Archive for the ‘PE’ Category


3 Great Middle School Lesson Plans to Try This Month

Friday, February 8th, 2013

Need some ideas for engaging and enjoyable activities? Here we’ve listed three great middle school lesson plans to try this month.  SPARK Middle School Physical Education (MS PE) was designed to be more inclusive, active, and fun than traditional PE classes. Aligned with NASPE National Standards, each one of these lessons are easy to learn, and easy to teach. Enjoy!

2-Minute Drill

This classic football activity is a good one to start with since so many students are familiar with the game already. Here’s the setup:

  • Form groups of three students and one football.
    • Pick one quarterback, one center, and one receiver.
  • Use your feet to make a 10-step by 15-step grid with cones at the corners.

The point here is to practice snapping the ball to the quarterback, running a passing play, and scoring a touchdown. Students should be fast and score as many as they can in two minutes. Here are the rules:

  • Students line up on any side of their grid: center in snapping position, quarterback behind and receiver to the side.
  • QB yells “Hike!”, the center snaps the ball and the receiver runs out for the catch.
  • A touchdown is scored when the ball is caught beyond the opposite gridline.
  • If a touchdown, the QB and center run to the receiver and start over from the new goal line. If no touchdown is scored, the receiver runs back to the QB and center to try again.

This activity focuses on specific sports skills, aerobic capacity, cooperation, accepting challenges, and teamwork. You can increase or decrease the size of the grid to accommodate the ability of your students. As students improve, add another receiver and defender to the mix!

Click Here to download the complete lesson plan.

Daytona 2000

Now here’s one that will get their motors running! (As long as their motors are their feet, of course.) The object here is for a team of two to accumulate 2,000 steps while running laps around a course one minute at a time. Here’s how to set it up:

  • Designate two elliptical courses with cones, one inside the other. The outer path should be 25 by 50 steps, and the inner course 20 by 45 steps.
  • Give each student a pedometer (or one to each team if there are not enough).
  • Play music for one minute at a time to designate when partners switch.

You only need four cones for each track; that way you can have your students count how many cones they pass before it’s time to switch. Here’s how the game works:

• One partner begins on the outer track, jogging at a continuous pace for one minute. The other partner walks on the interior track in the opposite direction.
• At the one-minute mark (designated by your music), the partners continue around their track until they meet, they high five, and then switch.
• 2,000 steps is the goal, but can your students do more?
• Add difficulty by having students dribble a soccer ball or basketball while they jog!

The features of this fast-paced activity include aerobic capacity, interval training, and accepting challenges. Students even learn to motivate each other!

Click Here to download the complete lesson plan.

Sepak Takraw

If the name of this game sounds foreign to you, that’s because it is! Sepak is Malay for “kick,” and takraw is Thai for “woven ball.” The object is for students to hit the ball over a net using only their feet and legs. It’s very similar to volleyball, only no hands are allowed. Set it up like this:

• Six students are assigned to a grid that is 8 by 8 paces in the area.
• Create two teams of three, with a net between the teams made of jump rope and cones.
• Teams of three form triangles in their square, with one person at the net and two in the back row.

Yes, students can let the ball hit the ground, but only once between passes. Students must use their feet to hit the ball to the other side of the net in three or fewer passes. Here are some more rules:

  • Only the serving team can score. Teams serve by having one player lob the ball to the center player, who kicks it over the net to the other team.
  • The serving team earns a point when the defending team does one of these things:
    • Kicks the ball out of bounds
    • Takes more than 3 hits to return the ball
    • Touches the ball with a hand or arm
    • Traps or catches ball with feet or body
    • Lets the ball bounce more than once between kicks
  • If the serving team scores, they continue serving. If the defending team wins the volley, no teams score points.
    • When the defending team scores, they get to serve.
    • The players on both teams rotate.
  • Don’t forget to encourage communication between teammates! If your classroom is highly skilled, or you want more players per team, expand the court and put more students in play.

This difficult but rewarding activity promotes learning transferable foot skills and game strategy, increases aerobic capacity, and teaches cooperation and appreciation of diversity.

Click Here to download the complete lesson plan.

Now that you’re equipped with three more lesson plans, it’s time to get out and play!

Back to School Jitters: How to Start The School Year Right in PE Class

Tuesday, September 11th, 2012

Students aren’t the only ones who experience the anticipation the first day of school can bring—teachers do too.

In order to help yourself and your students relax, shake off the first-day jitters, and get a great start to this school year, there are some things you can do. Best of all, you won’t break the budget within the first week of classes.

Here’s how to start the school year right in PE class.

Create a Theme

For many students, the first day of a school year is a magical, exciting time. You can capitalize on their feelings of wonder by creating a fun and engaging theme for your classroom or gym.Spark PE

Depending on the age of your students, you can adopt an undersea theme, a space theme, a professional sports theme, or if you live in a hyper-local area, you can assimilate your theme to match the local college or professional team’s colors.

The benefits of this are many: you will make the kids feel at home, they’ll have something interesting and stimulating to look at, and it will encourage conversation among students who don’t know each other already.

And since you’re in PE, you can integrate fun games and activities into your theme. For example, if you’re theme is all about the LSU Tigers and your class is full of elementary school students, you can create a scavenger hunt using the team’s colors (purple and gold). If you go with a zoo theme, you can create games where your students must point out what animals belong in what climates and what sounds they make.

Careful Commentary

PE class is a time to feel motivated and to grow physically and mentally. As we all know from our day-to-day interactions, a single message can be communicated very different ways, which will lead to very different outcomes. After all, it’s not what you say; it’s how you say it, right?

The point here is that messages should be communicated in such a way to make students, especially the younger ones, feel comfortable, welcome, and encouraged. While PE class is a time for challenges, it is not a time to feel overly pressured or defeated. Children who are less athletic or outgoing than others (which are the ones who need extra encouragement) don’t respond well to the throw-‘em-to-the-sharks or survival-of-the-fittest approach. In fact, it just makes PE the most dreaded part of the day.

Consider using language in a specific way to make your students feel comfortable. Take these tips from our Friendly Phrasing video on our SPARK Trainer Tips page:

  • Rather than shouting, “Laps!”—that dreaded command that is heard mostly as “Keep running in a circle over and over until you’re exhausted!”—try a term like “Circuit.” This more technical, athletic, and interesting term can help students to realize they’re doing something worthwhile and challenging. Running is running, but the way students think about it is what encourages them. Do you want your students to think: running in circles or endurance training?
  • Rather than asking students to “hold hands” which has all kinds of cootie-filled implications, ask them to “join hands.” This more approachable request removes the awkward component for students; especially those in a co-ed class.
  • Perhaps the most important is rephrasing the idea of “winners and losers.” This good/bad dichotomy is what confirms the less agile or social students’ preconceptions that they are failures in PE. Try instead “success and try again.” If your students are practicing shooting a basketball into a hoop, the students who make it can step to the “success” square while the others can step into the “try again” square. This perpetuates the idea that there is no failure; there is no losing. There is only getting back up and trying again with the awareness that it’s okay to not get it right away.

There’s no need for excessive coddling, but until you get the cue that your students are comfortable and having a good time, make sure you pay special attention to word choice. Keep up everyone’s spirits with positive communication and reinforcement.

Continue the Fun

Now that you’ve created this incredibly engaging environment where you’re able to proficiently teach students their lessons in a variety of ways, keep going.

Maintain your theme throughout the year, or switch it up once in awhile; either way, make sure you always give your students an active atmosphere to overcome challenges, think critically, and move, move, move.

If you’re feeling particularly entrepreneurial, why not involve other classrooms too? Wouldn’t it be fun if your students could go to the gym for one or two math classes a semester to get real-life instruction on sine waves or parabolas using the flight of basketballs and volleyballs? The same goes for science class, too. Why not simulate the solar system using students as the planets in the large, planetarium-like gym? Combining these academic disciplines with movement is a great way to help your students truly learn the material instead of allowing them to memorize it.

Give Your Lessons a SPARK

Of course, it’s difficult to maintain the same level of excitement throughout the year that you experience on the first day.

In order to prevent the mid-semester doldrums from derailing your engaging classroom, call on SPARK to add a jolt into your learning environment. These clinically proven methods, techniques, and advice help you reach your children like never before. You’ll be able to ensure that your students are doing more than running laps or throwing tennis balls at a wall.

They’ll be learning. Now that’s a great way to start off the school year right.

Overcoming Challenges to Providing Physical Activity For Preschool-age Children

Tuesday, July 10th, 2012

Part One: Time

One of the biggest reasons teachers are not able to provide sufficient amount of minutes of physical activity is time.  With all of the responsibilities teachers have leaves little time for activity.  Instead of giving up, look for ways to integrate activity into your day.  Here are some ideas to get you started:

  • Transition time- hop to the next activity, stand like a stork, or walk like an animal, etcTips for Teaching- Overcoming Challenges to PE- Spark PE
  • Center time- create an activity center and students can use locomotor movements to go to next center
  • Literary arts- read books that include movements or have children act out the story
  • Music time- play music that prompts students to do different types of movements
  • Outdoor Time- structured and unstructured activity

For a sample SPARK physical activity lesson, Click Here.

Part Two: Equipment

It would be nice to have brand new equipment with enough for every child to have their own, budget issues don’t always allow this to happen.  Teachers oftenstruggle have little or no materials to provide for their classes. Instead of repeating the same activities or avoiding it altogether, be creative!  Here are some suggestions:

  • You don’t need the same “ball” for everyone.  Think “tossables” instead, use beanbags, fluffballs, tennis balls, etc. Students choose the tossable they want to use!
  • Use materials you have: instead of balls, use crumbled up paper or rolled up socks; instead of spot markers use carpet squares or foam sheets.
  • Do simple games such as tag, simple games, or and musical activities that don’t require equipment.  They are just as fun and improve your health!

For a sample SPARK physical activity lesson including a Family Fun activity to send home, Click Here.

Part 3: Space

So you have created time for activity found equipment for students to use, but you don’t have think you have enough space to move.  What should you do?  There are many ways to get students moving in limited space but it takes a little ingenuity to make it happen.  Some ideas to get you started are to:

  • Outside on grass area or blacktopTips for Teaching- Overcoming Challenges to Providing Physical Activity
  • Area of circle time
  • Move desks, tables, or other furniture out of the way
  • Children can thread around furniture at a slow tempo
  • Search your site for areas that can be used such as hallways or covered entry ways

The key is to give students their own personal space to move and participate.  They don’t have to be running around the room to get activity!

For a sample SPARK physical activity lesson including a Family Fun activity to send home, Click Here.

Early Childhood Teaching Tips: Structured Activity vs Unstructured Activity

Tuesday, July 3rd, 2012
The National Association for Sport and Physical Education recommends that preschool-age children should get at least 2 hours of physical activity each day.  An hour of activity should be structured and the other hour unstructured. But what is the difference between these two types of activities?
Structured Activity is:
Planned and directed
Designed for child’s developmental level
Organized activity with an instructional purpose
Unstructured Activity is:
Self-directed
Occurring as children explore their environment
Opportunity to make up games, rules, and play with others
While unstructured activity allows time for creativity, self-expression, cooperation, structured activity is encourages socialization, development of gross motor skills and object control skills, and improves self confidence. The goal is to provide both types of activity each day.
Our sample lesson illustrates unstructured activity during Exploration, a time when children can just play with their fluff balls play near their spot markers. An example of structured and unstructured play in the same lesson is Challenges and Switcheoo. Click Here.

The National Association for Sport and Physical Education recommends that preschool-age children should get at least 2 hours of physical activity each day.  An hour of activity should be structured and the other hour unstructured. But what is the difference between these two types of activities?

Structured Activity is:

  • Planned and directed
  • Designed for child’s developmental level
  • Organized activity with an instructional purpose

Unstructured Activity is:

  • Self-directed
  • Occurring as children explore their environment
  • Opportunity to make up games, rules,and play with others

Tips for Teachers- Structured activity vs. UnstructuredWhile unstructured activity allows time for creativity, self-expression, cooperation, structured activity is encourages socialization, development of gross motor skills and object control skills, and improves self confidence. The goal is to provide both types of activity each day.

Our sample lesson illustrates unstructured activity during Exploration, a time when children can just play with their fluff balls play near their spot markers. An example of structured and unstructured play in the same lesson is Challenges and Switcheoo. Click Here.

Early Childhood Teaching Tips: Stop and Start Signals

Tuesday, June 26th, 2012

Spark Physical Activity Lesson PlansIn order to keep children on task and provide instruction during lessons, it is important to teach children to respond quickly and consistently to start and stop signals. This will allow more time to be spent on activity rather than class management.  There are many different types of stop and start signals.  There are many other types of signals you can use that are successful for preschool age children. We recommend using music as often as possible.  Music is fun, encourages movement and is easy to hear turn on and off.  Other ideas include:

Whistle cues
Claps and response claps
Visual signal (hold a hand up or turn the lights off and on)
Verbal cues (“1-2-3 eyes on me”)
Bang a tambourine or other musical instrument
For a sample SPARK physical activity lesson, Click Here.
    • Whistle cues
    • Claps and response claps
    • Visual signal (hold a hand up or turn the lights off and on)
    • Verbal cues (“1-2-3 eyes on me”)
    • Bang a tambourine or other musical instrument

For a sample SPARK physical activity lesson, Click Here.

Early Childhood Teaching Tips: Repeating PE Lessons

Tuesday, June 12th, 2012
Children enter preschool with different experiences and levels of exposure to physical activity. Lessons should be presented in a teaching progression to introduce and develop fundamental movement and motor skills which require repetition and practice. Teachers are the best judge of how rapidly to progress through lessons. Rather than moving on to the next lesson, repeating lesson segments using slight modifications may be beneficial in helping children feel successful. Keep in mind:
It is acceptable to repeat lessons or lesson segments to help children feel comfortable. Repeating activities children enjoy ensures they are having fun!
It is acceptable to repeat activities that children enjoy and are easy to teach. Avoid getting into the routine of repeating the same activity too frequently “just because” it is fun and easy to teach. Instead, use favored activities as “the carrot” to motivate and heighten enjoyment.
For a sample SPARK physical activity lesson that is fun and easy to teach, Click Here.

Repeating Lessons- Tips for TeachersChildren enter preschool with different experiences and levels of exposure to physical activity. Lessons should be presented in a teaching progression to introduce and develop fundamental movement and motor skills which require repetition and practice. Teachers are the best judge of how rapidly to progress through lessons. Rather than moving on to the next lesson, repeating lesson segments using slight modifications may be beneficial in helping children feel successful. Keep in mind:

It is acceptable to repeat lessons or lesson segments to help children feel comfortable. Repeating activities children enjoy ensures they are having fun!

It is acceptable to repeat activities that children enjoy and are easy to teach. Avoid getting into the routine of repeating the same activity too frequently “just because” it is fun and easy to teach. Instead, use favored activities as “the carrot” to motivate and heighten enjoyment.

For a sample SPARK physical activity lesson that is fun and easy to teach, Click Here.

Update on the 2012 Carol M. White PEP Grants

Wednesday, February 22nd, 2012
Latest news for the 2012 PEP Grants:

There will be no new PEP competition this year. Instead, the program will make new awards by funding down the slate of 2011 applicants. Therefore, no new or revised applications for PEP grants will be accepted in 2012. Applicants that did not win in 2011 may have the opportunity to receive an award in 2012, depending on the score from last year’s competition. Awards will be announced by 9/30/2012.

This information was received via email from the PEP Program Manager, Carlette Huntley.

Information for PEP Grant Applicants/Winners:
  1. New: Resource Guide for PEP Applicants/Winners Click Here
  2. SPARK alignment with national & state standards Click Here
  3. PECAT Reports for SPARK K-8 PE  Click Here
  4. HECAT Reports for our Health & Nutrition Partners (Healthy Lifestyle Choices and Healthy Kids Challenge) Click Here
  5. Denver Public Schools PEP Grant success story Click Here
  6. SPARK Assessment Tools Click Here

10 Ideas to Improve Your School’s PE Program

Friday, May 6th, 2011

SPARK physical education programs are designed to be more inclusive, active, and fun than traditional PE classes, helping students seek out physical activity and develop a lifetime commitment to wellness. Programs allow students to develop a variety of movement skills and teamwork capabilities so kids feel more comfortable in both group and movement environments, making them more likely to seek out these environments on their own or to be asked by others to participate.

Initiating a SPARK program is one of the best things your school can do to improve its PE program. SPARK was proven to work with both physical education specialists and classroom teachers. Today, after lessons learned from more than 20 years of ongoing research and field testing nationwide, SPARK PE is one of the best physical education programs in the world – a true solution to our growing problem of overweight and obese children.

The following ten ideas are taken from years of research and field-testing and provide examples of how YOU can improve your PE program.

1. Focus on lifelong activities rather than team or individual sports. While weight training, running, yoga, aerobics, golf, frisbee, tennis, and softball may all be considered team and/or individual sports, these activities tend to be carried over to adulthood more often than other competitive sports like football, basketball, soccer, and track and field events that kids may participate in during childhood and adolescence only. Click Here for sample SPARK PE activities and lesson plans.

2. Implement physical activities that children enjoy and will continue to seek out on their own. Of course we want kids to like PE class, but a better goal is to teach them movement activities they like so much that they want to do them at recess, after school, and at home as well, more than they want to play video games or watch television. Part of the trick is to emphasize “fun” over “exercise.”

3. Purchase physical activity equipment, including assessment tools. Providing equipment that enhances physical activities gives educators a wider range of choices for lesson plans during PE class. Purchasing assessment tools such as pedometers and heart rate monitors helps educators track student progress, and kids have fun tracking the number of steps or miles they can walk during a given time period. Click Here for information on the age-appropriate, content-matched equipment that SPARK recommends.

4. Break down larger classes into smaller groups. Budget cutbacks have left schools with fewer teachers and larger class sizes, making it more difficult to engage students. PE class is one area where it’s possible to break the class into smaller groups of four to six children per group, making it easier for kids to work on building their social skills and teamwork. PE class is the perfect place to provide a variety of activities in stations that kids switch up every ten minutes.

5. Provide weight and resistance training classes and equipment. More middle and high schools are offering weight training classes as an alternative to traditional PE classes, teaching a specific area of lifelong movement and exercise that kids often carry with them into adulthood. Elementary schools that are able to purchase some weight and resistance training tools can offer a shorter, four to six week program to give kids a taste of their future physical education class options.

6. Include activities for all students. Some kids are more athletic than others, and some children have developmental issues or physical disabilities that make it harder for them to participate in traditional PE class activities. Physical education programs should focus on providing a variety of movement-based activities that will allow everyone to be involved and even challenge some of the more fitness-inclined kids with activities they’re not familiar with.

7. Provide professional development for teachers. Educators that are specifically trained in physical education still need continuing education to keep them up-to-date on everything from new, innovative PE lesson plans to current health and nutrition information. Likewise, other teachers around the school can be trained to integrate physical activity, health, wellness, and lifestyle into traditional classes like reading, writing, arithmetic, and science.

8. Take a holistic approach to wellness and well-being. Creating healthy, happy children with good habits they’ll carry over into adulthood isn’t limited to physical education, movement, and activity, although these are excellent places to start. PE classes can broaden the variety of topics they teach with healthy lifestyle approaches, and the entire school can get involved by teaching these same concepts in social studies, science, and even humanities-based classes.

9. Integrate health and nutrition programs into PE classes and classroom-based classes. Health and nutrition are just as important to healthy lifestyles and lifelong wellness and physical activity and movement, so PE classes are a great place to begin teaching kids these concepts as well. Of course, we don’t want to take movement time away from kids when it’s so limited already, so schools who can integrate separate health and nutrition classes into the curriculum will produce even healthier kids. A four to six week block in a science or social studies class is the perfect place to start.

10. Provide assessment initiatives. Improving PE programs is only part of the battle. Your school will want to find a way to assess and evaluate students’ levels of fitness, in order to identify areas in which progress was successful and other areas in which improvements still need to be made. Click Here for information on the assessment tools that SPARK uses.

Fueling Student Success with Food and Fitness

Wednesday, November 10th, 2010

Brain breaks for better focus and concentration…

Healthy eating messages sprinkled throughout the school hallways, cafeteria, and classrooms…

Nutrition education woven into PE and core curriculum K-12…

Where is this happening? Check out West Orange, New Jersey school district!

“Teaching our students to maintain a healthy balance with eating and exercise is our top priority. The SPARK program is helping provide the tools and training to achieve this goal”, shared Corinn Giaquinto, Health and Physical Education instructor, Thomas Edison Middle School, West Orange, New Jersey.

Hats off to Thomas A. Edison Middle School and their entire school district in West Orange. The district has been using SPARK in their physical education department for some time and recently received a grant from Mountainside Health Foundation to fuel student success by adding nutrition education.

Vickie L. James, Registered Dietitian and Director of Healthy Kids Challenge (HKC), the exclusive nutrition education partner for SPARK, was the trainer for the West Orange training, the first ever SPARK and HKC nutrition education training.

“From classroom to PE to wellness council members K-12, the representation and enthusiasm shown at the workshop tells me the commitment this district has to student wellbeing. They truly understand the strategy of using good nutrition and physical activity to create a culture of health in the schools that can do nothing short of fueling student success. This was the first of many great moments down the road for West Orange Schools.”

If your school district is ready to accelerate student achievement by combining physical activity and nutrition education, contact SPARK today. Full day SPARK/HKC nutrition education trainings as well as a new nutrition curriculum in three grade ranges, K-2, 3-5, and 6-8 all are available through SPARK.  Healthy Kids Challenge trainings are tailored to meet school needs for successful implementation of realistic wellness policies, school improvement plans, and TEAM Nutrition guidelines. And SPARK/HKC help you achieve the required criteria for the HealthierUS School Challenge program.

The HKC curriculum, Balance My Day, was developed to align with all HECAT (Health Education Curriculum Analysis Tool) standards for nutrition education. This is a new requirement for PEP grant awardees and you won’t find many nutrition education programs that address it.

Stay tuned for exciting happenings and updates from West Orange schools! SPARK and HKC wish them well in their commitment to student health!

Schools Add Skateboarding to Kids Classes

Tuesday, November 2nd, 2010

Not too long ago, schools and city councils across the United States were at odds with skateboarders. We’ve all seen the signs banning skateboarding from school and public premises: “Absolutely No Skateboarding,” “No Skateboarding, Biking or Rollerblading Allowed,” etc. Some places, such as Center City Philadelphia, have gone so far as to ban skateboarding from all public property, including sidewalks! Yet skateboarding has still remained a very popular sport amongst children and young adults. And recently, many schools have actually introduced skateboarding to their Physical Education curriculum.

Schools Add Skateboarding to Kids Classes
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Schools across the United States are revamping their P.E. curriculum and exchanging traditional competitive team sports for more alternative and individualized sports such as skateboarding. Advocates for the new P.E. claim that sports such as skateboarding appeal to children who aren’t natural athletes and who don’t enjoy traditional competitive, full-contact sports, for instance, soccer and football. One statistic found that as few as 10% of school-aged children are natural athletes who enjoy competitive contact sports. Advocates claim that exposing these children to a sport like skateboarding promotes a more active lifestyle inside and outside of the classroom. Children who aren’t interested in competitive sports are more likely to go home and participate in a more individualized activity, like skateboarding, once they have been exposed to it in school.

There is a huge push for schools to promote active lifestyles in young children because child obesity is still a very serious concern in the United States. The Center for Disease Control in Atlanta, Georgia reports that almost 20% of children between the ages of 6 and 19 are considered obese. In addition, the overall child obesity rate has tripled over the last thirty years. A healthy lifestyle includes not only healthy eating habits but also regular physical activity. Because of the child obesity epidemic, many schools have introduced health classes that stress good eating habits. Children must also be taught how to integrate exercise into their daily routine. Therefore it is essential that children are introduced to a variety of sports—skateboarding included—at an early age in order to find sports that appeal most to them.

Schools Add Skateboarding to Kids Classes
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This new P.E. program has been introduced to a variety of schools across the country, including schools in New Jersey, New York, California and Minnesota. It has been met with rave reviews by both P.E. instructors and students. Skateboarding has been a particularly successful part of the new program. Teachers who are in their twenties and thirties most likely grew up with skateboarding and so the program is just as exciting for young teachers as it is for students.

Most importantly, skateboarding is a great way to exercise and have fun at the same time. It has been proven to increase balance, agility, coordination, and reaction time. It specifically targets the leg muscles and core muscles. More advanced skaters who are able to perform tricks and grabs also use their arm and back muscles. Skateboarding for twenty to thirty minutes is a great form of cardiovascular activity that increases the heart rate while burning calories and developing muscle. Perhaps one of the best side effects of skateboarding that teachers have noted is improved self-esteem in children as they get better and better. Beginning students, who could barely stand on a skateboard on day one, are skating laps around the gymnasium by the end of the program. In the process of learning to skateboard, students learn that hard work and perseverance pay off.

Schools Add Skateboarding to Kids Classes

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One of the main drawbacks to introducing a skateboarding program to a school is the cost. Many schools have been faced with tough budgets over the last few years. And unfortunately, safely learning how to skateboard requires quite a bit of equipment: skateboards, helmets, wrist guards, elbow pads and knee pads. Skate Pass, a Colorado-based company, offers skateboarding “curriculum kits” for approximately $3,000 which include enough equipment for twenty children.  The kit includes skateboards that are specifically designed with young children in mind, and wheels that won’t mark up gymnasium floors. They also provide specific curriculums for beginner, intermediate and advanced students. Schools that have found money in their budgets and implemented a skateboarding curriculum of some kind have found that students’ reactions are incredibly positive.

Once viewed as a troublesome and meaningless activity, skateboarding is now being recognized as an engaging form of physical activity for children. It is an effective form of exercise and builds self-esteem in school-aged children. P.E. teachers are recognizing that competitive full-contact sports don’t appeal to everyone, and they are beginning to introduce alternative programs that promote individuality. Although the cost of implementing a skateboarding program is quite high, the results seem to outweigh the financial burden. Students are more engaged in physical activity, and they learn that exercise can be fun.