a pat on the back! Because of your efforts implementing the health. moves. minds. program and event at your school, your students have gained skills that can help them thrive physically and emotionally — and they are now POWered by kindness. Way to go!

Stephanie Jumps is the senior manager of community initiatives and social impact at SHAPE America. She is responsible for overall program management of the health. moves. minds. program and can be reached at healthmovesminds@shapeamerica.org.

New Mini-Lessons Now Available!

Head back to school with these all-new resources from health. moves. minds.: n

6 mini-lessons for grades K-2 6 mini-lessons for grades 3-5 n 5 mini-lessons for grades 6-8 n Mini-lessons for grades 9-12 (coming soon) n Skills mini-posters n

Mini-lessons are shorter activities which give teachers more flexibility when incorporating health. moves. minds. content into existing lessons or curriculum. The minilessons vary in length and can be completed in 5-20 minutes.

Some of the activities can be incorporated into classroom routines more regularly.

Use the content as a guide — and be sure to adjust the mini-lessons as needed to accommodate the unique attributes of your classes and students.

Register today for access to all health. moves. minds. educational resources.

Sign up for the health. moves. minds. program today!

Fall 2021 • Momentum

15

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EDI in Health and Physical Education Breaking down the ‘what’ and ‘how’ ... so you can find your ‘why’

By Audra Walters @audra_walt

E

quity, diversity, and inclusion … also referred to as EDI. You’ve probably heard this phrase used more frequently in the last few years, but are you still unsure about what it really means and how it is relevant to health and physical education?

SHAPE America’s vision is a nation where all children are prepared to lead healthy, physically active lives. But it’s not possible to carry out this vision — no matter how hard we try — unless we center our work around the painful reality that not all children have access to the same opportunities to succeed.

It’s no secret that there are some challenges regarding equity, diversity, and inclusion in education, and the health and physical education field is no exception. There continues to be a marked difference in the racial diversity of public school students compared to the diversity of the teachers who serve them.

Our role as a national organization is to lead and support change. We know how important representation is, which is why we must work toward the

goal of having all students feel a sense of belonging in health and physical education classes through culturally sustaining instruction. In addition, we want all health and physical educators to feel a sense of belonging and empowerment within their school

environment and their professional membership organization.

But before we can work together to achieve this vision, it’s important to define what equity, diversity, and inclusion mean for this work. (continued on next page) Fall 2021 • Momentum

17

E D I I N H E A LT H A N D P H Y S I C A L E D U C AT I O N (continued) (continued from previous page) EDI: WHAT DOES IT MEAN? SHAPE America staff and volunteer leadership recently completed equity, diversity, and inclusion training through CommonHealth ACTION, which included adopting a common language for our work using the definitions below: Equity: Providing all people with fair opportunities to attain their full potential.

Diversity: The collective mixture of differences and similarities that includes characteristics, values, beliefs, experiences, backgrounds, and behaviors. It encompasses our personal and professional histories that frame how we see the world, collaborate with colleagues, and stakeholders, and serve communities.

Inclusion: The active, intentional, and ongoing engagement with diversity, including intentional policies and practices that promote

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the full participation and sense of belonging of every person.

Equity, diversity and inclusion are interrelated and all three are vital to create a sense of belonging both for students in the classroom and for educators in the field. It is that sense of belonging that allows students, and educators, to thrive and reach their full potential.

A PATH FORWARD Three years ago, the SHAPE America Board of Directors made an intentional commitment to foster greater equity, diversity, and inclusion within our programs, resources, membership and leadership. One of the first steps was creating an EDI Task Force, which has now officially become a committee that is a permanent part of SHAPE America’s structure.

The EDI Committee has reviewed internal processes and policies that might unintentionally exclude some health and physical educators from joining SHAPE America, taking on leadership roles, or receiving awards from the organization.

They have also provided invaluable guidance as we work to diversify the health and physical education (HPE) community and lift up practitioners from historically marginalized groups. This fall, the committee will launch a new podcast that will focus specifically on equity, diversity, and inclusion in HPE. IDENTIFYING INEQUITIES In April, SHAPE America hosted a virtual roundtable with K-12 health and physical educators, PETE/HETE instructors, and leaders from state affiliates, school districts, and state departments of education. We were fortunate to have an advisory team of leaders from the field who planned and facilitated this roundtable conversation to address questions such as: • How can we best serve diverse student populations in schools across the country?

18

Momentum • Fall 2021

• How can we foster a sense of belonging for all students?

• How can we support the development of health and physical literacy, so students are able to live their healthiest lives?

The goal of the roundtable was to inform a shared vision for EDI in health education (HE) and physical education (PE) and identify short- and long-term priorities to advance EDI. During the discussion, participants identified five major areas of inequities and structures which hold them in place. Those areas are listed below, along with some examples that were shared by participants: 1. Lack of diversity and representation in the HE/PE field: • No representation in the teaching staff (no people of color, nonwhite, etc.); • Recruitment and retention of BIPOC (Black, Indigenous and people of color) professors; • Lack of diversity of organizations at the leadership level (e.g., Executive Boards); 2. Failure to invest in and prioritize HE/PE by administrators, districts, and/or states: • Lack of prioritized resources and understanding of the value of HE/PE and how it benefits the whole child and supports their readiness to engage in learning; • Courses not aligned to the standards result in inequitable experiences; • Emphasis on athletics rather than HE/PE. 3. Inequitable practices and/or curricula: • Evaluated on skills/abilities that are not represented by all students; should be teaching kids to be movers in the bodies they have; (continued on page 20)

‘Why I Care About EDI’ The EDI roundtable advisory team has been instrumental in determining the vision of what equitable and inclusive health and physical education can look like and how SHAPE America can be the leading voice in moving toward that vision. Below, several members of the advisory team share their “why.”

Amanda Amtmanis

Lennie Parham

Middletown Public Schools (CT)

New Jersey Department of Education (NJ)

When one of my students was finding the adjustment to kindergarten difficult, one of his observations was that “being white is better.” At 5, he had already been bombarded with messages that made him acutely aware of systemic racism. His specific grievance of the moment: the fact that Band Aids are designed for white people. Hearing a kindergartner make this observation is heartbreaking, especially when we know there are students who don’t have the words to describe what they are feeling. What is even worse is not being approachable as an educator and/or doing nothing to address these very valid concerns.

This EDI work is always ongoing but little things can make a difference.

Growing up, my family moved a lot to air force bases across the country — and I used sports as a social bridge to make friends, escape the academic struggles of new classrooms, and fulfill a dream of eventually coaching college athletics. During all my sporting experiences through college, never once did I have a coach of color or a male teacher of color to guide me.

I never saw, heard, or received the perspective of an educator of color to motivate and inspire me. None of my coaches or professors could say, “I know what you’re going through.

I’ve walked in your shoes and have shared the same struggle.” This would have made an enormous impact on me mentally, emotionally, physically, and spiritually. I am committed to the core principles of equity, diversity, and inclusion because I know firsthand what it feels like — experientially — not to have it.

When his school went virtual during the pandemic, HPE teacher Joel Frye met with students individually at the local track to stay engaged and maintain relationships.

a result, I take full responsibility in offering my students a chance to learn these same lessons. As an EDI practitioner in health and physical education, I accept the importance of my position as a Black male, and the impact my representation has not only on my students, but also on my peers and the surrounding community.

Kanae Haneishi Valley City State University (ND)

Pre-pandemic, physical educator Amanda Amtmanis created a Black History Fitness Trail and invited her superintendent, Michael Conner, to visit. Students served as tour guides.

Joel Frye KIPP DC: Discover Academy (DC)

In the community where I teach and serve, sport and physical activity opportunities are not readily accessible. The lessons I learned as a child through my participation in sports and physical education have helped guide me my entire life. As

I am an Asian female from Tokyo who speaks English as a second language. When I face obstacles as a minority person in many ways, “sport” (women’s soccer in my case) has been a tool and force for me to meet people and pursue my career that I love and am proud of. I know and have witnessed that sport (including physical education) has a power to bring people together and foster EDI.

Additional advisory team members include: Vernise Ferrer Alexandria City Public Schools (VA) Brandy Lynch University of Central Missouri (MO) Victor Ramsey City University of New York, York College (NY) Tanya Robinson-Freeman Union Intermediate School (NC) Tilsa Rodriguez-Gonzalez City School District of New Rochelle (NY) Sue Scheppele Wharton PK-8 Dual Language Academy (TX) Mara Simon Springfield College (MA) Jenny Withycombe Portland Public Schools (OR) Fall 2021 • Momentum

19

E D I I N H E A LT H A N D P H Y S I C A L E D U C AT I O N (continued) (continued from page 18) • Black and brown students held to a different standard in behavior (e.g., higher suspension rates, grading policies used as punishment, racialized interactions, etc.); • Not having student voice.

4. Limited resources and capacity to advance and prioritize EDI: • School funding formula — designed intentionally to create “have and have nots”; • Lack of knowledge and understanding of how to advance EDI; • EDI needs to be more than a committee that is in the organization — needs to be the line that goes through everything they do; 5. Non-inclusive, white dominant culture: • Environments that do not allow BIPOC to thrive once recruited; • There is a need to deconstruct current thinking about what qualifies as a good teacher; valuing the person when recruiting; • Large indigenous populations in the state but rarely at the table for HE/PE conversations; need to engage more diverse audiences and stakeholders.

AREAS OF SYNERGY After developing short- and long-term priorities to advance equity in their specific areas of the health and physical education field, roundtable participants identified areas of synergy and opportunities for collaboration, which included: • Improve access to resources and capacity-building to advance EDI

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Momentum • Fall 2021

Personal Action Plan: How YOU Can Support EDI At the conclusion of the roundtable, participants were asked to share a personal commitment they could make to advance equity, diversity, and inclusion within HPE. Do any of these ideas resonate with you?

Create spaces for continued EDI efforts to keep the ball rolling.  Continue the conversations with all stakeholders (e.g., LEA admins,  teachers, communities, organizations)

Empower others to have a voice and a seat at the table to  drive change.

Engage in ongoing self-reflection because “when you know better,  you do better.”

Center marginalized students in my planning.  Continue to learn and take workshops.  Integrate aspects of EDI in all my courses.  Explore funding sources to keep EDI in HPE work moving forward  Do you have ideas of your own? How can you work to incorporate an EDI lens in your instruction this year? What’s one hope you have for a more equitable, diverse, and inclusive HPE field?

Share with us on Twitter using #SHAPEedi.

• Engage in a sustained conversation and action to shift paradigms and encourage culture change • Establish shared knowledge and collective action • Advocate for and reframe HPE with an EDI lens Although there is much more work to be done and there will be continued conversations diving deeper into the results of the roundtable to create actionable next steps, our hope is that this will help move the entire community forward by identifying concrete steps to make lasting change in the field and foster a sense of belonging for all.

WE ALL HAVE A ROLE The work of equity, diversity, and inclusion is a lifelong journey which requires us to bring our whole selves and whole experiences into the conversation.

Good people can participate in racist systems unintentionally, and everyday practices and policies are influenced by implicit biases that we all carry with us.

Regardless of where we find ourselves on the continuum of learning about equity, diversity, and inclusion, we should be mindful of using an EDI lens in all we do.

Audra Walters is a program manager at SHAPE America. She can be reached at awalters@shapeamerica.org.

Thank You to Our Current Partners for Active and Healthy Children (reflects members as of 8/2/2021)

Goodheart-Willcox Experts in Today’s Health and Wellness

SHAPE America’s Partners for Active and Healthy Children (PAHC) membership program serves as a bridge between the business and nonprofit communities and our nation’s health and physical educators.

Learn about the benefits of becoming a PAHC member. shapeamerica.org/about/partnerships/pahc

Back to School … In Person Tips From the 2021 National Teachers of the Year

By Larissa Brickach

S

HAPE America’s National Teachers of the Year represent the “best of the best” in health and physical education. This August, as they made final preparations to head back to school, each of this year’s six winners shared their tips for the upcoming year.

All are excited to see their students again — in person — to start building strong connections in a way that just wasn’t possible during remote instruction.

Incorporating social and emotional learning into their classes will be a priority.

“If there’s anything the past year in education has made painfully obvious, it is the urgency of social-emotional education for our students,” says Eileen Tirado, adapted physical educator for The School District of Palm Beach County, Florida, and 2021 National Adapted Physical Education Teacher of the Year.

“Students need support and instruction to manage school and life. Skills like recognizing and managing emotions, being a good friend, controlling impulses, communicating effectively, and working with others are invaluable.”

Katie Kritek, 2021 National Dance Education Teacher of the Year, plans to address social and emotional learning in her dance curriculum at New Trier High School in Winnetka, IL, where she teaches along with three other dance instructors.

“My school is moving to a block schedule with 85 minutes per class,” says Kritek. “Our plan is to incorporate SEL into every class. This could be self-reflection, Shavasana, journaling, mindfulness, breathing, meditation, 22

Momentum • Fall 2021

Adapted physical educator Eileen Tirado, left, is excited to be working with students again in cooperative learning environments. Photo courtesy of The School District of Palm Beach County.

or relaxation. These would all be incorporated for roughly 10 minutes or so of class time.”

For Jeff Bartlett, health educator at Holten Richmond Middle School in Danvers, MA, and 2021 National Health Education Teacher of the Year, incorporating SEL into his lessons is pretty seamless.

“Since we follow the National Health Education Standards, there are tons of natural connections between what we do every day in health education and social-emotional learning,” says Bartlett.

“I’ve always made sure to check in with my students at the start of each class, and throughout class, too. It’s a small investment with big rewards.”

Bartlett recommends that health educators use the SHAPE America Health Education/SEL Crosswalk to

see how the National Health Education Standards align with SEL competencies.

A similar document, SHAPE America’s Physical Education/SEL Crosswalk, can be used to align SHAPE America’s National Standards for K-12 Physical Education with SEL competencies.

Kyle Bragg, 2021 National Elementary Physical Education Teacher of the Year, often recommends the PE/SEL Crosswalk.

“It’s helpful to intentionally embed the SEL competencies within your lessons rather than making them an ‘add on,’” says Bragg, who teaches at Anasazi Elementary School in Scottsdale, AZ. “For example, we play a game called Thankful Tag. When students get tagged, they tell me what they are thankful for, demonstrating the SEL competency of Social Awareness. This

Q&A

Q: Do you have any tips for addressing issues of equity, inclusion & accessibility in health and physical education?

EILEEN TIRADO Adapted Physical Education For adapted/inclusive physical education, the goal is to help your students reach their full potential.

Create an inclusive environment which emphasizes respect, acceptance, and cooperation as core values so your class values differences and prioritizes inclusivity. Talk to your students about expectations and discuss what inclusion means for everyone.

viewpoints, and opinions. Health class needs to be accessible to everyone because health class is for everyone. Create class norms together to let student voices be heard. Set expectations when you cover sexuality, drug use, or other sensitive topics to help create an inclusive and accessible environment for all.

KATIE KRITEK Dance Education Plan ways to incorporate lessons on equity. We developed a comprehensive list of dancers, choreographers, and dance companies featuring people of color. We will teach about their achievements and history, celebrate their lives, and show video footage of them dancing (or of their choreography). Invite students with special needs into your dance classes as well.

JEFF BARTLETT Health Education Every student brings with them their own experiences,

improves the classroom climate while also still meeting the chasing/fleeing outcomes from other tag games.”

Middle school can be a difficult time for many kids, and Jennifer Werner, 2021 National Middle School Physical Education Teacher of the Year, takes that to heart. She knows that teaching social-emotional skills at these grade levels can have major benefits,

this so everyone can do it?” Also, incorporate students’ backgrounds and cultures into activities when possible.

JENNIFER WERNER Middle School Physical Education Be careful with the words you use.

Make the extra effort to ensure all kids feel safe and loved regardless of your beliefs or views on sensitive topics. Ask for help when you don’t know how to handle a situation or student. I have learned in education you need to be vulnerable and not too prideful to reach out for help.

SHANNON MALY High School Physical Education

KYLE BRAGG Elementary Physical Education Every student, regardless of ability or background, has a need to belong and must always be included, accepted, and respected in PE. Give students ownership and allow them to take the lead in this by asking them “How can we change

including empowering students to make better choices.

“I meet the kids where they are,” says Werner, who teaches at Wentzville Middle School in Wentzville, MO. “Everyone marches to the beat of their own drum, and I need to be creative in creating relationships and lessons to reach every student. It’s not a ‘one and done’ approach.”

Check all facilities and equipment ahead of time to ensure accessibility for all students. Make sure you have modifications to your lessons and equipment to meet the needs of all learners.

Currently all students in our district participate in a swimming unit. We are reevaluating our swim policy to make sure it is more inclusive for all students.

Werner has her students set goals, self-reflect and engage in mindfulness activities. But to her, building relationships with students comes first.

This was echoed by Shannon Maly, 2021 National High School Physical Education Teacher of the Year.

“Take time to get to know your students and build relationships before (continued on next page) Fall 2021 • Momentum

23

B A C K T O S C H O O L … I N P E R S O N (continued)

Middle school physical educator Jenner Werner enjoys organizing the Special Olympics track and field event at her school.

(continued from previous page) diving into your content,” says Maly, physical education teacher at Sun Prairie High School in Sun Prairie, WI. “I spend the first few weeks on community-building activities to help students feel safe and welcome.

Students’ success is driven by the relationship you build from the start.”

TRAUMA-SENSITIVE TEACHING As students across the country return to schools in person, many are dealing with trauma related to the pandemic — and until they feel physically and emotionally safe, they will not be prepared to engage in learning. Teachers must create a traumasensitive learning environment, and an important part of that is developing strong relationships and connections with students.

“Students should be met where they are at emotionally,” says Kritek. “It is important to understand how hard the past year and a half has been and how much students feel they have lost.”

For Maly, scheduling time for individual check-ins is a great way to get high schoolers to open up. “Three times during the semester, I have my students 24

Momentum • Fall 2021

Elementary students engage in a mindfulness activity in Kyle Bragg’s physical education class.

schedule a 1:1 with me,” she says. “They talk about school, work and home.”

In addition to reaching out to every student, Werner recommends making a few positive phone calls home each week to different students’ families. “Every student can be acknowledged in a positive way,” she says.

Another important component of trauma-sensitive instruction is setting expectations and creating routines, something that was missing for many students during distance learning.

“Students have been so used to setting their own schedules, it is important to establish routine,” says Bragg. “For me, a trauma-sensitive environment is

one that safely establishes routine and expectations while embedding SEL into those routines. I have changed how we start class in order to capture this concept.”

If possible, involve your students in the process of setting classroom expectations and routines. Allowing for student voice and choice can have many positive benefits.

The bottom line? This year in particular, make it a priority to assess and address your students’ emotional needs — and your own. Model healthy habits for physical and mental health. Prioritize self-care. And always remember … you are changing lives and you are not alone.

The First 90 Days We asked our National Teachers of the Year to share their “must do” tips for the first 90 days of school.

TOP TIPS DISTRICTS | SCHOOLS | TEACHERS | COACHES STUDENTS | Athletics

Here’s what they recommend: n Be

prepared prior to the school year starting and before you teach a unit or lesson. Take the time to preplan and always show up early to get set up.

n Memorize

your students’ names. They will respect you more. Look at your rosters with pictures each night for a couple of weeks if necessary.

n Try

to greet students at the door each day to say hello, talk individually if needed, and get a read on how they are feeling as they enter.

n Students

need to feel safe before they can effectively learn, so start by building a trusting relationship and safe classroom environment.

Transition into content slowly.

n Establish

routines and practice them early and often. Don’t assume students know where equipment goes, how to get along with peers, or where the bathroom is. off with high and clear expectations. If you include your students in setting expectations, they will be more likely to “buy in.”

n Identify

students with medical needs, IEPs and 504 plans. Get to know as much as you can about your students by talking with other student service providers, paraprofessionals, parents, and teachers.

n Build

relationships with administration, teachers, paraprofessionals, the school nurse, and student service providers (speech pathologist, occupational therapist, physical therapist).

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n Reach

out to families with positive notes or phone calls. It takes a few minutes out of your day, but helps build relationships between you, students, and their families.

n Communicate

with students often on their level through social media, email, Google Classroom, etc.

n Start

n Follow

n Work

n Stay

on cooperative/teambuilding activities early and often. Once you have

a positive climate, other standards and objectives will come easier.

through with what you say you are going to do. Be gentle in correcting students; don’t embarrass them by yelling at them. off your cell phone if you do not want your students to use theirs.

Fall 2021 • Momentum

25

RESOURCE ROUNDUP

Focus on

Health & PE

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For individuals who are interested in becoming a PETE or HETE SPA reviewer for SHAPE America.

The SHAPE America YouTube channel includes exclusive HPE content, including these popular playlists:

CAEP SPA Program Report Preparation Webinar October 21 — 4 p.m. ET

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Learn More »

New Mini-Lessons Now Available!

Head back to school with these all-new resources from health. moves. minds.: n n n n n

6 mini-lessons for grades K-2 6 mini-lessons for grades 3-5 5 mini-lessons for grades 6-8 Mini-lessons for grades 9-12 (coming soon) Skills mini-posters

TOY Talk Tuesday: Season 2 premieres September 14!

Each biweekly episode features tips from SHAPE America’s National and District Teachers of the Year. View Schedule Unplugged: New episodes now available!

SHAPE America CEO Stephanie Morris interviews health and physical educators who are shaping the profession. Watch Now The SHAPE America Podcast, hosted by Sean Nevills, features interviews with HPE champions who will share tips and challenge your thinking. Listen Now

Register today for access to all health. moves. minds. educational resources.

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Momentum • Fall 2020

The SHAPE America Blog shares insights, ideas and resources for the health and physical education community. Subscribe to get the latest blog posts delivered right to your inbox! Read Now

This Could Be YOUR Year Your year to win an award … receive a scholarship … become a volunteer leader … or get elected to the Board!

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

DEADLINE:

October 15

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.

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? SHAPE America is committed to advancing equity, diversity and inclusion in the field of health and physical education. We are seeking new and diverse voices to join us in these efforts as true representatives of excellence in the profession and the students we serve! Find eligibility criteria and nomination forms.

You can make a difference in HPE! Learn more at shapeamerica.org/getinvolved.

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 thought-provoking 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

Fall 2021 • Momentum

27

An Essential Guide for Coaches and Educators!

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