Activated by HPE teachers. Loved by principals and PTAs.
14
ADVERTISER INDEX:
AskListenLearn.org (p. 2)
PLT4M (p. 5)
TeamBuildr (p. 6)
USTA (p. 10)
SPARK (p. 10)
Human Kinetics (p. 12)
Gopher (p. 15)
Booster (p. 16)
Active & Fit Direct (p. 17)
Responsibility.org (p. 19)
The Glowmedia Project (p. 22)
HPE Solutions (p. 22)
United States Marine Corps (p. 29)
GagaXP (p. 29)
NFL FLAG In-School (p. 31)
On
FEATURES
Be a Catalyst for Change in YOUR State
Educators play a vital role in implementing new national standards
18
Lead With Empathy, Respond With Compassion
Insights from the 2024 National Teachers of the Year
23
DEPARTMENTS
PRESIDENT’S MESSAGE 7 Big Standards Energy
FROM THE CEO 9
Introducing Students to Lifetime Physical Activities Has Lasting Benefits
ADVOCACY 11
Advocating in Your Backyard This Fall
REFLECTION 13
The Future Starts Now
RESOURCE ROUNDUP 30
Focus on Health & PE
the Cover: SHAPE America’s 2024 National Teachers of the Year, from left: Casey Page, Kara Young, Cindie Cortinas-Vogt, Ryan McKinney. Not pictured: Cadi Doyle.
SHAPE AMERICA
BOARD OF DIRECTORS
PRESIDENT
Cara Grant
PRESIDENT-ELECT
Joe Deutsch
PAST PRESIDENT
Sarah Benes
CEO Stephanie Morris
DIRECTORS
Andro Barnett
Tari Garner
Andy Milne
Tonya Moore
William Potter
Victor Ramsey
Robin Richardson
Joe Velardi
MOMENTUM PRODUCTION
MANAGING EDITOR
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.
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.
Editor’s
Note
Working on the “back to school” issue of Momentum each year always brings back memories of my parents, who were both teachers. I can picture them in our wood-paneled den on a Sunday afternoon, grading papers and finalizing their lesson plans for the week ahead. I remember their nightly conversations at the dinner table, sharing the highs and lows of their day at school.
Growing up, I knew my parents were dedicated teachers, but only recently did I get a deeper understanding of the significant impact they had on so many students.
After learning more about SHAPE America’s 2024 National Teachers of the Year, it’s clear these five dedicated educators are making a lasting difference in their students’ lives. In our cover story, “Lead With Empathy, Respond With Compassion,” they share insights and strategies that we hope you’ll find helpful for the year ahead!
EMBRACING NEW STANDARDS
It’s been just about six months since the new SHAPE America National Physical Education Standards and National Health Education Standards were released in March — and in this issue you’ll find more discussion around the new standards in several columns and features. Be sure to check out “Resource Roundup” for links to new standards-based resources to use this year!
And don’t miss “Be a Catalyst for Change in YOUR State” by co-authors Leah Wheeling and Jenny Linker. These SHAPE America members recently served on the committee that wrote North Dakota’s new state standards for physical education. Those standards, recently adopted, were based on the new National Physical Education Standards!
To all the dedicated health and physical education teachers who are reading this issue, thanks for all you do!
PLT4M is helping usher in a new age of student-centered Health and PE through a modernized, standards-based curriculum, delivered through an easy-to-use instructional software that students and teachers love!
Big Standards Energy Revolutionizing Health & PE Through Visionary Leadership
Cara Grant, President
@CaraGrant11
As president of SHAPE America, it is with great enthusiasm that I share our vision for leading with transformational leadership. Our approach is rooted in equity, diversity and inclusion, all propelled by what I call “Big Standards Energy.” This dynamic energy is more than a guiding principle — it’s a movement aimed at revolutionizing health and physical education through passionate and visionary leadership.
This energy inspires us to push boundaries, to be relentless in our pursuit of excellence, and to lead with a heart full of love.
At the core of our mission is the commitment to equity. We acknowledge the systemic barriers that exist and understand that leveling the playing field requires more than just incremental changes — it demands a bold reimagining of our systems and practices. “Big Standards Energy” fuels this transformation, driving us to not only address disparities but to actively dismantle the structures that perpetuate them. This energy propels us toward ensuring that every student, regardless of background, has access to high-quality health and physical education that meets their unique needs.
Our celebration of diversity is equally vital. Embracing diversity enriches our
educational environments and fosters a culture where every individual feels seen, heard and valued. “Big Standards Energy” infuses this celebration with vigor, pushing us to continuously expand our understanding and appreciation of different cultures, identities and experiences. By fostering an environment where diversity thrives, we create opportunities for all students to engage fully and confidently, knowing that their identities are an integral part of the learning process.
Inclusion is not a static goal but an ongoing commitment that requires active engagement and innovation. “Big Standards Energy” amplifies our efforts to create inclusive spaces where every student, teacher and leader has the opportunity to succeed and feel welcomed. This energy drives us to implement inclusive teaching practices, adapt our curriculum to accommodate diverse learning styles, and foster a culture of acceptance.
Our commitment to inclusion is not just about meeting standards, it’s about exceeding them — ensuring that every student, teacher and leader can participate and excel in a supportive and nurturing environment.
POSITIVE, PURPOSEFUL CHANGE
Transformational leadership is about inspiring and empowering others to
drive change. With “Big Standards Energy,” we amplify this leadership by creating a ripple effect of positive change throughout our educational systems. This energy invigorates our vision, enabling us to challenge conventional norms, advocate for groundbreaking policies, and lead with an unwavering commitment to social justice. It empowers educators and leaders to be bold, to innovate, and to lead with passion and purpose.
The essence of “Big Standards Energy” is not just in setting high standards but in embodying the spirit of transformative change. It’s about bringing a renewed sense of excitement and urgency to our work, ensuring that our commitment to equity, diversity and inclusion is not just theoretical but lived and experienced every day. This energy inspires us to push boundaries, to be relentless in our pursuit of excellence, and to lead with a heart full of love.
Love is the cornerstone of our approach. It drives us to see beyond the statistics and policies, to connect with each student on a personal level, and to fight for their right to a fulfilling and equitable educational experience. “Big Standards Energy” magnifies this love, turning it into a powerful force for change that resonates throughout our schools and communities.
In closing, our vision for leading with transformational leadership through the lens of equity, diversity and inclusion is powered by “Big Standards Energy.” This energy ignites our passion, fuels our commitment, and propels us toward a future where health and physical education are accessible and meaningful for every student. Together, let us embrace this energy, lead with love, and transform our educational landscape — one bold, visionary step at a time.
This Could Be YOUR Year
Your year to win an award … receive a scholarship … become a volunteer leader … or get elected to the Board!
DEADLINE: October 15
Don’t miss out on these SHAPE America opportunities — act before the October 15 deadline!
AWARDS
SHAPE America
awards recognize member contributions and service in many different areas. Make this the year you nominate a colleague — and maybe they’ll do the same for you! Find nomination forms and detailed awards criteria
SCHOLARSHIPS
If you are a full-time undergraduate or graduate student majoring in an HPERD discipline, you may qualify for a SHAPE America scholarship! Learn more.
PROGRAM COUNCILS
Help carry out SHAPE America’s mission by joining one of five program councils: School Health Education, Physical Education, Physical Activity, Research, and Professional Preparation. Learn more
DISTRICTS
Volunteering at the district level can be a great first step! Learn more about your district’s awards and leadership opportunities — and deadlines — at shapeamerica.org/districts.
JOURNALS
Contribute to the profession by serving on the editorial board of one of SHAPE America’s four journals — or as a reviewer for either JOPERD or Strategies. Learn more
BOARD OF DIRECTORS
Would you like the opportunity to serve on SHAPE America’s national Board of Directors? 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 and apply at shapeamerica.org/getinvolved.
Introducing Students to Lifetime Physical Activities Has Lasting Benefits
Stephanie Morris, CEO @SHAPEAmericaCEO
In July, I attended the KYSHAPE summer conference and got to see a fantastic presentation by Casey Page, SHAPE America’s 2024 National High School Physical Education Teacher of the Year. Like so many of our National Teachers of the Year, Casey exemplifies what it means to be the best of the best as a teacher — and his standards-based examples of how he instructs and engages his students were inspiring to hear about.
How amazing would it be if more students learned to rock climb, golf, bowl, fish, and hike?
In particular, I was struck by how Casey obtained his commercial driver’s license so he can drive his students by bus to various locations for special PE units. This allows him to teach golf at Top Golf, teach rock climbing at Red River Gorge, and teach outdoor education skills at nearby lakes and state parks.
Three of his previous students recently texted photos of their rock-climbing outing, sharing that they still enjoy a love of climbing three years after having graduated, thanks to his PE class.
This is fundamentally what we want PE to be about today. We want to see students have opportunities to try physical activities they might not otherwise get to try, and to be able to grow their skills and develop competency in those physical activities.
KYSHAPE also happened to be where we kicked off a significant new partnership with Booster for SHAPE America’s flagship fundraising program, health. moves. minds.® Booster’s mission is to provide fundraising support and services to schools, and from day one they have always had a singular focus on creating programs that are fun and easy to implement — and that deliver strong character content to students. Booster puts teachers and schools first in all that they do, and it has helped them achieve significant success. They currently serve 6,500 schools, they employ more than 900 people, and they’ve helped schools raise over $600 million.
This next version of health. moves. minds., powered by Booster will be based on Booster’s model for proven success while also offering free, standards-based health and physical education content for students. It will be the best of the best in school fundraising programs.
MORE FUNDS. MORE EXPERIENCES.
When I reflect on Casey’s incredible efforts to bring his students to completely new and different experiences they would not otherwise have, I feel humbled by his leadership as a teacher. I also feel grateful that this next version of health. moves. minds. will help schools
across the country raise money for the needs they prioritize.
And, because the money raised goes directly back to the school as one payment, I see so many possibilities for how schools could use the funds to provide their students with experiences just as Casey has done. Buses and field trips cost money and often fall by the wayside because schools and PTAs don’t have the budget for them.
But what if the funds that schools raise through health. moves. minds. could go — at least in part — to providing those kinds of experiences?
How amazing would it be if more students learned to rock climb, golf, bowl, fish, and hike? What if schools could give students the opportunity to engage in fulfilling physical activities they can take with them into adulthood?
Oh, and by the way — $250 plus 5% of the funds raised through health. moves. minds. goes directly back to the health and physical education teacher in the form of a Gopher gift card. It’s our way to say thank you and to support your school’s HPE program!
As you kick off the start of your new school year, I hope you’ll find your way to learning more about health. moves. minds., powered by Booster, and I hope you’ll sign your school up to be part of this next chapter with thousands of your peers from across the country. We’re onto something really special in our partnership with Booster, and we can’t wait to see the impact it will have in health and physical education programs everywhere!
Advocating in Your Backyard This Fall
By Carly Wright @CWrightHPE
While many of us have been focused on back to school season, this fall also brings with it another important season — election season. As our country prepares to elect a new president, all 435 seats in the U.S. House of Representatives and 34 U.S. Senate seats are also on the ballot, making this a very busy and very important election year.
DC, to their state and district offices to meet with constituents about key issues in their state. This makes it the perfect time to do a little backyard advocacy!
When members of Congress know that their constituents care about health and physical education, they vote accordingly.
You’ve probably seen many candidate ads on TV, and maybe you’ve noticed that your members of Congress are back in your home state more than usual as they work the campaign trail. Here’s why that’s good for us as SHAPE America advocates: You don’t have to go all the way to Capitol Hill for your voice to be heard on the value of health education and physical education in schools.
Throughout the year, and especially during election season, members of Congress return home from Washington,
There’s a lot at stake in this year’s election, so it’s important that your candidates hear from you about the issues that matter to you. When members of Congress know that their constituents care about health and physical education, they vote accordingly.
Here are some things you can do to engage with your candidates or legislators during this election season:
1. Ask them to come visit your school to see a health education or physical education program in action. There’s nothing more powerful than your elected official engaging with students in a lesson and walking the halls of your school with you.
2. Reach out to your legislator’s home office (you can find contact information on their official website) and ask to schedule a meeting with their state or district staff to talk about health and PE and the importance of fully funding Title II and Title IV, Part A of the Every Student Succeeds Act
3. Tag your legislators on social media when you post photos or videos of your classes, especially if you’ve been able to access any federal funds to support your program. Use this as a way to thank them for their support or invite them to visit in the future!
Building relationships with your members of Congress and their staff goes a long way in ensuring that they will take your views into account as they champion, support, or oppose legislation during their time in office.
We hope that you’ll build on your great backyard advocacy work from this fall by joining us in Washington, DC in late February for SHAPE America’s 2025 SPEAK Out! Day. Watch for dates and registration to be announced soon. And in the meantime, happy advocating!
Audiences: Essential resource for preK-12 health or health and physical education (HPE) curriculum directors, coordinators, and educators; a valuable supplemental textbook for undergraduate students in health education teacher education (HETE) programs.
National Health Education Standards, Third Edition SHAPE America
Audiences: Essential resource for preK-12 physical education teachers, physical education curriculum directors, coordinators, and educators; a valuable supplemental textbook for undergraduate students in physical education teacher education (PETE) programs.
National Physical Education Standards, Fourth Edition SHAPE America
Read excerpts, view the table of contents, request a review copy, and more at US.HumanKinetics.com.
Read excerpts, view the table of contents, request a review copy, and more at US.HumanKinetics.com.
The Future Starts Now
Associate professor LeAnn Olson reflects on how the new national standards will impact instruction in PETE/HETE programs
One of the few universal certainties in life is change — and how our students are raised and interact with their environment evolves as society changes. Since national standards were previously revised for physical education (in 2013) and health education (in 2007), our country has evolved in many ways.
Significant changes include the explosion and increased accessibility to technology and social media platforms such as Snapchat and TikTok, as well as the worldwide pandemic which led to isolation and a significant rise in mental health awareness.
With these changes, health and physical education professionals must also progress and evaluate what we implement in our curricula — and how we implement it — because it has the power to impact every student, every day of their lives.
NEW NATIONAL STANDARDS. NEW METHODS.
Standards-based teaching is at the core of effective physical education teacher education (PETE) and health education teacher education (HETE) programs — and the national standards play a role in how our methods courses are shaped and instructed.
With the release of new SHAPE America National Physical Education Standards and National Health Education Standards in March 2024, there are some changes that will need to happen within teacher preparation and methods courses. This is particularly true with physical education, as the National Physical Education Standards saw significant revisions.
Some of the notable changes in the new National PE Standards include
moving from grade-level outcomes to grade-span learning indicators, changing from five to four standards, and including a new learning domain — social — to reflect the changing needs of today’s students.
While SHAPE America has developed a variety of new standards-based resources for preK-12 teachers since the standards release in March, as a physical education and wellness faculty member I’m most looking forward to using the new texts — National Physical Education Standards, Fourth Edition and National Health Education Standards, Third Edition — which include the learning progressions. I’ve had a chance to examine them and have found them to be very well organized and a lot more informative than I had anticipated. They will be great textbooks for methods courses!
STATE STANDARDS STILL MATTER
While the new national standards do warrant attention in PETE/HETE methods courses, there is a balancing act when it comes to also teaching and adhering to the state-level K-12 standards.
In my state of Tennessee, the state standards for physical education aligned fairly well with the previous iteration of the national standards. Now, there are several differences. Our students always learn the national standards; however, when they teach in early field experiences and student teaching, they are expected to utilize the state standards.
This year, learning and discussions surrounding the new national standards will be somewhat altered and may take more time than in years past, but an understanding of both state and national standards is imperative for all students within educator preparation programs.
LeAnn Olson is an associate professor in the Department of Curriculum and Instruction at East Tennessee State University. She earned her Ph.D. in sport and exercise science (sport pedagogy) from the University of Northern Colorado, her M.S. in kinesiology and health from the University of Wyoming, and her B.S. in kinesiology (physical education teacher education) from the University of Michigan. Before pursuing her Ph.D., LeAnn taught physical education (grades K-9), health education (grades 8-9), and physical and earth sciences (grade 9). Prior to teaching, she served as a military police officer in the U.S. Army.
LeAnn has received the Wyoming Outdoor Skills and Wildlife Conservation Educator of the Year award as well as the Wyoming AHPERD Elementary Physical Education Teacher of the Year award. She currently serves as chair of the SHAPE America Professional Preparation Council
A LOOK TO THE FUTURE
Moving forward, a firm grasp of the new National PE Standards and National HE Standards will be essential for future health and physical educators. Comprehension and evaluation of the new standards will prepare graduates to take jobs in states other than where they graduated, help them be better cooperating teachers when the opportunity arises, and enable them to participate more fully in professional development. This knowledge will also empower them to advocate to the community and state boards of education, especially when the time comes for state standards revisions.
health. moves. minds.® 2.0
Activated by HPE teachers. Loved by principals and PTAs.
By Beth Bennett @BBennett_SHAPE
It’s back to school season and you are excited for a new school year and ready to welcome students to your health education classroom or gym. You are ready to positively impact their physical, mental and social-emotional health. And you are eager to stand out as a leader in your school community by influencing enhancements to your school’s health and wellness programming and overarching school priorities.
That’s why SHAPE America is excited to introduce the next generation of fundraising to our health and physical education community. In partnership with Booster, health. moves. minds., powered by Booster is more than just another fundraiser… it’s a whole experience! Through exciting events, valuable life lessons and reward systems, this fundraiser motivates students and families to achieve their best and unlock your school’s full fundraising potential.
POWERFUL NEW TOOLS AND RESOURCES
With the addition of Booster’s state-of-theart technology and fundraising expertise, health. moves. minds. is guaranteed to be the easiest fundraiser you will ever lead! Below is a sneak peek at some of the exciting new enhancements that are now included:
• A streamlined fundraising timeline that makes it easier than ever to plan, implement and achieve a successful school fundraiser;
• Dedicated 1:1 coaching to support you every step of the way;
• Professionally designed templates and marketing materials provided by Booster, which save you valuable time and help you spread the word;
• Advance shipment of all provided prizes and built-in prize tracking, to help you track and distribute prizes easily;
• Classroom tracking to better support school-wide fundraising challenges;
• Easy-to-use, personalized student fundraising pages to share with friends and family all over the world in just seconds via text, email or social media, including a family page option for multiple students;
• Simple donation options such as Apple Pay and credit card, making it fast and easy for donors to support your cause. Plus, the opportunity to supercharge your potential with Booster’s Double the Donation feature, which identifies possible corporate matching gifts from donor’s employers.
BENEFIT THE WHOLE SCHOOL COMMUNITY
With a focus on putting schools first, health. moves. minds. makes it easy to raise money for your school and delivers
character content, making it a top choice for principals and PTAs … and it will make YOU a winner with them!
First, the standard program setup fee is waived for all schools that choose to lead a health. moves. minds. fundraiser. That represents an automatic savings of $2,000 for your school!
Next, your school will receive at least 50% of total funds raised back to your school (deposited in school bank account). And, when donors choose to cover the platform fees, the percentage of funds that comes back to your school could be as much as 60%-63%!
Third, when your school chooses to spend their health. moves. minds. funds with any Gopher brand, Gopher will provide a bonus match … stretching your dollars further and maximizing the impact on your school community.
How would you prioritize funds raised through health. moves. minds.?
• Field trips that foster physical activity, such as bowling, golf, outdoor education, or more?
• Improvements to your school’s facilities?
• New equipment for your PE program to foster physical activity in and out of the classroom?
With health. moves. minds., the possibilities are endless!
BOOST YOUR HEALTH & PE PROGRAM
When you choose to lead a health. moves. minds. fundraiser, not only will you be viewed as a leader in your school community, you will also receive special rewards and opportunities designed exclusively for you — the health or physical education teacher!
In addition to making a significant impact on school-wide priorities, you will also elevate your school’s health and physical education program. You will receive 5% of total funds raised in the form of a Gopher gift card, PLUS a bonus $250 match added to your gift card, courtesy of Booster.
You will have the opportunity to strengthen your professional network, explore professional learning opportunities, and access exclusive educator resources
through a complimentary one-year SHAPE America Basic Professional Membership (for schools raising $5,000 or more).
Through our network of participating state health and physical education associations, you’ll have the opportunity to earn additional incentives. See if your state association is a health. moves. minds. partner and contact them to learn what state-level benefits may be available.
IGNITE STUDENT ENGAGEMENT
By prioritizing physical activity and health in schools, health. moves. minds. cultivates an environment that enhances students’ academic potential and overall success. It’s a holistic approach to nurturing both the body and the mind!
With health. moves. minds., you will inspire healthy habits, fuel active minds, and teach kids to thrive physically and emotionally. You will gain access to character videos that
keep your students engaged! Not only are they fun to watch, but they teach important life skills, which correlate to our library of free health. moves. minds. lessons and activities.
Students will be motivated and remain engaged throughout the fundraiser with exciting collectibles and physical activityfocused prizes that are sure to keep them healthy and active with friends and family.
Beth Bennett is the vice president of strategic partnerships and fundraising at SHAPE America. She is responsible for the overall program management of health. moves. minds., as well as year-round partnerships, sponsorship, advertising and exhibit sales. She may be reached at bbennett@shapeamerica.org
Start fundraising today with health. moves. minds.!
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Be a Catalyst for Change in YOUR State
Educators play a vital role in implementing new national standards
By Leah Wheeling and Jenny Linker
Like all state standards, the North Dakota Physical Education Content Standards are a critical component in maintaining consistency and quality across educational programs. They guide teachers, administrators and policymakers in curriculum design, resource allocation, and assessment of learner progress.
Beginning in November 2023, North Dakota’s state superintendent of public instruction initiated the collaborative effort to develop new state standards for physical education. We were both privileged to be selected for the committee that was assembled to write the new standards . And, we’re proud to say that North Dakota is the first state to adopt new state standards that are based on the 2024 SHAPE America National Physical Education Standards
For educators, getting involved in the revision of state standards is not just an opportunity to influence education policy, but also a chance to ensure that the standards meet the needs of your students and community. Below, we share a variety of ways you can actively engage in the process of revising your state standards, as well as what to expect as these updates roll out.
ADVOCATE FOR A STANDARDS REVIEW
One of the first steps you can take is to advocate for a review of your current state standards, even if it’s not yet time for a regularly scheduled revision. Reach out to your state education agency to express your interest in a review. This proactive
approach can ensure standards remain current and relevant.
Begin by contacting your state’s department of education (DOE) representatives to request information about their process for reviewing and revising standards. Express your willingness to participate in a standards review and provide feedback on how current standards impact your teaching. Your advocacy can be a catalyst for change, potentially leading to the initiation of a review process that addresses gaps or outdated elements in your current state standards.
SERVE ON A STANDARDS REVIEW COMMITTEE
Once a standards review is underway, consider serving on the review committee. Standards review committees are often composed of educators, content experts,
and other stakeholders who provide valuable insights. It’s important to ensure physical educators are well-represented during all portions of the review process.
Serving on a review committee has several major benefits beyond just “having a voice at the table.” These include developing an in-depth knowledge of the standards and a thorough understanding of their intent, as well as furthering your own content and pedagogical content knowledge as a result of participating in professional conversations with other stakeholders. These benefits will positively impact your teaching as well as student learning and assessment in your own classroom.
To get involved, stay informed about announcements from your state DOE regarding committee openings. Engage with professional organizations and networks to learn about opportunities
The North Dakota Physical Education Content Standards Writing Committee included a diverse team of physical education professionals representing all instructional levels, from elementary to university.
to participate. Expertise as a classroom teacher or physical education stakeholder is invaluable in this process. An effective standards revision process should include:
• Solicitation of revision committee members: The state DOE should seek input from a diverse group of stakeholders — including teachers (K-12 and higher education), administrators, community experts, and parents — when forming a state standards revision committee. This ensures that multiple perspectives are considered in the development of new standards.
• Knowledgeable facilitation: The state agency should provide facilitators to manage meetings, document progress, and update standards documents. These professionals help streamline the process, keep committee members on task, and ensure that revisions are well-organized.
• Crosswalk of standards: To help stakeholders understand changes to the standards, the state DOE should provide a crosswalk that outlines the similarities and differences between old and new standards. This tool is essential for navigating the transition once the new standards are formally adopted.
• Additional resources and training: Expect the state DOE to offer additional resources, such as progressions and curriculum guides, along with professional development opportunities. These resources help teachers adapt to new standards and integrate them effectively into their instruction.
PROVIDE FEEDBACK ON STANDARDS DRAFTS
Many states share draft versions of standards for public comment before finalizing them. Even if you are not
When Conversations Go Up,
part of the standards revision team you should have an opportunity to provide feedback on standards drafts. Educators and stakeholders can influence the revision process by providing additional input beyond the review committee members, so don’t miss the chance to do so.
When reviewing drafts, consider how the proposed changes will impact your classroom and your students. Focus on aspects such as clarity, relevance and practicality. Providing detailed feedback can help ensure that the final standards are both effective and feasible.
Physical educators should also encourage their colleagues and administrators to review the standards drafts and provide their unique perspectives. Announcing public review periods in school newsletters, social media, and/or staff meetings can increase awareness and participation from your professional community. (continued on page 21)
Underage Drinking Comes Down.
SHAPE America Sets the Standard
Get Back-to-School Ready
with the SHAPE America National Standards
SHAPE America’s exclusive standards-based professional development opportunities and resources provide information, instruction and materials to learn everything you need to know about the new National Physical Education Standards and National Health Education Standards.
PROFESSIONAL DEVELOPMENT
To help educators understand and implement the revised standards, SHAPE America offers a variety of professional learning opportunities for health and physical education:
FREE 101 webinars to get an overview of the national standards and updates
Multipart webinar series to dive deeper into the standards
Half-day and full-day interactive, in-person workshops to help implement the standards
RESOURCES
These all-new standards resources are ready to download and use during the 2024-2025 school year!
Digital Pocket Planners to help prepare for instruction, broken down by standard and grade span
Poster Packs for elementary and secondary, with student-friendly posters in English and Spanish
Printables Packs with ready-to-laminate sheets showing indicators for the selected grade span, available for elementary, middle school and high school
PE Standards Crosswalks for elementary, middle school and high school
HE Standards Side-by-Side Comparison for all grade spans
WHAT DOES A STATE STANDARDS UPDATE MEAN FOR TEACHERS?
When state standards are updated, K-12 and higher education teachers should anticipate change and advocate for support from their state DOE, school districts, and SHAPE America state affiliate organization. States typically provide districts a year or two to transition to new standards, allowing time to engage in professional development and explore resources.
Educator involvement in this process is crucial.
In North Dakota, the process of launching the new standards began with a social media blast to all stakeholders on the DOE website and newsletter. An email with the link to the new North Dakota Physical Education Content Standards was also sent to all physical educators in the state, congratulating the profession for developing the new standards as well as promoting future professional development events such as the ND SHAPE conference.
State physical education organizations should continue to provide resources and roll out training throughout the year following standards updates or revisions. ND SHAPE members plan to celebrate the new state standards at the 2024 fall conference, which will include sessions that focus on standards rollout and implementation.
Other initiatives include offering continuing education units (CEUs) through online meetings. These meetings can serve as professional learning communities (PLCs), supporting teachers as they begin using the new standards. State organizations
can continue to support their members via social media campaigns throughout the year that feature teachers’ resources, implementation processes, and success stories.
In some states (such as North Dakota), school districts may coordinate with a regional education agency (REA) to help with the prioritization of standards and creation of proficiency scales. This process can be extremely helpful to all educators.
PRACTICAL NEXT STEPS FOR TEACHERS
When new standards are released, consider taking these practical steps:
Collaborate with colleagues: Discuss the new standards with district colleagues and advocate to review your district’s PE standards. Working together can help ensure a cohesive approach to implementation.
Formulate a review committee: Create a committee within the school or district to review and discuss the ne dw standards. This group can analyze the standards and recommend adjustments to your existing programs.
Evaluate program philosophy and curriculum: Reflect on how the new standards align with the program’s philosophy, vision and mission. Adjust as needed to ensure that a high-quality physical education program is implemented for students.
Analyze curriculum and assessments: Assess how the new standards impact your current curriculum. Determine what should stay the same, be modified, or be removed. Update common assessments to align with the new standards.
LOOKING AHEAD: NEXT STEPS FOR HIGHER EDUCATION
At the higher education level, changes to state standards also prompt updates to
Integrate new standards into teacher prep courses: Incorporate the new standards into coursework, ensuring that future educators are prepared to teach according to the new standards.
Update curriculum materials: Use resources such as the new SHAPE America standards book (National Physical Education Standards, Fourth Edition) and National PE Standards Digital Pocket Planner within teacher preparation courses. These materials will help future teachers understand and apply the new standards.
Engage in professional discussions: During student teaching visits and state conferences, engage in discussions about the new standards with teaching professionals. This dialogue will support the broader adoption and implementation of the standards.
DO YOUR PART
Revising state standards is a significant process that directly impacts students, educators and stakeholders. Educator involvement in this process is crucial. By advocating for reviews, participating in committees, providing feedback, and staying informed about changes, educators can help shape standards that enhance teaching and learning. As new standards are implemented, collaborating with colleagues, evaluating physical education programs, and updating curriculum and assessments will ensure a successful transition and continued excellence along the physical literacy journey.
Leah Wheeling is a digital literacy and physical education teacher at Simle Middle School in Bismarck, ND. Jenny Linker is a health education/physical education professor and head of the School of Education at North Dakota State University. They were both members of the North Dakota Physical Education Content Standards Writing Committee.
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Lead With Empathy, Respond With Compassion
Insights from the 2024 National Teachers of the Year
By Larissa Brickach
In recent years, educators nationwide have reported that tried-and-true teaching methods are no longer working. Teachers are seeing greater numbers of students who lack self-regulation skills or who are struggling with mental health challenges — which can be an impediment to learning.
As the new school year gets underway, we asked SHAPE America’s National Teachers of the Year to share how they have addressed these challenges. Below, they share insights, strategies and suggestions for other health and physical educators.
Adapted Physical Education
Cadi Doyle
Waples Mill Elementary School Oakton, VA
@CDoyle_APE
Q: Do you have any specific thoughts or suggestions based on your recent experiences with students who may have a lack of self-regulation skills or who may be struggling with mental health challenges?
Cadi: To support students’ socialemotional well-being it is important to build trusting relationships and create a space where everyone feels safe. If students do not feel safe, they are more likely to demonstrate dysregulation. Teachers can build relationships by learning students’
names, interests and hobbies. In addition, teachers can create a sense of belonging by accepting differences and modeling inclusion. You may do this by being mindful of the visuals you use in your class and ensuring that you are creating visuals that capture your student demographics. Further, teachers can make a conscious effort in choosing different students as helpers or demonstrators in each class.
As with gross motor skills, self-regulation strategies need to be taught. Teachers can model self-regulation strategies during class by taking deep breaths or counting to 10 when things may not go as planned. Teachers can also model identifying their emotions, saying for example, “I feel so proud that you accepted a new friend to join your group” or “I am feeling disappointed that we didn’t treat our PE equipment with care.” Self-regulation strategies with pictures and descriptions may also be hung in the gym — in break areas or cooldown corners. It is important
to teach the strategies to students and allow them time to practice them. This will allow them to access the strategies when they’re dysregulated.
Validating students and their thoughts is another way to support students. During a jump rope unit a couple of years ago, a student became visibly upset because it was challenging for him. He was crying and yelled that jump rope is hard. I knelt to his level and said, “You’re right, jump rope is really hard.” The student stopped yelling and agreed with me. We were able to move to a break area, and he calmed down before returning to class and trying a few alternative ways to jump rope.
A final piece of advice would be to collaborate with other staff members, including classroom teachers, specialists, counselors, etc. We can all learn from each other, and if one teacher is having success with certain strategies, we can implement them across the student’s school day for continuity.
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Adapted physical educator Cadi Doyle climbs a rock wall alongside one of her students to encourage participation and provide extra motivation.
Q: What are your top strategies for incorporating socialemotional skills in adapted physical education?
Cadi: Here are some of my strategies:
• Provide student choice and ownership throughout the entire class period. During our routine warm-up laps students may play tag, pretend to be cars, or race a peer or teacher. Then during exercises, students get ownership of the exercise by using an assistive technology switch to transition between slides as well as counting together as a group. During skill building and group games, students have a choice of equipment (e.g., what type of ball they want to use during a throwing unit) and what partner or group they’d like to work with. Offering choices throughout class encourages responsibility, gives the students ownership of their work, and promotes a sense of belonging.
• Build confidence. In our routine cooldown, we complete yoga stretches with affirmations such as “I am kind” or “I am strong.” This is a great way to end class because it gives students a reset before heading to their next activity — and also promotes selfconfidence and positive self-talk.
• Identify emotions. I’ve experienced success in supporting students in identifying their emotions either verbally or through visuals. Identifying students’ emotions helps them understand what they’re feeling. The Zones of Regulation have great visuals to support this process. You may print and laminate a few copies to hang around the gym.
• Provide strategies that students can use to self-regulate. I’ve had success with wall push-ups, mountain breathing, hand squeezes, drawing a picture, and playing with Play-Doh. It is important to teach students the strategies when they are calm because when they’re dysregulated, they are not in a state to learn.
Cadi’s Recommended Resources
• The Zones of Regulation website has many free resources.
• Get visuals for yoga affirmations on this site or work with students to create their own!
MORE FROM CADI …
One of the most important parts of our job is to have empathy. We need to consider what factors may be playing into a student’s difficulty with regulating their emotions or what may be impacting their mental health. What is their home life like? Did they get breakfast today? Did they sleep okay last night? When we take a step back and consider these factors, we are able to respond with compassion. I also think it is important to be proactive rather than reactive. Instead of reacting to students having difficulty regulating their emotions, prepare for it. You may do this by collaborating with other staff members prior to school starting, setting up cooldown corners, teaching strategies for regulating emotions, and teaching students about conflict and resolutions.
Health Education
Kara Young
duPont Manual High School Louisville, KY @klyoung712
be struggling with mental health challenges?
Kara: The biggest thing for me is making sure my students know that I am here for them. I do not have a job without my students, and I want their experience in my class to fit their needs. I want to make health class an engaging environment with classroom activities based on — and to help with — my student’s real-life experiences. There is no doubt that young people struggle with mental health, and our content (especially health) lends itself perfectly to addressing those issues. I believe the best thing we can have is perspective and grace. I am constantly putting myself in my students’ shoes and trying to think about how or why they may feel or behave the way they do. By having perspective and seeing through a different lens, it allows me to have grace for the issues my students are having in that moment. I know it is not perfect or foolproof, but it allows me to connect with my students and show I understand when things are hard.
Q: What are your top strategies for incorporating socialemotional skills in health education?
Q: Do you have any specific thoughts or suggestions based on your recent experiences with students who may have a lack of self-regulation skills or who may
Kara: One of the first things we do in class is fill out a student profile that tells me about life at home, their interests, hobbies, wishes, dreams, and what they need from a school environment. I read every single one and it helps me build relationships with each student as an individual. I allow students to help create classroom expectations specific to their class, and we reference them every day. We focus on being a community and upholding the expectations we set as a class. Every day when my students come in, their daily warm-up activity is a prompt they must answer, which is similar to what you might find in a gratitude journal. I want my students in an open, grateful mindset for our class.
I also introduce mindfulness early in my semester and incorporate it regularly with reflections, in the hopes that my students
will start to use self-regulating skills outside of my classroom. I preach the message that they are in control of one thing and that is themselves. How they react and respond to any given situation is something they can control. I try to give them tools that help with challenges outside of our safe environment in the classroom.
Kara’s Recommended Resources
• Mindful Games Activity Cards
• Learning to Breathe: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance
• A Still Quiet Place for Teens: A Mindfulness Workbook to Ease Stress and Difficult Emotions
MORE FROM KARA …
I think the most important thing is to remember that you are here for your students. You have been called to this profession
to provide for our young people. We have the ability to make an impact on our students’ lives by giving them the tools necessary to succeed. Stay empowered. Continue to grow as an educator and know there is a support system here for you. Don’t hesitate to reach out.
Elementary Physical Education
outside of school can be directly related to their behavior at school. Understanding each individual helps us to be more understanding, empathetic and nurturing. I adopted Ben Lander’s “conflict corner” years ago for students to be able to resolve issues they may have had with one another. After the pandemic, I realized the importance of having a designated area to self-regulate. The conflict corner became the calm corner, and last year I changed the name to the “Pit Stop” after seeing what Kyle Bragg and Illinois colleague Kim Blitek shared This space allows students to integrate the Zones of Regulation into a selfregulation process.
Q: What are your top strategies for incorporating socialemotional skills in elementary physical education?
Cindie: I am intentional with my groupings with students and have multiple ways to group students for various activities. This provides students with opportunities to work with a variety of students and not just with those students they are familiar with. I do this first by using a squad spot chart. Students are assigned seating spots to go to when they first enter the class. I use colors, shapes and numbers for their spots. This is helpful not only in classroom management, but also in allowing students to get to know each other as I frequently ask them to pair or group up by color, number or shape.
Q: Do you have any specific thoughts or suggestions based on your recent experiences with students who may have a lack of self-regulation skills or who may be struggling with mental health challenges?
Cindie: The most important thing in my opinion is to take the time to get to know your students beyond the walls of your gym or teaching space. Their lives
One of my favorite instant activities is to have students do a walk and talk as they enter the gym. This has been a wonderful way to get students to discuss a topic with one another. I will have a prompt on the screen, and during this time I allow students to choose who they want to walk and talk with. It can be a partner or small group. As they walk, they will talk about the prompt. The prompts vary and include a variety of topics such as: How do you handle stress? What is your favorite food to eat? What did you do over the
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Cindie Cortinas-Vogt
High school health educator Kara Young (fourth from left) has a morning check-in with students.
weekend? What is something you’re scared of and how can you overcome those fears? What qualities do you look for in a friend? It can also be a review of skills we’ve worked on.
Allowing students choice is important because it gives them autonomy and provides a safe space to discuss. When the music is off, we meet as a whole group where I give students an opportunity to share. In addition to the walk and talks, I use many different literacy strategies to either introduce or review a new unit or lesson concept. Any time I can give students a voice, I am empowering them to share their thoughts. That is an important life skill that can be carried over throughout their educational journey.
Cindie’s Recommended Resource
• The blog post Find Your Marigold by Jennifer Gonzalez comes to mind. It’s a great quick read with a powerful message. All teachers should read it!
MORE FROM CINDIE …
The most important piece of advice I can give to teachers is to find your tribe! Whatever struggle(s) you might encounter, chances are you’re not alone. There are many peaks and valleys throughout our teaching journey. Seeking out like-minded individuals is so helpful. They give us a platform to share our triumphs and tribulations. They help keep us inspired, which allows us to stay motivated as we experience those low moments. But — most importantly — they allow us to continue to grow as educators. When we grow, we grow our students. A strong PLN (personal learning network) is so important! Getting involved within your district or state
organization — and attending your state conference and national convention — is helpful in finding your tribe.
Middle School
Physical Education
Ryan
@McKinneyPhysEd
Q: Do you have any specific thoughts or suggestions based on your recent experiences with students who may have a lack of self-regulation skills or who may be struggling with mental health challenges?
Ryan: In my 16 years of teaching, I can attest that teaching has gotten harder. Students I’ve been teaching have been bringing more emotional baggage to
school with them. I believe life is about relationships and fair or not, for many students the old adage is true: Students don’t care what you have to say until they know how much you care. It all starts with connection.
When students feel seen, heard and valued, they are more likely to feel safe and be able to regulate their emotions better. Greeting and checking in with students before class starts is a must. Often, it also means going the extra mile and making connections with students outside of class. Using prep and break times to spend time with students — such as during lunch, recess, etc. — and attending their after-school activities can pay off big dividends in the long run in developing relationships, helping students feel safe and cared for, and increasing classroom management.
If a student is escalating, check in with them in a way that is helpful for them. Often a calm tone, hand on the shoulder, and a “What do you need right now?” can
Elementary physical educator Cindie Cortinas-Vogt and her students take a break from parachute dancing during their school’s Day of the Child Celebration.
go a long way to prevent further escalation. Raising my voice toward a loud, frustrated student has rarely been helpful for me. Humor can often diffuse a situation as well. Be predictable in your routines and structure, and let those students know of changes when you can. Praise and acknowledge students when they are being successful, but realize not all students want that praise publicly, especially in a middle school setting. Finally, let students see you work through your emotions in a positive way. Teachers deal with challenges and issues just like students, and you can be a great model for them.
Q: What are your top strategies for incorporating socialemotional skills in middle school physical education?
Ryan: These days, many social and emotional skills need to be taught, demonstrated and gone back to. In my class, we have a conflict corner where students can step through a process of respectfully working out conflicts on their own and hopefully needing adult involvement less and less as they learn the skill. I’ve also found it helpful to have a calming corner for students who are having trouble emotionally regulating and need a few minutes to decompress. This should be a location that is away from peers but that can be observed by the teacher.
At our school, I’ve found one of the best ways to help students with behavioral challenges find success is to get them outside for daily exercise. Most people weren’t designed to sit quietly all day long at a desk. I know I wasn’t. We have an intervention block for these students, and they get to go ride mountain bikes and cross-country ski while their peers are doing reading and math interventions. While we are outside, we are intentionally mindful. We take time to appreciate the warmth of the sun, the wind on our face, and the fresh air in our lungs. While we are out on the trails, it is a great time to practice responsible decision-making, goal setting, and encouragement. The cool thing about it is our students who go outside
to exercise have better average math and reading testing growth — and lower office discipline referrals — than their peers.
Ryan’s Recommended Resource
• This Bike Intervention Study presentation shows how my school’s outdoor physical activity intervention helped students with attention and behavior challenges succeed in the classroom.
MORE FROM RYAN …
daily lessons. An effective physical education teacher can have such an enormous impact on the trajectory of a school, and I am proud to be a part of the profession.
High School Physical Education
Shelby County High School Shelbyville, KY
@Adv_Pe_MrPage
Our profession is a very noble one. Embedded in our wonderful national standards is the charge to help students be caring individuals who in the future will become responsible coworkers and contributing members of society. The components of empathy, respect, teamwork, conflict resolution, selfreflection, and goal setting found in Standards 3 and 4 are so critical. They should be thoughtfully built into our
Q: Do you have any specific thoughts or suggestions based on your recent experiences with students who may have a lack of self-regulation skills or who may be struggling with mental health challenges?
Casey: I feel like the students I am getting today, in general, have major issues with coping strategies. They can’t see past their own immediate situation to figure out how this will affect them in the future. Everything is a huge deal, and
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Middle school physical education teacher Ryan McKinney leads students on a morning bike ride as part of his school’s academic and behavioral intervention program.
they struggle to see what they did wrong or how they can be at fault. I listen to students all the time talk about situations they have at work or with relationships and they just struggle seeing the biggest picture. I think they have too many people who always agree with them and no one steps up and tells them what they don’t want to — but need to — hear.
The issue is it takes someone who can read a situation and who knows the student to figure out the best approach to this. Done wrong you could lose a student’s trust. As physical educators, we can teach students lessons that have a broader meaning beyond sports and related topics.
Q: What are your top strategies for incorporating socialemotional skills in high school physical education?
Casey: To me, everything starts with relationship-based teaching. This isn’t necessarily new, but I think a lot of people struggle with toeing the line
of knowing your students and caring for them, while not becoming friends with them and feeling like you can’t redirect or get them in trouble. My entire program is built on fostering the strongest culture you can have in a gym. I earn students’ trust through my teaching style and dedication to helping them — and providing opportunities that they wouldn’t have had otherwise. I have to trust them in these opportunities so we can continue to have them. This leads to appreciation from them to me and me to them.
From that strong foundation, I can really start to dig into one of my favorite parts of sports. I always tell my students that sports put you in tough situations and teach you how to cope — and find solutions in insanely tough times. I love the SEL component of sports. This translates directly into a student’s life: past, present and future. I can use sports to guide healthy, mentally strong students who also have skills to be active for the rest of their lives.
Casey’s Recommended Resource
• Every Kid Needs a Champion [TED Talk by educator Rita Pierson]
MORE FROM CASEY …
I can’t tell you exactly how to build a class culture, unfortunately. It can’t be forced — it has to grow naturally and it’s not easy. You have to constantly be looking for opportunities to talk to students about more than “How’s your day going?” But I can tell you that for the past six years, every class I have taught has a positive culture. And once you have that built, you can really start reaching kids. The sports are an awesome sidebar, but the relationships and culture are where the real learning takes place. Be brave in teaching your students tough lessons. When you have students reaching out to you for years after they graduate, asking you to officiate their weddings, driving back from college to celebrate you winning an award, and coming back to thank you for what you did, it will be worth it.
Would you like to become a SHAPE America Teacher of the Year?
Kentucky physical educator Casey Page with his high school students at Perfect North Slopes in Indiana. Page leads all-day trips during the school year to give his students exposure to physical activities they wouldn’t necessarily get otherwise, such as rock climbing, hiking, ice skating, swimming, canoeing, golfing, fishing, and bowling.
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NEW NATIONAL STANDARDS RESOURCES
It’s back to school season! Use these resources — based on SHAPE America’s new National Physical Education Standards and National Health Education Standards — to help deliver high-quality instruction this year!
Popular!
Student-Friendly Standards Posters
Available for both elementary and secondary, these popular classroom tools have been updated to help students understand the new National PE Standards and National HE Standards.
National Standards Bulletin Board Printables
Available for elementary, middle school and high school — for both health and PE — these printables are perfect to print, cut, laminate and use around your gym or instructional space to reinforce what students are learning!
Free!
National PE Standards Crosswalks
Available for elementary, middle school and high school, these crosswalks will help you see where your current program is in alignment with the new National PE Standards.
National HE Standards Side-by-Side Comparison
Use this comparison document as a reference to quickly identify some of the differences between the new National HE Standards and the 2007 NHES.
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SHAPE AMERICA JOURNALS: Something for Everyone
Membership to SHAPE America includes a subscription to the periodical of your choice:
• American Journal of Health Education (AJHE): Covers today’s health education and health promotion issues head on with timely, substantive, and thoughtprovoking articles.
• Journal of Physical Education, Recreation & Dance (JOPERD): Appeals to practitioners and academics alike and provides a variety of information on health, physical education, recreation, and dance issues.
• Strategies: This popular bimonthly journal delivers practical ideas, how-to information, and tips for sport and physical educators.
• Research Quarterly for Exercise and Sport (RQES): RQES publishes research in the art and science of human movement that contributes to the knowledge and development of theory.
Each digital issue includes one article that is open to all — no subscription required! View Journals
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