Everyday Routines for Your Wellbeing

Submitted by: Dr. Astrid Kendrick, PHE Canada HPEC Liaison Representative

As a part of my research into compassion fatigue and burnout, I often hear from educators (through surveys, interviews, and discussions) that their most precious resource is time, and they don’t have time, and are not given enough time, to prioritize their own wellbeing during the hectic school day.

During each school day and class period, we follow a series of routines. Take attendance. Run a warm-up activity. Describe and demonstrate a skill. Practice and play a game. Run a cool down activity. Rinse and repeat. When I was a high school PE teacher, I ran through these routines twice each afternoon, and as a half-time elementary PE teacher, I ran through them six times before lunch.

Gyms are loud places – the sound of excited kids, music, and the ever-rebounding balls reverberate off the walls, and I realized over time that I needed some quiet to recuperate between classes.

I started using my cooldown activities to create quiet times in the gym. At the high school level, the cooldown was 5-10 minutes of yoga and stretching, and in elementary, the cooldown was five minutes of ‘sleepy time’ in which the kids had to lay down and listen to soothing music. Taking this time to calm the students before sending them to their next class resulted in a better transition between gym and their other classes.

Over time, I also realized that the quiet time and space I had created was good for my own wellbeing. I felt calmer and more energized for my next class because my ears and brain had a few moments of rest between classes. This time was also useful for a bathroom break, as the students were preoccupied and could be safely monitored by other available staff while I zipped down the hall.

I’d love to hear from you! You can reach me at hpecpherep@gmail.com and astrid.kendrick@ucalgary.ca

1.      How can you adapt your daily routines to include practices that support your wellbeing?

2.      How do you structure your lessons and units to include time and space for you to take micro-moments during the day for you to breathe, experience calm, and temporarily rest so that you are able to make it through each day?

3.       What advice would you give to other or beginning teachers to include wellbeing in their teaching and learning practices?

I completely respect that the school system is not currently designed for teacher wellbeing, but we can change the narrative – one minute, one strategy, and one routine at a time.

 

Dr. Astrid Kendrick was a PE and English/Language Arts teacher for nineteen years before moving to her new work as an assistant professor at the Werklund School of Education at the University of Calgary.

 

 

 

"Can We PLEASE Play Yoshi and Fresher Today?" - Two Endless Games That Students Always Request to Play

Submitted by: Maddison Lintz, HPEC Edmonton Regional Representative

Yoshi

Equipment: Pinnies, 2 mats

Game Description: In the PE strategy game Yoshi, teams attempt to be the first to get all of their players on the opposite island. Similar to Capture The Flag, this game requires thinking, timing, and teamwork to get everyone over first without getting caught. It’s a tag-based game with different variables to consider. 

1. Place exercise mats down on opposite ends of your learning space. Create two teams, one on each half of the gym.

2. Players will attempt to be the first team to get all of their players onto the mat on the opposite side.

3. Players can get tagged when in the opposite team's half, so this is where they need to be careful! If tagged, players sit where they are tagged.

4. Sitting players can be ‘saved’ by teammates who safely and successfully get to them without themselves getting tagged. When saved, both get a free walk back to their side.

5. Players can leave the mat to save someone they see sitting, however, then must take the free walk back to their side.

6. If the teacher yells, “YOSHI” then all players make a mad rush to the mat (even if they are sitting, they can get up and run to the mat).

7. First team with all players on the mat wins. 

8. Immediately start a new round, but now the pursuit to a mat is in the opposite direction.

*Modifications*- When “Yoshi” is called, you can change the locomotor pattern to get to the mat (e.g. students will skip, or hop on one foot instead of run).

*Instead of calling “Yoshi”, the game can conclude once all students are on the mat*

*When students are tagged, they have a ‘physical prize’ (such as 10 push-ups) before they sit down and wait to be saved.

Students who are unable to physically participate in this game can be the caller of “Yoshi”, or they can record the score in some capacity.

Fresher

Equipment: Cones

Game Description: Fresher is a tag game in which players have to be “fresher” than other players to tag them. The longer a player is in the playing area, the less fresh they become and the chance of them getting tagged becomes higher.

1. 2 teams play against each other, trying to tag the opponents. 

2. When in their own teams safe area (the endzone on their side) they are completely fresh, but as soon as a player enters the middle zone (playing area) he starts becoming less and less fresh, so if a player from the other team enters that area AFTER, that player is fresher and can tag them. 

3. Once tagged, a player needs to go into the corner prison on the opposing team's side (marked by cones) and hope for someone on his team to come over and rescue him.

4. Once rescued, both players get a free walk back to their team. The round is over if all players from one team are tagged and in prison. 

*If players from opposing teams encounter each other and don’t know who is “fresher” they can do a self-regulatory process of rock, paper, scissors, and the loser goes into jail.*

Both of these activities are highly requested on behalf of our students. These games provide challenges to students' physical abilities, the implementation of strategy and tactic, followed by collaboration and teamwork.

The Power of Healthy Relationships

 Submitted by: Leah Yardley, Healthy Schools, Alberta Health Services 

When it comes to physical activity and movement, we tend to think about the power our bodies give us as we move and play. However, we don’t often think about how relationships can positively influence our physical activity experiences. Relationships have benefits extending far beyond the walls of the school gym, play area, or outdoor space. They’re like a superpower, that can fuel feelings of belonging and connectedness, and get the brain ready to learn.

Neuroscience tells us that as humans, our brains are wired to connect with other humans. When we build strong, positive, healthy relationships, we activate our lower brain (the part that’s involved in emotional regulation and safety). The lower brain acts as a gatekeeper for the upper brain (the part that’s involved in learning). When we feel cared for, safe, and are emotionally regulated, the lower brain opens the door to the upper brain and – voilà – we’ve unlocked the learning brain!

But it takes time to build relationships and feelings of connection, belonging, and safety. It’s the small things: a smile, some words of encouragement, a check-in on how someone is doing. These are all examples of small actions with big impact. They show we care and feed the lower brain. And we’re not just talking about relationships between students – relationships matter between you and your students, your colleagues, and even your relationship with yourself. All types of relationships have a part to play when creating a school community where both students and staff thrive.

Physical education classes offer great opportunities to foster healthy relationships. When you make social connection and relationship building an intentional part of lessons, you help students develop social emotional skills while also supporting positive physical activity experiences. In fact, opportunities to build social connection during physical education can increase participation for all students and boost physical and mental health outcomes. It’s a winning formula!

As you move into the new year, be sure to make self-care a priority, share a laugh with a colleague, and take time to connect. Focus on building relationships with your students and create opportunities for them to connect with each other.  A little goes a long way.

Looking for ideas that work? Check out:

·       Amplify student voice

·       Develop social emotional skills

·       Promote staff wellness

·       Support healthy relationships

·       Welcome everyone

Amplifying Student Voice in Physical Education: A Pathway to Inclusive and Effective Learning

 Submitted by: Nathan White, Ever Active Schools

In the ever-evolving landscape of education, the concept of student voice has gained significant traction. The idea that students should actively participate in shaping their own learning experiences is not only empowering but also essential for fostering a dynamic and inclusive educational environment. It is especially crucial in the realm of physical education, where the holistic development of students involves not only academic growth but also the nurturing of physical, emotional, and social well-being.

Student voice is more than just providing students with a platform to express their opinions. It embodies the belief that students are valuable contributors to the educational process, possessing unique insights that can shape the direction and effectiveness of their learning experiences. In the context of physical education, this means acknowledging that students have diverse interests, abilities, and learning styles that should be considered when designing and implementing activities within your classroom.

The Importance of Student Voice in Physical Education:

Personalization of Learning:

• Every student is unique, and their physical education experience should reflect that. By actively seeking and incorporating student input, educators can tailor lessons to align with individual preferences, interests, and needs.

• Understanding what activities students enjoy or find challenging helps educators create a more personalized and engaging content, promoting a positive attitude towards physical activity.

Building a Culture of Inclusivity:

• Physical education provides an opportunity to instill a lifelong love for physical activity. Inclusive practices, informed by student voice, ensure that all students feel seen and valued, regardless of their abilities or interests.

• By actively involving students in decision-making processes, educators can identify and eliminate barriers to participation, creating an environment where everyone feels comfortable and encouraged to be active.

Enhancing Motivation and Engagement:

• When students feel that their opinions are heard and respected, they are more likely to be invested in their learning. In physical education, this translates to increased motivation to participate in activities and a greater commitment to maintaining a healthy and active lifestyle.

• By incorporating elements that resonate with students, educators can tap into their intrinsic motivation, making physical education a positive and enjoyable part of their educational journey.

Strategies for gathering student voice:

Here are some practical ideas you can use to gather student voice in your school community

Surveys and Questionnaires

• Develop surveys or questionnaires that inquire about students' preferences, interests, and experiences in physical education.

• Include both open-ended and closed-ended questions to capture a range of insights, allowing for more nuanced feedback.

Focus Group Discussions

• Conduct focus group discussions with students to delve deeper into their opinions and perceptions regarding their physical education experiences 

• Create a safe and open environment that encourages candid discussions and idea-sharing.

Student Advisory Committees

• Establish student advisory committees specifically for physical education, where students can actively participate in decision-making processes.

• Rotate committee membership to ensure diverse representation and perspectives.

Reflection Journals or Blogs

• Encourage students to maintain reflection journals or blogs where they can share their thoughts on physical education lessons, activities, and overall experiences.

• Provide prompts or guiding questions to stimulate meaningful reflection.

One-on-One Conferences:

• Schedule one-on-one conferences with students to understand their individual preferences, challenges, and goals in physical education.

• This personalized approach allows for tailored support and acknowledges the uniqueness of each student.

Interactive Class Feedback Sessions:

• Incorporate regular feedback sessions within the physical education class structure, where students can openly discuss their experiences and suggest improvements.

• Create a positive and constructive atmosphere that values diverse perspectives.

In the realm of physical education, the importance of gathering student voice cannot be overstated. It directly influences the overall well-being of students. By embracing and amplifying student voices, educators can create a learning environment that not only promotes physical health but also nurtures the holistic development of each student, laying the foundation for a lifetime of positive and active engagement with physical activity. Students are not just recipients of education; they should be active participants in their own growth and development.

Warm Up Games

Submitted by: Jackie Fuga, HPEC Conference Grant Recipient

Keeping PE interesting, challenging yet available to everyone is a task! Below are some tried and true warm up games that favours everyone, lots of fun, and worthy of repeating! It is important to note I did not invent these games, but I have learned them along the way and feel everyone could benefit from these simple yet effective games. 

1. Home Alone

1. Equipment: equal number of hula hoops and cones 

1. You will want ⅓ ish of the number of participants to cones/hula hoops

1. Ex. if you have 24 students, you want 6-8 cones/hula hoops

2. Set up: place the cone inside the hula hoop and scatter them throughout your playing area

3. Have a one student stand inside the hula hoop alongside the cone

4. Objective: the students inside the hula hoop is trying to protect their cone (the key) from all the robbers (the other students)

1. The students without a house are actively trying to capture the cone from inside the hula hoop without being tagged

2. If the homeowner tags the robber, the robber cannot take the cone

3. If a robber successfully takes the key (the cone) without being tagged, then they are the new hometowner.

4. Game is over whenever you want it to be.

5. Can declare those inside the house to be “the winners” if you so desire.

2. Fitness Buffalo Run

1. Equipment: cones to mark out your track or circle, music (optional)

2. Set up: students will need a partner. 

1. Partners will stand back to back (can have them all start in same area, or scattered around the track)

2. The direction the partner is facing is the direction they will run (partners will run in opposite directions)

3. On teacher’s whistle or when music stops, partners need to run to each other on the track and sit down beside each other

4. RUNNERS MUST AVOID CUTTING THROUGH THE MIDDLE

5. The last partner(s) to sit down proceed to the middle of the track and begin completing fun fitness activities

1. For example: jumping jacks while other participants are running, holding a plank, partner push ups, etc. 

6. Repeat for multiple rounds

3. Same or Different

1. Equipment: playing area with a centerline, and 2 end lines

2. Set up: students in partners, facing each other (easiest if set up on centre line of playing area)

3. Objective: win same/different, but if you lose, tag your partner/don't get tagged. 

4. Partners will be labeled the same or different. 

1. same= partners place the same number of fingers up

2. different= partners do not mirror each other

5. Partners will start with one hand behind their back

1. On show- they can either put up 1 or 2 fingers

6. Whoever is the winner, needs to run to the wall on their side to avoid being tagged by their partner

1. For example: partner A is labeled the same, partner B is different

1. On show: A puts up 1 finger, and B puts up 1 finger= SAME

2. Same wins (partner A) partner A runs to their safety line on their side. Partner B is trying to tag A before they enter the safety area. 

3. B fails to tag A= A wins! 

4. If B tagged A then B would win.

5. Win= 1 point

2. Play until partners achieve a certain number of points. 

A Successful Physical Education School Year Start Up

 Submitted by: Sonia Sheehan, HPEC Vice President Communications

A successful physical education school year start up begins with a great deal of planning before any students enter the gymnasium for the first class of the year.  As a veteran physical education teacher entering my 24^th year of teaching elementary PE, I would like to share some of my tried-and-true tips for a great school year start-up. 

At the start of each school year, I like to begin with a reflection on my teaching philosophy.  I focus on the following questions:   

What do I believe are the best practices for teaching a quality physical education program and how can I implement them in my daily teaching?

How can I spark a sense of “Joy in Movement” with my students each day I teach them?

How can I build the foundation for a physical literacy journey that my students can enjoy for the rest of their lives?

What can I do to meet the objective of developing the whole student in a pursuit of a healthy active life as outlined in the Alberta Physical Education and Wellness Curriculum? https://curriculum.learnalberta.ca/curriculum/en/s/pde

With time taken for self-reflection and a thorough contemplation of the physical education curriculum, I can begin to plan for my gymnasium expectations, my indoor and outdoor teaching guidelines, my gymnasium management plan and my curricular connections in my year planning. I am an advocate of clear, concise, and consistent expectations for all students. The following is an example of some of my gymnasium expectations and signals (a simple hand signal has been added to each expectation to help students remember what is expected):

Gymnasium Expectations:

1. Safety First – (signal – roof over head).
2. Listen and follow all instructions – (signal – hand to ear).
3. Respect others and the equipment – (signal – hands folded together).
4. Play fair and be a good sport – (signal – two thumbs up).
5. Do your best! – (signal – arm action for running).

Gymnasium Signals:

3, 2, 1, Freeze - students will stop where they are, ensure safe space away from other students, put equipment on the ground, stay standing and look to the teacher – give a 3, 2, 1 count down to freeze (this allows students a warning about an upcoming freeze and then by the time students hear freeze, they will be ready to be still and listen)

1 whistle – stop, ensure safe space and stand where you are, put equipment on the ground by your feet, turn your body towards the teacher with your eyes on the teacher and hands on your knees (done in 3 secs)

2 whistles – stop, bring equipment with you, and return to your home base and stand looking at the teacher quietly (done in 5 secs)

Find a Home  (signal – roof over head) – find your own space in the gym/field away from others/walls/equipment (do helicopter arms to check if space is okay) and complete a designated activity (marching on the spot, jumping jacks, balancing on one foot)

Music turned on = start activity

Music turned off = freeze, ensure safe space, turn your body towards the teacher with your eyes on the teacher and with any equipment placed on the ground

In addition to planning for gymnasium expectations and signals, I create a plan and class routines for both indoor and outdoor physical education classes.

The next planning element to consider is the physical space and equipment I have available for my teaching. I am fortunate to have both an indoor gymnasium and outdoor tarmac as dedicated space for physical education classes. I also have access to a variety of physical education equipment for student use, to develop their movement and object control skills. I do my best to schedule a one week indoor rotation followed by a one week outdoor rotation when teaching physical education in order to allow students opportunities to learn and move in a variety of environments. This indoor/outdoor rotation continues through the school year and allows students to experience engagement in physical education through a wide range of weather conditions. To maximize learning and movement in both indoor and outdoor areas, I have utilized a home base system to help organize students throughout both learning environments. The home base system was introduced to me by a blog post from The PE Specialist, Ben Landers, https://www.thepespecialist.com/homebasespots/, and I highly recommend trying it out.

Once I have thoughtfully considered physical education expectations, management, routines, and curricular outcomes connected to instructional units, I can plan for student engagement activities to kick start the year.  My first instructional units lay the foundation for the year. Focusing on communication skills, cooperation skills, safety, and relationship building through fun and active learning activities lays the groundwork for a successful year. Some of my first few physical education lessons include the following activities:

Rock, Paper, Scissor (RPS) Games (easy to introduce for all grades and a great skill for solving small conflicts between students)

RPS Celebration/Victory Dance (Winner celebrates with a victory dance and non winner completes 5 quality jumping jacks) – teach and say “Rock, Paper, Scissor, Show” – jump on Rock, Paper and Scissor– play the game in open space with another student – at the teacher’s signal, move to play the game with a new student - variation – go to the side line of the activity space – challenge anyone on the line to RPS – if you win, do your victory dance, if you do not win, run to the middle line of the activity area and back and challenge someone new

Rock, Paper, Scissors Success or Try Again – goal is to get to the Success side of the activity area by challenging someone to R,P,S – use the words: Rock, Paper, Scissor, Show – if you win run over to the success side of the activity space – challenge someone new on the success side – if you win – move to challenge someone new on the success side – if you do not win, run to the Try Again side and challenge someone new – Can you make it to the success side?  How long can you stay at the success side? How many different people can you challenge before the game ends?

RPS Team Challenge full body– divide class into 2 teams – pick one leader for each team – leader shows discreetly what the team will choose, rock, paper or scissors – teams go back to back, 3 jumps and a jump turn to show rock, paper or scissors with full body – winning team does one fitness challenge, losing team does a different fitness challenge – switch leaders every few rounds

Houdini Hoops (from SPARK PE lesson, www.sparkpe.org)– group of 6 join hands to create an unbroken circle, using cooperation and communication, try to move a hula hoop around the circle by stepping and ducking through it, do not let go of hands:

§  Can you get the hoop to go around the circle 1 time, 2 times, the other direction?

§  Fun competition: which group can get the hoop to go around the quickest?

§  2 groups join together and try to get the hoop around

§  Whole class joins together to try to get the hoop around

§  Stop and talk about what strategies help the group be successful

The next step in my planning includes securing dates for special events. These are the extra programs that add additional physical education experiences for students.  At my school special events include the following: Terry Fox Run, Jump Rope for Heart, Bring Your Parents to PE Class Event, Alien Inline Skating, Gymnastic Equipment set up, Ski and Snowboard Program and Fitset Ninja.

A final step in the planning for a successful start to the school year includes sharing the planning with homeroom teachers and other specialist teachers in the building.  When everyone is starting from the same page, it makes providing a consistent learning experience for all students a lot easier. At my school, the home base set up I use in physical education class was adopted by the music teacher and students have the same number/colour of home base when they come to PE class and attend music class.

Additional resources I have found to be helpful when planning the start of my school year come from the PE Specialist, Ben Landers:

https://www.thepespecialist.com/yearlyplan/

https://www.thepespecialist.com/firstweek/

Wishing you a great start to your school year!

HPEC Conference 2023 Highlights and Award Winners:

Submitted by: Sonia Sheehan, HPEC Vice President Communications

On Thursday May 4, 2023, the annual HPEC Conference returned to its full “in-person” glory at Lethbridge College.  Health and physical education teachers from around the province were able to gather together for an amazing PD experience in Alberta’s beautiful south end of the province. Hats go off to Jonathan Dick and his small but mighty conference team for organizing an outstanding HPEC Conference 2023.  The conference kicked off with pre-conference sessions highlighting the new Alberta Physical Education and Wellness Curriculum and Sports Medicine Taping and Strapping sessions. HPEC Presidents from past years were honoured at the HPEC Past President’s Reception. During the official opening ceremony the keynote speaker, Laval St. Germain, shared his incredible stories of adventure. The conference opening also recognized teachers who have demonstrated outstanding contributions in the field of health and physical education in the province of Alberta.

The 2023 HPEC Distinguished Service Winner: 

Elisha O'Lain

The 2023 HPEC Certificate of Commendation Winners:

Corey Gunther        Calgary Region

Maren Roberts        Northwest Region

Darren Anderson    Greater Calgary Region

Jordan Johnson      Northeast Region

Kathryn Stack        Edmonton Region

Kaylie Klaiber        Southeast Region

Corey Lougheed    Central West Region

Congratulations to all the HPEC 2023 Award Winners!
 
The HPEC Conference 2023 program did not disappoint. Thank you goes out to all the presenters who shared their expertise.  Sessions included a wide range of topics, such as: Pickleball, Australian Rules Football, Human Sexuality, Snowsports, Omnikin, Smashball, TGFU, Intramurals, Lacrosse, Yoga, Self-Reflection, Self-Regulation, Outdoor Learning, Mental Health, Concussion Prevention, and many more. As always, the HPEC Friday night social was a highlight with a “Beach Party” theme.  Conference delegates enjoyed a fun evening of beach games while dressed to enjoy a tropical evening. 

The annual HPEC Conference is not to be missed.  It provides teachers with incredible professional development and collegial interactions.  Watch for details to attend HPEC Conference 2024 in Edmonton on the HPEC website: www.hpec.ab.ca

HPEC also offers conference grants to HPEC members (teachers and pre-service teachers) to provide financial assistance to attend conference. Apply today and plan to be a delegate at HPEC Conference 2024 in Edmonton.

https://www.hpec.ab.ca/hpec-membership-conference-grant17
https://www.hpec.ab.ca/hpec-pre-service-teacher-grant17