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hey everybody welcome I'm Judy loano
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past president of shape America
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supervisor of health and physical
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education and president of HP Solutions
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Consulting I am so excited to be here
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live at Quaver Con in the very beautiful
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very hot Nashville
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Tennessee I'm also excited to spend this
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time exploring the recently released
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shape America National Health and
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physical education standards as
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Educators we have a remarkable chance to
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shape the wellness of every child
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through the use of these Innovative
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holistic
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Concepts the new standards usher in a
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new future for health and physical
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education that connects our content with
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the whole
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child thanks to years of hard work and
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tons of input from every fact of our
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field two separate but connected task
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forces came together to bring us the new
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National Health and physical education
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standards which launched at the shape
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America Convention in Cleveland Ohio
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back in March
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2024 many sessions over those five days
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were dedicated to not only unpacking
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these standards but bringing activities
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to life at each of the grade level bands
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shape America continues to roll out
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resources and information about the
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document through Educators toolkits
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which I will share a little later and
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even a deeper dive into the standards at
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a summer Institute later this month in
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Minneapolis the message that is embedded
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in both health and PE is Crystal Clear
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you cannot teach the child if you don't
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know the
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child the new standards truly place this
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emphasis on the whole child now this
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approach to our field is certainly
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nothing new but when it comes to the
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priorities around our instruction it
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begins and ends with what's going on
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inside the child's heart and
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mind it's from there that all the truly
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magical things that health and PE have
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to offer come to life so why don't we
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have a
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look the national standards in physical
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education have truly met the teacher on
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the ground with a continued emphasis on
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cognitive effective and psychomotor
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competencies these standards ask the
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teacher to reflect on what motivates a
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child to move and encourage interaction
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between and among their
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peers the first of the four standards
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asks us to do what it is we do best
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which is to teach and assess a variety
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of developmentally appropriate motor
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skills so that schoolage children can
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move confidently and
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safely standard two ensures that we
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teach what we want kids to know about
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movement instructional activities and
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more for example although it's not as
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relevant anymore to teach about the
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history of Sport the length of courts or
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the height of the basket it is still
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critical that kids know how to play a
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game know the rules how many players and
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how the points are scored this not only
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allows them to play the game but also
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prepares them to be a competent
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spectator of sport later in life in this
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standard we would also expect students
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to be able to identify by proper skill
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cues for a variety of movement skills
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cues such as feet shoulder width apart
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squared shoulders the follow through
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this second standard is a cognitive
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standard to help students frame why they
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are moving in a specific
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way standard three is among the most
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important aspects of our teaching it's
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easy to feel like instruction is always
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being interrupted every time we have to
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stop a lesson to teach kids about
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getting along or resolving a conf
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not anymore each time you give kids the
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opportunity to interact with their peers
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you are opening the door to reaching
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competencies associated with standard
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three sportspersonship teamwork
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collaboration communicating conflict
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resolution kindness and
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more last but not least standard four
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the self-reflection
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standard one of the most important
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things we can do for younger School AG
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children is to give them the affirmation
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and support they need to feel as if they
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belong in PE at the end of the day it
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all comes down to how a child is feeling
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when they step onto and off the gym
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floor court or
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field you know I'm reminded of this very
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Point as I recall a Time recently when I
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was observing in a third grade PE
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classroom the teacher was announcing the
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rules and procedures for a specific tag
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game that involved running from one
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place to another as the game began I
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remember a little girl immediately
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walking to the corner of the gym and
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facing the
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wall I was thinking to myself oh I
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wonder what's going on inside of her
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fear
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embarrassment
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sadness was she already feeling defeated
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because in her mind she couldn't keep up
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with her
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peers it's moments like these that we
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remember how important it is to know
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every child and how very significant it
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is that the standards have asked us to
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amplify that message if this was one of
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your students what might you say to
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reassure and motivate
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them you know a term that's being used
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in relation to our standards is
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Meaningful PE simply stated it's a term
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to remind teachers that students should
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experience six essential things when
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they interact in our classes social
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interaction
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challenge fun motor competence
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personally relevant learning and
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Delight I love the sound of that do you
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know whether your students are checking
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off those things it's never too late to
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ask them as an administrator that's
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actually what I I did I questioned
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students in the classroom I would always
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ask them you know what are you learning
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today do you know why you're learning it
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is it fun is it boring I would observe
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what they said to each other and watch
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what they were doing if you really want
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to know how to improve your practice
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always survey your students on those
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questions that meaningful PE asks us to
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focus
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on now let's look at health education
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these eight standards should look
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familiar to us as there is a continued
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emphasis on skill-based health
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education what I like most about the
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continuation of these competencies is
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that each of them includes the phrase to
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support the well-being of self and
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others when I think about the impact of
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that statement in relation to teaching
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students about themselves the people
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around them and the world they live in
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it becomes clear that we are talking
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about lifelong lessons and habits of
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mind that will be internalized for
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Life the constant message in these
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standards is that it's the skills that
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students practice that help them
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navigate their health
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so today I'd like to introduce you to my
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four buckets that truly represent for me
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what I think both the health and
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physical education standards are trying
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to communicate with teachers on the
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ground I love
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buckets these buckets when written into
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your lesson plans should represent the
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teacher attempt to get kids thinking
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feeling reflecting and
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doing let's break it down and see how
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each standard fits into the
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buckets my first bucket is the cognitive
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domain we know this one
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well so let's take a look what do we
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want kids to know in PE I don't know
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that might mean what we want them to
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know about a game there we go about the
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rules I love it how about the
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scoring in health what we want them to
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know about identify
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poison about a specific
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drug about resolving a
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conflict about brushing their
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teeth this bucket is truly about
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knowledge and offers up the opportunity
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for children to build both health and
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physical Literacy for a
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lifetime examples here in the form of
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essential questions could include what
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are the steps for washing your hands or
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what are the skill cues for the
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underhand toss
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it could include questions such as what
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are the components of my plate or how
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many players are on a basketball
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team in order for our students to be
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able to apply the knowledge they first
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have to have a thorough understanding of
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what they are learning about to walk
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away with an understanding of why these
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concepts are
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important in physical education for
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example they learn the benefits of
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participating in a variety of activities
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and those benefits can motivate them to
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make healthier Cho choices in life even
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when they're hard and even when they're
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not as
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enjoyable for example we know many
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students don't enjoy the mile
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run however when they learn about how
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running strengthens their heart burns
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calories Etc then maybe they'll be more
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likely to participate in that
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activity in health maybe your students
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will never smoke because they learned
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about all the negative impacts of
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smoking and that it has on their bodies
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in addition they and also share what
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they've learned with others to either
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prevent them from smoking or help them
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to
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quit this cognitive domain is an
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essential part of our teaching because
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it grounds Us in the why why are we
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learning this how will it affect my
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health and my life in a positive way
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this is the domain that has kids
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explaining describing
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identifying in what ways do you
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represent this domain in health and PE
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in your lessons please feel feel free to
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share your with your colleagues in the
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chat now my second bucket is all about
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the verbs it's the doing it's the show
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me bucket practicing and Performing
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skills in physical education not much
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has changed
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here we're talking
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about exploring space and
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Direction dribbling passing and shooting
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with the hands and feet we're talking
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about striking with long and Shand olymp
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ments and we're talking about
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incorporating Fitness throughout the
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curriculum and much
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more at the elementary level these
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movement concepts are foundational to
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all that comes later we are building
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confidence and competence and bringing
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meaningful experiences to the young
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learner that helps them develop that
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internal Joy of physical activity that
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we want them to sustain for a
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lifetime now in health education the
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skill-based model continues with the new
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National Health standards
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standards are clear that we continue to
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embrace specific
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skills skills like interpersonal
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communication decision
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making demonstrating specific
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behaviors goal setting analyzing
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influences and
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advocacy the cycle motor domain sets us
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apart from any other academic subject in
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school and creates an environment for
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kids where they learn by
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doing moving the body is a critical part
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of the human
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condition and it's Timeless ageless and
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forever in what ways do you represent
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this domain in health and PE in your
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lessons please feel free to share with
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your colleagues in the
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chat the third bucket is truly my
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favorite one it's about the social
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interaction between and among
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peers this third bucket is important
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when we think about how often kids are
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beginning to think about abandoning the
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joy of play especially at the Upper
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Elementary level for the use of a cell
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phone as they enter their
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twins this bucket represents the
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relationship not only between peers But
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the teacher and student interactions as
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well we navigate these moments
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constantly as a natural part of our
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teaching but we probably never really
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gave it a name
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the news standards these moments are as
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important as anything else happening in
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your classroom these are the types of
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behaviors that teachers can both see and
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hear in physical
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education things
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like
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laughter
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frustration
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conflict
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teamwork how
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about
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sportspersonship kindness
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bullying
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collaboration
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and
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communication how many times have you
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officiated an exchange between kids
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about whether the ball was in or
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out how often do you intervene when kids
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are saying unkind things to each other
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this bucket around social skills opens
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up a ton of opportunities to actually
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incorporate these Concepts in our
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teaching for example in PE maybe one of
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your objectives is to be sure to fist
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bump or high-five at least two teammates
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during the course of a
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game maybe it's to say a kind word to at
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least three players on the other
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team in that type of lesson closure you
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would have a wonderful opportunity to
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explore how it makes kids feel to say
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kind things and also how it feels to
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receive an act of kindness
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in health education I think about the
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social interactions that are available
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to us through the use of role plays and
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open-ended
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scenarios questioning techniques such
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as let me go back to my buckets got to
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go back to the buckets such
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as what if a friend is asking you to do
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something you don't want to do oh
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boy what do you say oh boy how do you
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practice and what do you do
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in those social
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situations it's all about how we get
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kids to show us what they truly
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know the social skills bucket offers the
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opportunity to help kids develop
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essential life skills through our
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content that they quite honestly can't
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find anywhere else health and PE are
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truly the birthplace of social emotional
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learning in what ways do you represent
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social skills in health and PE in your
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lessons please feel free to share with
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your colleagues in the
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chat now our final bucket is the most
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important bucket it's the personal
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responsibility bucket it's where
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students decide to take what they learn
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in class and apply it in aspects of
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their lives
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forever in order to do this our job is
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to get them hooked now we can do this by
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making health and PE meaningful and
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engaging it's all about how our students
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think and feel about themselves in
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relation to all that they've learned as
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they walk out of the classroom on any
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given
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day let's take a look questions that
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they could be asking themselves such
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as are they feeling
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confident do they feel a sense of
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belonging are they affected in a
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positive way about the information
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they've taken in on any given topic game
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or
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skill for me this is where it all begins
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you know feelings like are they
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sad are they happy are they
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motivated are they
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excited are they confused or
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bored it's imperative we build the
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lessons with instructional strategies
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that help us ask and answer these
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questions
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when we're mindful about these questions
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through the use of exit slips and turn
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and talk opportunities for example we
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get kids communicating about their
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experiences in both health and physical
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education as a lifelong administrator
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and evaluator of instruction teachers
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most want to hear from me about what I
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think of their lessons and I used to
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always tell them that the real experts
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on their instruction are the children in
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their
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classes don't be afraid to ask
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them what they think and feel about the
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games the activities the topics you're
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teaching ask them what it is they most
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want to do what they most want to
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know create that environment where the
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children become stakeholders in what's
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happening in their
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classroom after all you know teaching
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and learning is about them not about
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us this bucket on personal
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responsibility is where kids internalize
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health and wellness messages for life
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this is the domain that truly sets their
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feet on the path of health and physical
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literacy in what ways do you facilitate
00:18:06
personal responsibility in health or PE
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in your lessons please feel free to
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share with your colleagues in the
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chat you know now that we've explored
00:18:17
the buckets it all comes down to how
00:18:20
beautifully balanced these standards are
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in terms of reaching the whole
00:18:24
child it's a shift in thinking and
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instructional delivery about embracing
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the fact that what goes on inside the
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student is equally as important as what
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we see and hear in the classroom or on
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the gym
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floor you see that's the way we get to
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the bottom of what motivates kids this
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is the way we get to know them and build
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that ever important Bond of
00:18:45
relationships relationships which we
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know are foundational for all teaching
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and
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learning the new standards open up that
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opportunity for us and steer us toward
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asking different types of questions and
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assessing every facet of a child's
00:19:01
experiences now you're probably sitting
00:19:02
there thinking to yourself well this is
00:19:04
all a no-brainer Judy in your classroom
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and if that's the case then these
00:19:08
standards have finally caught up with
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you I remember a teacher saying to me
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recently that if you're doing the right
00:19:15
thing in the classroom you don't really
00:19:17
have to learn or study these standards
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they back right into what you're already
00:19:22
doing so now that we've unpacked a
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little bit let's see what it looks like
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in the classroom
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let's explore the standards now and see
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how we can address them in a lesson
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let's first look at standards one and
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two developing a variety of motor skills
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and applying knowledge related to
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movement and Fitness
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Concepts now let's see it in action with
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a lesson on hand
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dribbling take a look at this second
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grade lesson dribbling while
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walking here we are setting kids up for
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what to expect with standards one and
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two developing and applying the skills
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of
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dribbling now let's play the dribbling
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while walking skill demonstration from
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this
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lesson hand dribble
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walk this is how you dribble while
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walking ready
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get you notice how the cues are given
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verbally to assist our auditory Learners
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and a demonstration assists our visual
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Learners these verbal and written
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directions speak directly to standard
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two bend the knees hold the ball by your
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side dribble at your side using your
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finger pads eyes up standard two is
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clearly represented how do I stand what
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position is my head how high do I
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dribble the ball all C cognitive when it
00:21:00
comes to performing the cues we can see
00:21:02
standard one in the next progression the
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show me standard where kids are given
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the opportunity to practice what they've
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learned let's have a look at an activity
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called dribble and
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spell PE diagrams dribble and spell
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instructional
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activity this instructional activity
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develops hand eye coordination and D
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iing with one hand while controlling the
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ball the equipment needed for this
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activity is a basketball and a poly spot
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to set up write a word on a piece of
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paper and tape it to each poly spot or
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write on the poly spot itself with a dry
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erase marker spread the poly spots
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throughout the play area give each
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player a ball and ask the players to
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stand near a poly spot on the teacher's
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signal players will begin dribbling the
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ball players will bounce the ball one
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time for each letter as they spell out
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the word if a player loses their dribble
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they must move to a new poly spot and
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try again bonus challenge encourage the
00:22:17
players to keep track of how many words
00:22:19
they spelled during the
00:22:21
activity all right Players let's spell
00:22:24
it out
00:22:28
this is where those I can statements
00:22:31
from the start of this lesson tie in I
00:22:34
can dribble with one hand while walking
00:22:36
in my own space I can dribble with one
00:22:39
hand while walking with other students I
00:22:41
can follow directions and
00:22:43
rules we took a look at the application
00:22:45
now of Standard 1 and two with a primary
00:22:48
grade lesson so now let's look at the
00:22:50
Upper Elementary grade lesson that
00:22:51
demonstrates standards three and four
00:22:54
that would be developing social skills
00:22:56
through movement and the personal SK
00:22:59
skills let's see a third grade PE lesson
00:23:02
on sporting behavior that demonstrates
00:23:04
these two
00:23:06
standards this lesson educates students
00:23:09
on good sporting
00:23:11
habits this activity demonstrates
00:23:14
through pictures and discussion on what
00:23:17
sporting behavior is and why rules exist
00:23:21
the consequences of breaking rules what
00:23:23
respect looks and feels like for all the
00:23:26
stakeholders in a game and finally a
00:23:30
segment on how students should treat
00:23:31
each other as they would want to be
00:23:34
treated it even introduces specific
00:23:37
Concepts around how students can support
00:23:39
and encourage each other uh with
00:23:41
different dis with different abilities
00:23:43
and skill levels through encourag grams
00:23:46
to apply when they've learned about
00:23:48
sporting Behavior this is standard
00:23:52
three there's a focus on enjoying the
00:23:55
game playing well with others and on
00:23:57
success ful individual plays and
00:23:59
interactions rather than the outcome of
00:24:01
the game when it comes to winning and
00:24:04
losing how to win with Grace and lose
00:24:07
with
00:24:08
dignity additionally we can see a
00:24:12
worksheet addressing standard four when
00:24:14
students are asked to answer prompts
00:24:16
around how movement makes them feel this
00:24:19
is an activity that helps students
00:24:21
reflect on how movement affects their
00:24:23
health it's an example of one way to
00:24:25
make classroom instruction personally
00:24:28
relevant for your students and ensure
00:24:30
that we have that meaningful PE
00:24:33
program now let's have a look at Health
00:24:36
the health
00:24:38
standards let's take a look at how a
00:24:40
kindergarten lesson on the importance of
00:24:42
sleep meets standard one five six and
00:24:47
seven that's using Functional Health
00:24:49
Information decision making goal setting
00:24:52
being able to demonstrate and practice
00:24:55
these
00:24:56
behaviors in this segment we discover
00:24:58
the benefits of
00:25:01
sleep let's click on an image of the
00:25:05
brain here we discover that sleep helps
00:25:08
us
00:25:10
focus and then let's happen to see what
00:25:12
happens when we click on the
00:25:16
clock of course sleep helps our body
00:25:18
recover from the day's
00:25:21
activities kids are learning Functional
00:25:23
Health Information here which is
00:25:24
squarely standard
00:25:26
one now let's practice the skill of
00:25:29
developing a bed bedtime
00:25:32
routine let's see H first maybe I want
00:25:36
to turn on off my
00:25:39
device there we
00:25:42
go then I think I want to use the
00:25:46
bathroom perhaps next I'll decide to
00:25:49
brush my
00:25:52
teeth and then I'll put on my
00:25:56
pajamas cool and then you know after
00:25:59
reading a good
00:26:00
story H my last activity is going to be
00:26:03
to say good
00:26:05
night this skill practice fits squarely
00:26:07
with standard five decision making by
00:26:10
asking kids to think about what
00:26:12
activities will be part of their routine
00:26:15
it also aligns with standard six goal
00:26:17
setting as students decide for
00:26:19
themselves how often will I stick to
00:26:22
this routine and for how
00:26:24
long finally it also aligns with
00:26:27
standard seven
00:26:29
as students demonstrate how to create an
00:26:31
actual bedtime
00:26:33
routine let's explore one final lesson
00:26:35
today to demonstrate how to apply
00:26:38
standard two analyzing our health
00:26:41
influences in this next quavered Health
00:26:44
lesson in grade five on eating habit
00:26:47
influences students are exploring food
00:26:49
from around the
00:26:51
globe let's see where spaghetti comes
00:26:54
from because this of course is my
00:26:57
personal favorite
00:26:59
let's try
00:27:02
Italy looks like we're right let's click
00:27:05
the play icon to see what comes next
00:27:08
once found only in Italy spaghetti is
00:27:11
now all over America did you know that
00:27:14
spaghetti comes from the word sparo
00:27:18
which translates in English to string or
00:27:22
twine
00:27:23
sparo I like
00:27:25
it now let's see if tacos belong in
00:27:32
Mexico
00:27:34
Bingo let's read along as we listen to
00:27:36
the
00:27:38
narration Mexico is our closest neighbor
00:27:41
to the South and has brought a variety
00:27:43
of foods to America tacos are one of the
00:27:47
most popular foods and have been in the
00:27:50
US for over a hundred
00:27:53
years a 100 Years of taco Tuesdays
00:27:58
in this activity it's all about standard
00:28:01
2 analyzing the influences and in this
00:28:03
case food influences from around the
00:28:06
world now let's take a look at our
00:28:08
lesson plan for some prompts we might
00:28:10
include with our actual
00:28:13
students have you tried any of these
00:28:16
food
00:28:17
choices do you make any of these Foods
00:28:20
at
00:28:21
home can you share a recipe or food
00:28:24
choice that is common in your
00:28:26
home as you can see students are
00:28:29
exploring and explaining how various
00:28:31
influences affect their own as well as
00:28:34
their community's health and
00:28:35
well-being this is standard
00:28:38
two now let's try the segment what we
00:28:42
eat and
00:28:44
why in this activity we are teaching
00:28:47
that foods can come from different
00:28:48
regions of the country and that growing
00:28:51
conditions are different depending on
00:28:52
where you live let's start by exploring
00:28:55
the
00:28:56
West give me a thumbs up in that chat
00:28:59
box if you're from that
00:29:01
region
00:29:02
cool now let's click the info icon the
00:29:06
beautiful western region of America is
00:29:09
known best for its Vineyards and grapes
00:29:12
this area also produces cherries
00:29:15
potatoes chickpeas apples and dairy cows
00:29:19
for milk did you know that the Incas of
00:29:23
Peru first grew potatoes almost 10,000
00:29:26
years ago
00:29:31
you know for those of you out in the
00:29:33
west that sounds
00:29:35
delicious another great example of
00:29:38
standard one using Functional Health
00:29:40
Information knowledge is very
00:29:43
powerful now let's come back to the
00:29:45
Northeast where I'm from to find out
00:29:47
what foods have the most local influence
00:29:50
for me let's see a thumbs up first
00:29:52
though in the chat box where are all my
00:29:54
nor
00:29:55
easers in the northeastern parts of
00:29:58
America many states catch and produce
00:30:01
foods from the ocean such as fish
00:30:04
lobster crab scallops and even
00:30:08
seaweed cranberries are grown in this
00:30:11
region as well did you know that
00:30:13
cranberries are one of the few fruits
00:30:16
native to North
00:30:19
America wow that's fantastic and I'll
00:30:22
have you know that cranberries are very
00:30:24
popular in my home state of New Jersey
00:30:28
well let's take a look at the lesson
00:30:29
plan then for some questions to ask
00:30:31
students in this
00:30:34
activity do you make any of these Foods
00:30:36
at home can you share a recipe or a food
00:30:40
choice that is common in your
00:30:41
home how do family culture peers school
00:30:46
and Community influences affect your
00:30:48
food
00:30:50
choices we can see here that it's not
00:30:52
just enough to let kids know what foods
00:30:55
affect their health in different ways
00:30:57
it's important that they dig deeper into
00:30:59
their habits around the rituals and
00:31:01
routines around them whether they get
00:31:03
those influences from home or their
00:31:06
friends or from the
00:31:08
media this is the type of lesson that
00:31:10
makes skill-based health so powerful and
00:31:13
long
00:31:15
lasting we have covered so much ground
00:31:18
today I know that the new standards
00:31:20
offer us a bit of a shift and it may
00:31:23
take like a minute to reflect and adjust
00:31:26
but in the words of one Greek
00:31:28
philosopher the only constant in life is
00:31:31
change it's difficult when we're asked
00:31:33
to do things differently than we're used
00:31:35
to it takes reflection and planning and
00:31:38
hard work and follow through we want to
00:31:41
believe that the way we've always done
00:31:42
things is the right way oftentimes that
00:31:45
may be true but sometimes life can be
00:31:48
made so much better by seeing things
00:31:50
from A New
00:31:52
Perspective in our work and service to
00:31:54
young people it's imperative that we not
00:31:57
only stay on The Cutting Edge of our
00:31:59
profession but also on The Cutting Edge
00:32:01
of the research and the trends that have
00:32:03
been proven to best support our
00:32:06
children the same is true about the
00:32:08
evolution of our new standards although
00:32:11
many health and physical education
00:32:13
Concepts have remain the same the
00:32:15
evolution of our practices is something
00:32:17
that I personally am very excited about
00:32:20
and this evolution is
00:32:21
important we can't assume that the way
00:32:24
we taught health and PE 20 years ago is
00:32:26
going to serve the children in front of
00:32:28
us today very very
00:32:30
well as I've said in many of my
00:32:32
presentations we're getting older as the
00:32:34
teacher but our students are still five
00:32:37
and seven and 10 years old growing up in
00:32:40
this ever changing environment and
00:32:42
Society it's up to us to craft our
00:32:45
standards and instruction to meet and
00:32:48
keep up with those specific
00:32:50
needs Additionally the evolution of
00:32:53
these standards are something to be
00:32:55
celebrated and bragged about we have an
00:32:58
entirely new opportunity with
00:33:00
stakeholders outside of our profession
00:33:02
to educate decision makers about the
00:33:04
ways these expectations speak to the
00:33:07
entire child both now and for a
00:33:10
lifetime there's never been a more
00:33:12
important time to address the profound
00:33:14
contributions health and PE makes in
00:33:17
schools and to Advocate support and
00:33:20
promote that work both in the schools
00:33:22
and throughout the community I urge us
00:33:25
not to just learn and grow into these
00:33:26
new standards for ourselves
00:33:28
but share them among your colleagues in
00:33:31
the profession where you work and where
00:33:33
you live if we are to change these
00:33:36
stereotypes that typically plague Us in
00:33:38
the profession it starts with each and
00:33:41
every one of us on the ground doing the
00:33:43
advocacy necessary on behalf of every
00:33:45
child that's the lifechanging
00:33:48
work for more information on the shape
00:33:51
America standards and the Educators
00:33:53
toolkits I've placed several links in
00:33:55
the chat for you if you'd like more
00:33:58
information on the quavered standards
00:34:00
aligned lessons and activities please
00:34:02
reach out to your sales director or
00:34:04
visit
00:34:06
www. quavered decom now I'm going to be
00:34:09
going to the chat for questions and
00:34:11
comments and I want to know what
00:34:12
questions you have and what comments and
00:34:14
insights you'd like to share but before
00:34:17
I do I want to thank quered for allowing
00:34:19
me to join them to discuss this very
00:34:22
important topic today I especially want
00:34:25
to give a heartfelt thank you to all of
00:34:28
you who've been watching and listening
00:34:29
for the incredible work that you do in
00:34:31
health and physical education during the
00:34:34
school year and Beyond thanks for
00:34:36
joining us I'll see you in the chat
