Posts Tagged ‘physical education blogs’


Parent Tips: Helping Your Child Overcome PE Anxiety

Wednesday, February 5th, 2014

If your child experiences anxiety about PE class, you can make a huge difference—not just in their PE experience, but in their life as well—by helping them through it. Not only will your child learn to overcome fears and gain self-confidence, but they’ll get the all the benefits of PE too. After all, physical education is an important aspect of any child’s life, teaching them long-term healthy lifestyle habits, reducing sedentary time, increasing academic performance, and teaching other valuable lessons like teamwork, persistence, and goal setting.

Your child is not alone—many kids experience anxiety about PE for many different reasons, and the best thing to do is help them overcome their fears to grow and learn. Keep reading to learn how you can help your child feel confident when it’s time to go to physical education class.

Determine the Reasoning

Whether you begin to notice your child’s grades slip in PE or he even voices the fact that he does not like physical education class, it is important to first determine the reason why this is the case. Getting to the bottom of your child’s source of anxiety or animosity towards physical education class can help you to come up with the proper solutions.

There are many common causes of PE anxiety in children and teens. Some of the most common include:

  • Lack of confidence in physical ability
  • Fear of being picked last for teams
  • Self-consciousness about one’s body
  • Being bullied in school

If you are unsure of your child’s reasoning for disliking physical education class, have an honest and open conversation. It is important to be as open and non-judgmental as possible so that your child will have a better chance of opening up to you.

Speak with the PE Teacher

Once you are sure of your child’s reasons for having anxiety over PE class, it may be a good idea to schedule a conference with his or her physical education teacher. The teacher may be able to tell you things about your child’s performance that you were unaware of. For example, perhaps your child voiced to you that he does not like PE because he hates running. To your surprise, the physical education teacher may tell you that your child is one of the best runners in the class but fails to reach his full potential because he is worried about being made fun of or looked at differently because of his abilities.

Furthermore, speaking with the physical education teacher can be a great way to alert the teacher to problems he or she may not be aware of. Perhaps the teacher does not know that the child has PE anxiety. By working with the teacher as a team, you may be able to form a game plan together to make your child feel more comfortable and perform better in PE. After all, your child’s physical education teacher ultimately wants your child to perform well in the class.

Work on Stress-Relief Techniques

Consider working with your child to develop some techniques for relieving stress and calming down when feeling anxious about PE. Practice taking deep breaths with your child, explaining how taking even just three deep, cleansing breaths can help them on the spot when those anxieties pop up.

Help Your Child Find a Niche

If your child has anxiety because of a perceived lack of athletic ability, start by explaining that they don’t need to be excellent at sports to fit in at school. Help your child understand that they aren’t alone by describing uncomfortable moments you had in PE—being picked last for a team, not being able to get the hang of a sport, etc.

To help him or her gain confidence, however, do what you can to help your child find physical activities that he or she truly enjoys. Whether it is playing a game of soccer, going for a jog, or signing up for karate or dance class, making sure that your child has at least one physical activity that he or she truly enjoys is important. Not only will this help them feel more confident at school, but it teaches the value and joy of exercise.

On that note, it is also important to make sure that your child has plenty of time to explore different physical activities. If his or her schedule is jam-packed with music lessons, homework, church, and other activities, take a step back and re-assess your child’s schedule. He or she may be feeling understandably overwhelmed. Make sure that your child still has time to be a kid and have fun while getting a workout in the process.

Boost Your Child’s Confidence

The reality is that most children tend to overthink social situations, especially ones in which they are worried about being embarrassed. This is especially true in PE class. So what if your child cannot do the most sit-ups in the class? More than likely, nobody else is counting expect for the teacher.

Teach your child that it doesn’t matter if they are the best, worst, or somewhere in between at a sport or skill—the only thing that matters is giving it a good try. Confidence isn’t about knowing you’re the best. It’s about knowing that you can give something your best shot—or even just a shot at all.

Lead by example. Be open and willing to put yourself in positions that test your own confidence. Show your child that you don’t take yourself too seriously—that you are free to be yourself in any situation, whether people might be watching or not.

Practice Together

If your child feels anxiety about certain sports or skills, take time to help them improve—even if you aren’t so great at it yourself. In fact, this can be better because you will be learning together and showing your child that it’s okay to be a beginner.

Having someone to learn and practice with—especially a parent—can make a world of difference.

Overall, many children face PE anxiety; it is especially common among middle school and high school aged children, but it can happen at any time. It is important that you are proactive in helping your child tackle his or her anxiety for maximum success in physical education class. By finding out what the root of your child’s anxiety is, consulting with his or her teacher, and working one-on-one with your child to develop stress-handling techniques and self-confidence, you can get your child on the path to success in no time.

SPARK & Skillastics Team-Up to Get Kids Active

Friday, May 6th, 2011

SPARK is proud to announce a partnership with Skillastics, the leader in engaging, reinforcing, and assessing large groups of children PreK-12 in standards-based fitness and sports specific skill development activities.

Skillastics, now a SPARK Recommended Resource, will enhance SPARK activities by providing an additional assessment tool, allowing the instructor the freedom to view a large amount of children engaging in activities supported by a SPARK lesson. This partnership was formed to foster greater access to quality physical activity solutions for schools and community-based organizations nationwide.

SPARK Executive Director Paul Rosengard adds, “I’ve been a big fan of Sandy (Spin) Slade and Skillastics for a long time. Their products are an excellent supplement for our SPARK teachers and youth leaders and I recommend them highly. I’m especially excited about Skillastics’ application in after school environments where space limitations and instruction of children from multiple grade levels are common place.”

Skillastics is considered a “new and improved twist” in circuit training, and allows 1 to 100 children of varying ages and athletic abilities to participate and enjoy being active at one time. They provide solutions for physical education, after school, and early childhood programs.

Their newest offering, “Character is Cool”, is designed as a teaching tool to help children interact positively with one another while participating in cooperative fitness activities that emphasize character traits such as good sporting behavior, respect, responsibility, teamwork, caring and honesty.

Since its introduction in 2003, Skillastics is enjoyed in over 20,000 physical education classes, after school programs, and community-based organizations throughout the world!

For more information on Skillastics please visit www.skillastics.com.

Physical Educators: Team or Group… What do YOU Think?

Thursday, March 3rd, 2011

Forward by Paul Rosengard

Over the years, physical education has been inextricably linked with athletics and “assigned” its own, unique vernacular:

“Drop and give me 20!”  “You throw like a girl.” “Take another lap around the track.”  “Winners always watch Glee and losers tape Sportscenter.”  OK, I made that last one up – but it’s really just as silly and wrong as the previous three examples…

If you know SPARK, you may have recognized that we make a conscience effort to change the way we (physical educators) speak to their students.  We suggest using ahead or behind — instead of winner and loser.  Loops around a health circuit — instead of laps around a track.  Anything to separate today’s physical education, from the clichés associated with the “old” PE.

Recently, we started discussing whether it’s better to use the words group and groupmates, instead of team and teammates – even with high school age students.  Not surprisingly, we had some differing opinions, so I thought it would be good to solicit the opinions of others.  Joe Herzog made the time to share his thoughts and I am appreciative.  He graciously agreed to let SPARK print his words and they’re featured below.  Thanks for making the time to read it – and then let us know what YOU think? Agree or disagree? Let’s keep the conversation going in Facebook and Twitter as well…

Blog Article:

It was less difficult for me and my colleagues to divest ourselves of the term “team” because we restructured our curriculum making it greatly devoid of the traditional “team” games. The only “Team” game I played was “Ultimate Frisbee” and even then it was a four goaled game in which teams didn’t actually exist.  It was our goal to turn away from the traditional “team competition” concept and guide our students toward a more intrinsic, self motivated personal change “competition.” Working with inner-city kids who had huge allegiances to professional sports teams, it was at first a challenge, but as personal improvement, personal challenges, self-investigation and cooperatives became fun, challenging and introspective, we saw fundamental changes in attitudes and behaviors.

Thus we knew that it was possible to run a viable, successful program without being, or without essentially using “team” in any of the common concepts. We used “groups”, “families”, “buddies up” and “brothers ‘n sisters” with some co-ed groups. Actually all of our groups were co-ed and that as well made it somewhat easier to move away from the traditional team sport competition concept and go to dual and individual challenges and personal goals and improvement.

We did discuss, with our students, the difference between physical education and athletics; how and why they were different and why learning and developing specific skills and learning how to work together was of significant benefit to them IF they chose to participate in athletics. Something must have worked, because in the fourth year of our new school (from a 9th grade only to a 7-8 middle school) our athletic participation more than doubled.

We discussed with our students why cooperation worked better in the workplace than competition; that competition between businesses was a natural and often unspoken outcome in the fight to gain economic advantage, but that within the business itself, cooperative effort toward a common goal made for better products, a better working environment and a more successful business, which usually meant more profit and better working condition for workers.

Our philosophy was that a confident, knowledgeable student, at ease with who he/she was could move forward into intra-murals or into athletic competition and work well with others and not be afraid to make extra effort or not be afraid to fail because they recognize what those concepts meant in the whole process of health/fitness, challenge and successful group outcomes. The use of the term “team” in intra-murals is a natural outcome of the iconic status of team sports in the United States (and world wide, as well). Curiously we didn’t have much of an intra-mural program (mostly at lunch) because the vast majority of our kids either went out for a sport team or they were in the classroom after school being tutored, under going remediation, being counseled or they went directly home and had to baby sit younger siblings.

We tried to produce a program that was both physically and intellectually challenging to our kids, to provide them with a curriculum (and a fair amount of choice in activities–in a carefully constructed program) that they enjoyed and we made it as cross-curricular as we could so kids could connect P.E. with the classroom. That concept worked well because we had an admin. and a “classroom” teaching staff that bought into the concept.

Getting away from the team competition concept and the use of the term “team” in fairly short order was not difficult. It certainly served our program and our students (and the community at large, it seems) quite well. As our students bonded our suspension/expulsion, one of the highest in the district dropped to 3rd lowest and our attendance went from one of the worst to just short of the best (with crime in the neighborhood dropping significantly, at the same time.) I’m not suggesting we did all of this ourselves. There was a world of help and cooperation (there’s that word again) from a variety of on and off campus resources, but we think our philosophy provided the initial impetus to get it all started.

Joe

Joseph E. Herzog, Neurokinesiologist
Chair, Region 28, CAHPERD
Pres. Fresno Alliance for Phys. Educ./Athletics
Senior Advisor, Fit4learning
2010 CAHPERD Honor Award

“You can learn more about a person in an hour of play, than in an year of conversation.” Plato

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!

Welcome to our first SPARK Blog!

Wednesday, February 11th, 2009

Girls Just Wanna Have Fun: I heard this Cyndi Lauper song on the drive to SPARK this morning, and thought about how much we are asked to quantify and evaluate every little thing our students do these days. Don’t get me wrong, I’m all for assessment and having standards to guide instruction, yet I wonder if sometimes we’re losing sight of what makes kids (and Cyndi) want to be active in the first place — having fun?

Sure, that’s one of the differences between physical education and physical activity, yet, as physical educators, isn’t it possible for us to get so caught up in assessment and demonstrating student learning that our classes become counterproductive? Ultimately don’t we really want students to move and enjoy it without feeling we’re counting every little step they take (last pop culture reference I promise…)? And I think Cyndi knows boys just wanna have fun too. Please think about the mixed message and share your thoughts with us.

Fitness for Fitness Teachers: I always enjoy my annual trip to Florida AAHPERD and spending time laughing with Patty Lanier. Patty is one of our terrific SPARK trainers and after a 20-year career teaching elementary PE, she went to the University of Central Florida where she instructs methods classes to future teachers — among many other things. Patty and I workout together in the am before the conference and discuss our pet peeve: Why aren’t more of our colleagues in the gym with us? It’s obvious when you attend conferences that many of our best and brightest are not exactly scoring 10’s in the role model department. Patty and I think we need to walk the talk. What do YOU think? Should NASPE sponsor some type of recognition for physical educators who maintain healthy lifestyles (consistent training schedules, BMI”s within respectable limits, etc,)? Should we have to submit to testing like our students and achieve a certain fitness standard? Aren’t fire and police people required to stay in shape to do their jobs?
Let us know YOUR thoughts.

-Paul Rosengard