google classroom physical education assignments

Virtual Physical Education Activities for Grades 3-5

Virtual physical education activities can be found in detail here! If you are new to my blog and teach grades younger than 3-5, check out my most current post Virtual Physical Education Activities for K-2 to see how I make virtual PE easy for the littler ones.

Or if you teach middle school check out Virtual Physical Education Activities for Middle School.

Also, you can find a quick summary of how many days a week I teach and what my virtual PE schedule looks like here .

Before we get to the good parts like the different virtual physical activities I do during our Google Meets, I want to explain how I set my 3-5 Google Classroom up.

Since I teach K-8, I have one Google Classroom for K-2, another one for 3-5 and lastly 6-8 share a classroom. Below you will see how 3-5 is set up and how students are to access work and get grades.

Google Classroom Setup for 3-5:

There are similarities between the K- 2 and 3-5 Google Classrooms, but a little more work needs to be done from the older students.

The first things kids and parents will see on my Google Classroom stream is the “How To Navigate My Classroom” section.

There is also a video of me explaining the exact same thing to the kids/parents where I share my screen and am able to visually explain expectations.

Physical Activities and Classwork:

Since I only see my 3-5 grades on Tuesdays, I have my Google Classroom set up where my students can do asynchronous work the rest of the week.

As you can see it is very similar to K-2. Every day the kids do not see me on Google Meet, they have different virtual physical activities to do on their own. It always relates to what we are learning that week. I find activities that work with all three grade levels, but may change virtual physical activities between grades when we meet on GM.

Each PA builds on something we worked on this week, or the previous weeks. In the picture above I am combining the health related fitness components which we worked on in weeks previously, with the skill related fitness components that we worked on more recently.

If at any time the students want to look back at previous virtual physical activities or information on classwork, they can shuffle through all of the topics on the side of their screen.

Graded Work

Since their virtual physical activities are not graded, you’re probably wondering how I keep track of work. Every week the students will have either a reflection to fill out, or have to watch a health video and answer a specific question that relates.

Notice the explosion emoji before the words What is a Calorie? That means that something is due to me. Every week it has remained the same. Students are familiar enough with my page that they know as soon as they see the explosion pop up Monday morning in their weeks work, that they must complete the assignment by Thursday night at 11:59pm. This gives me time on Friday to enter in grades.

Now what happens to the kids that don’t turn in their work? That is going to happen and it may happen often.

What I do is remind them to get their work in during our live sessions. By Friday I will know who turned in their assignments or not, and jot their names and grade down. Then without telling them, I let them earn their full points during our PE session. I may call on those students before others, or spend a little more time making sure they are engaged and participating in our activities.

The reason for this leniency is to ensure they pass my class with a well deserved grade. They might not be getting the help they need at home, and I cannot fault them for that.

After 9 weeks I can tell who is giving me their all in my class and who is trying to get by with doing the bare minimum. I also have to consider that my student’s went from not having to complete online assignments every week, to now that is how they get their main grade.

It doesn’t seem fair to those who struggle with reading and writing. That’s why the live participation check balances everything out for us.

Virtual Physical Activities for 3-5 on Google Meet:

After you have your classroom all set up it’s time for the fun part of your remote job. Teaching the kids online!

K-2 was very cross curricular dominant. And while I do carry over what the students learned in the classroom for grades 3-5, a lot of the content is more PE related.

For the middle grades, most the times they do the same activities, and I just change my verbiage to simpler terms for the younger kids. So I am going to group 3-5 together, but specify any differences that might occur such as the warm ups and stretching between them.

Live PE for 3-5 classes is structured as shown below:

Stretching/Flexibility

Pe content/activity.

• Cooldown Breathing

Who doesn’t like to start class with some excitement! First I ask if anyone wants to share, and I’ll call on the kids with their hands up one by one. And we have about a 10-15 second conversation each. If only a couple kids volunteer, I might call on random kids and ask them how their weekend was.

Good conversation flowing throughout their screens lets them know I care about them, and genuinely want to hear about their lives. Over time they have been wanting to share more and more.

We don’t spend any more than 3 minutes here, and a lot of the time kids come to class early so we get to sneak some extra chit chat into our Google Meets.

THIRD GRADE

Since my third graders are still my little babies to me, I tend to keep them on the same warm up track as 2nd grade. The YouTube channel PE Bowman that I have talked about in the K-2 virtual physical activities post, has been coming out with some new videos. I highly recommend subscribing to this channel.

Anyways, the warm up videos don’t always relate to the content, but are extremely fun and interactive. Since a lot of my students are based out of Detroit, I like to keep their classes relevant to their lives as well.

For instance, there is a local dance group called Fresh the Clowns who now tour all over the U.S. But the cool thing about them is that a lot of the kids have meet them at birthday parties, and I also brought them into the school for a dance assembly.

What I sometimes do is start them off with one of my favorite videos from Fresh the Clowns and tell the kids they can either copy the dance moves, make up their own or do some sort of movement like jumping jacks and squats for the full 1:44.

This group does all the popular dance moves of the younger generations and chances are your students may have heard of them already. If they haven’t check out their YouTube channel for some fun videos you can share.

FOURTH AND FIFTH GRADE

Fitness Blender YouTube channel has great 5 minute warm up videos. If I know I have a lot of content to cover, I will cut the video off halfway, but for the most part the students enjoy working through the whole warm up.

Another reason I like their channel, is because their demonstrations are easy to mimic. The narrator talks through every motion making it easy for kids to focus on the activity rather than keeping their eyes glued to the screen to try to figure out what the demonstration looks like.

THIRD GRADE:

While working pretty closely with the 3rd grade teacher, she tells me that her students are struggling with odds and even numbers. So during our stretching that’s what we practice. This week the kids were called on one at a time to count to 30 by odds or evens.

They are doing so well!

Not only are they learning what muscles they are stretching as we go, they are getting practice counting while multitasking. We’re trying to keep them sharp!

FORTH AND FIFTH GRADE

We don’t do much skip counting in these grades, but we do focus more on the muscles. I will ask them where certain muscles are such as their quadriceps, triceps or abdomen and they have to point. then we stretch them. Simplifying each muscle is a must too!

When we do our quadricep stretch they should know in simpler terms they are stretching “the front of the leg” and hamstrings would be “the back of the leg”. Getting them familiar with where their muscles are is an important part of the PE curriculum.

As we have gotten further into our online PE class, they are more comfortable using the correct names for the muscles.

This is the part of the classes where 3-5 does the same activities. Like I said earlier, I might use more age appropriate verbiage for each grade.

About 10 minutes into class, is when we dive into information I want them to learn about physical education. Normally I present this information through google slides and share my screen.

As you can see from my Google Classroom set up, the content follows a specific order. In the beginning of the trimester we dove into the 5 health related fitness components. I found workouts that we could do that related to 1-2 different components a day.

More recently my kids have been learning about the skill related fitness components . It is somewhat early according to their age and grade, but most of them are currently on sports teams. Might as well help them understand how to get better in their specific sports.

One example video I want to share is a reaction time challenge below. All students need is two balled up pair of socks. I tell my kids if they don’t have the exact materials I am working with then to be creative. Dog toys, pencils, spoons or literally anything else that fits into their hands will work.

We spend some time practicing and I let the students practice off mute so we can all have fun with each other.

Another example of building on the skill related fitness knowledge would be the video below. I have been getting more specific with certain sports so they don’t lose interest in just working out. While still being able to get away with limited resources such as soccer balls, basketballs or volleyballs. This video includes a soccer ball. My students are always able to do the exercises without any equipment, but if they have the ball or something like it then grab it!

Last week, we finished the skill related fitness theme. I have now moved onto different types of training. HIIT workouts are SO EASY for you to do with your kids, and you can even get creative and have them construct their own once they understand what HIIT actually is.

Last year, I introduced HIIT workouts to my middle schoolers . But now that we have to stay remote, I’m finding HIIT can be taught at an earlier in age.

Here are my two favorite videos I have used for my 3-5 graders today:

• Super Fun KID’S Workout: 8 Minute HIIT Fitness Class for Kids
• SH1FT HIIT FOR KIDS: 20 Minute Workout for Kids

Right before we cool down with our breathing techniques, we do a mini Q&A to see if they retained what they learned.

Cool Down Breathing

Now that the kids are stronger, healthier and smarter after our thirty minute class full of virtual physical activities, it’s time to bring that heart rate back to a resting state.

Five deep breaths in and five deep breaths out lead by myself. I haven’t had one complaint about this 30-40 second cool down yet. It gets the kids ready to head back to their classroom teachers Google Meet.

Closing Thoughts:

The middle grades for me are fun, because you can see them mature right in front of you. They are getting more active in sports, and starting to see your class as a platform to improve on their skills.

Yet they are still young enough to play Balloon Pop warmup games and have the best time.

No matter what age you teach, having a clear organized plan per day, per week, per month, per semester/trimester is going to take your teaching into overdrive. You will enjoy teaching more, and your kids will enjoy your class just as much if you have a clear cut plan on what you’re doing and where you’re going.

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Author: Detroit PE

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HOPE Textbook Content

Google classroom: uses in health and fitness education.

Google Classroom is a free computer application that allows you to post assignments and other resources online. You can create a Google Classroom of your own that allows you to create, distribute, and grade digital assignments. It helps you to stay organized and assists in record keeping. Two presenters currently using Google Classroom with health and fitness education classes describe how they use Google Classroom in a variety of ways including creating digital portfolios for assessments. Descriptions for using resources for Fitness for Life, Sixth Edition and Health Opportunities Through Physical Education (HOPE) are provided. Casandra Waller describes her experiences with Google Classroom in Escambia County, Florida and Jimmy Charos describes his uses of Google Classroom at La Jardin Academy in Kailua, Oahu, Hawaii.

Virtual Physical Education Assignments - GOOGLE DOC versions

• Google Drive™ folder

Also included in

Description

This Google Drive folder includes these GOOGLE DOCs:

• Virtual Physical Activity Log for students to keep track of their activity while at home.
• Physical Activity Bingo for students to choose their own exercises to complete at home with no equipment necessary.
• Physical Education Assignment Prompts with assignments that can be completed at home and can be modified in length for daily, weekly or major grade (summative) assignments.
• Instructor Tips on how to implement the log, bingo and prompts.

This works for 6th-12th grade Physical Education courses that can be easily assigned online and completed at home. It could also work for any Sports Coach looking for off-season assignments or Health teachers addressing physical health and wellness.

Also, check out my Health and Physical Education Resource Bundle here !

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Google Classroom and Physical Education

Patricia umhafer pd specialist, news on may 13 2020.

Physical education remains an important part of a student’s education, even if they’re learning remotely. Students might be tempted to become sedentary while at home, but with these tips and tricks for using Google Classroom for PE you can keep them engaged, healthy, and moving.

Post Videos

These can be videos of a specific sport or athlete you are studying, or any exercises you would like your students to learn. These videos can be ones you create yourself or ones found on platforms such as YouTube.

You can post links to articles about health and fitness and ask your students to read and respond to these articles. By creating a discussion, you are encouraging students to communicate with each other and engage in the content. You can also post links to exercise sites and videos to keep them moving.

Share Healthy Recipes

This is a great opportunity to share some of your favorites, or have your students share theirs. If you want to get fancy you can record a video of yourself preparing the recipe, and they can do the same. Who knows — maybe one of your students will become the next big Food Network star!

Create Challenges

This is a great way to check in with your students and keep them engaged. Post a new challenge once or twice a day. Challenges can be taking a walk, doing ten push-ups, a one-minute wall sit, etc. Each time a student completes a challenge they gain points. This is a great way to encourage physical fitness — and some friendly competition.

Keep a Log or Plan Book

Students can log and plan their physical activities. This is a great way to create a routine and keep them accountable. It also gives them the opportunity to reflect on their progress.

Provide Feedback

You can privately provide feedback to students.

Discussion Boards

Create and facilitate discussion on health and fitness.

The transition to remote learning can be challenging. Hopefully with these tips you will be able to encourage your students to stay active.

In light of the COVID-19 pandemic impacting our schools and learning, Teq is making all of our PD courses on OTIS for educators FREE to help schools and districts implement distance learning and online professional development.

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Using Google Forms for Physical Education Skill Assessment

As a teacher, you are constantly observing your class and seeing a variety of skill levels displayed by your students.  Why not record those observations and use that data to help drive your instruction? Using a simple Google form can help keep all your formative or summative skill observation Physical Education assessments organized.  This free tool takes the guesswork out of grading and gives you objective data you can use to give feedback to students and help guide your teaching.  The great thing about using this form is that you can use this one, single form for EVERY skill assessment that you do for the entire year!  No need to create a new form each time you assess.  And, once you’ve made one, you can simply copy the form as a template for your next class, change the teacher name and student list and repeat this process until you have a form for every class you teach.  Let me show you how…

Before You Start

Many of you have already created a free Google account.  If you don’t have an account yet, you’ll need to create one first.  CLICK HERE and follow the prompts to set one up.  You’ll want to begin by opening your Google Drive and clicking on the +New button on the top left corner of your screen.  Select “More” and then select “Google Forms”.

Name Your Form

I teach elementary PE and teach 24 different classes, so the first thing I do is change the name of the form to the grade and name of the classroom teacher.  This helps me locate the form I want quickly.  I’ll name this one “3 – Johnson” for example, for Ms. Johnson’s 3 rd grade class. 

MS or HS teachers could use the class period or course title instead.  Just something that will help you identify which form goes with which class.

Question One: “Assessed Skill”

After you’ve named your form, click on “Untitled Question” and change it to “Assessed Skill”.  You will notice that this automatically changes the type of question to a Short Answer.  Keep the toggle switch on as a “Required” part of the form.  Then click on the +plus sign in the tool box at the top right. This will add the next question to your form. 

Question Two: “Multiple Choice Grid”

This second question is where we will add the student names and the grading scale you wish to use.  We want to set this up using a “Multiple Choice Grid” format. Click on the question type (where it says “Multiple choice”) and select the “Multiple Choice Grid”.  Switch the “Required” toggle to off.  This way, if I don’t get a chance to assess the entire class during a given class period, I can still save/submit what I did and come back to the students I missed on another day. 

Now you are ready to add your students and your grading scale.  Your students will be entered under the “Rows” and your grading scale will be entered under “Columns”.  To streamline this step of the process, I find it best to have an electronic copy of your class roster available.  I simply copy the student names from my spreadsheet and then click on “Row 1” and paste the names there.  They will automatically populate with one name listed on each row!  (time saver)

Next you add the grading scale you want to use to the “Columns” section.  My District is set up with three grade descriptors, so I use a simple 3- point scale conversion to match the descriptors.  I also add an “NA” for not assessed due to a student absence and a “MED” for any student that I can’t assess due to a medical reason.

The form is now complete and ready to start using!  Click on the “eye” icon to preview your form.

View the Responses

All the information you just submitted is automatically stored within the form and responses can be viewed in a summary format, by individual, or you can create a spreadsheet by clicking the green “Create Spreadsheet” button.  You will notice on the main form that you now have 1 Response.  That means you have completed one assessment session and the data is ready to view.  I like to use the Spreadsheet option to view all my assessments for a particular class in one location at a glance.  I enhance my spreadsheet with a few clicks to center everything, add student averages for all their assessments from a given grading period and even set some conditional formatting to have the cells color coded to correspond to the students’ overall skill competency for the grading period.

View Responses in Sheets

A google sheet is my preferred way to look at the data I’ve collected.  I can see the timestamp date of when I assessed a skill, which skill I assessed, and all of the students’ scores for that observation session.

As I continue to use the same form for more assessments, it will continue to populate on this sheet so I’ll have a complete view of everything I assessed.

Edit Your Sheet to View Overall Grade

When report card time comes around, I edit the data in the sheet to make it more visually appealing and easier to transfer the grade to my District report card.  First, I click on an empty cell at the bottom of the first student column and average all the assessment numbers for that student.

Then I copy and drag that “average” formula to all the other students across the row. 

As an optional step, I color code the bottom “total average” row with a conditional formatting feature so that as scores are recorded, the cell will change color depending each student’s overall grade.  I use green for my top grade (Demonstrates Consistency), yellow for my middle grade (Demonstrates Progress), and red for my low grade (Area for Improvement).  On my 3-point scale, I break it down like this: 2.5-3 = Consistency, 1.6-2.49 = Progress, 1-1.59 = Improvement. 

Here’s how I do that…first, select and highlight the entire row of averaged scores.

Next, click on FORMAT and select conditional formatting to get this option.

Next, set the “conditions” (or number ranges & colors) for your data.  The first “rule” or condition will be to set your highest score.  I select “Greater than or equal to” under the “Format cells if” selection box and type in 2.5.  This means that all students who have an overall average of a 2.5 or higher will turn a certain color.  I use the color green.  Select the paint can and pick the color that works for you. When you’re finished setting the first color & number range, click “Add another rule”.

The second “condition/rule” you create is your middle score.  Select “Is between” and enter the numbers 1.6 & 2.49.  Select your color from the paint can (I use yellow) and then click “Add another rule”.

Finally, you will create or final “condition/rule” which will be your low score.  Select “Less than or equal to” and enter the number 1.59.  Select your color from the paint can (I use red) and the scores on your sheet are now formatted by color.  The cells will now automatically change colors as more data is entered to reflect student performance.

Let’s face it, if it is important enough to teach, it is important enough to assess.   I trust this tutorial gives you the tools you need to create your own physical education assessment and use it in your program.  I also hope you gained the confidence to manipulate the data in a way that makes it easy to transfer to your report card.  Please leave questions/comments for me below or feel free to contact me through my website at www.pe4everykid.weebly.com

14 Responses

This is great! I am working on creating assessment pieces with my Methods students now and this is one that I will pass on to them! Thanks, Angie

Glad you found it helpful!g

Glad you found it helpful!

That was a lot of work for you and very helpful to the physed peeps. Thank you for sharing

I just started using GC. I love it with a few struggles. I created a skill assessment and I evaluated a few students to try it out. However, I don’t know how to go back after submitting a few scores to finish class.

Hey, Brandon – if you have a large class and can’t get through assessing all the students during one class period, I find it best to observe them in alphabetical order. This way, you can look at the spreadsheet to see which student was the last to get assessed and the following class you can pick up with the next student on the list. If you just randomly watch various students (but not all during one class period) then it gets more confusing to remember who you watched and who you didn’t. I would suggest selecting the students on the spreadsheet that were already assessed and printing a hard copy. Then you could cross-reference the students who were already assessed with the ones you still need to assess. My largest class size is 26 and I get them all done during one class to avoid this issue…but larger classes can be done!

Thanks a lot for the reply. That makes total sense. This time around I’m just gonna use a spreadsheet printed out and then put the scores on my own. But when I get the next wave of students I will make sure to assess them in alphabetical order. I really like the stuff you’re doing. I wish I could do it more in my school but I’m the only teacher that uses technology in our department and it makes it somewhat challenging. Have a great day

Glad it was helpful! If you have any other questions, don’t hesitate to reach out. And keep trying new things even if others aren’t eager to jump on the bandwagon.

Thank you so much for the teaching tool. How do you enter fitnessgram assessment scores? For example student A does – 10 curl up and then Student B does – 13 and so on. I want to be able to input there individual scores –to create a graph.

Ultimately, I want them to enter their own scores on google classroom. Do you have any videos on how to input this data? Thank you for all your efforts, I use your curriculum and ideas in my classroom. It has made a huge impact!

Hi, Cameron – I’ve done it a couple of different ways…either students enter a partner’s score or I enter the score. Here is an example of a partner fitness testing form (or I guess you could have students enter their own, but I do it as a partner pair). https://drive.google.com/open?id=1AHZ292sNH4m22ecqLsKHuEZGDom-sNwp5qsoICn2D4I You can also tweek that form to make it so that you (as the teacher) enter all the scores. Does that make sense??

Thanks for sharing useful resources having good content, you saved my time.. thanks for sharing. How to create Google Form? What is Google Form? & How to use

Thank-you for all the Google form assessment instructions. You made this so easy and convenient. One question, I didn’t know how to go back into the commercial formatting, already set up, if I wanted to change it. Did I miss this in your tutorial?

Thank you so much for these amazing tools. I have used it to adapt for my Hospitality classes for observation assessment tools on the go in the kitchen.

Mike, Thank you so much! This is so helpful and beneficial for the teachers in our district. I appreciate your willingness to share so that we can experience success for ourselves and our students during this unprecedented school year.

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Integrating Technology In The Classroom For Physical Education

• Doug Curtin
• July 25, 2023

As technology advances, it is becoming increasingly important for physical education teachers to integrate technology into their classrooms. Technology can provide various benefits to physical education classes, including improved engagement, increased access to resources, and better assessment of student progress.

  In this article, we will explore the different ways physical education teachers can go about integrating technology in the classroom. In addition, we will look at some specific examples of how technology can be used in physical education classes.

Benefits of Integrating Technology In The Classroom For Physical Education

Integrating technology in the classroom can bring numerous benefits for students and teachers in physical education. The  benefits of technology in the classroom  include:

1) Personalized Learning Experience –  With educational technology, physical education teachers can tailor and deliver PE lesson plans that address individual student needs, interests, and abilities. Integrating technology in the classroom can help students find meaningful ways to pursue lifetime fitness, health, and wellness.

2) Access To More Information –  With the right technology in physical education , teachers can unlock a treasure trove of lesson plans, curriculum, and other resources. In addition, students also have access to a variety of digital tools that can support student engagement and deepen the learning process.

3) Increased Teacher Efficiency –  Technology integration streamlines cumbersome administrative tasks like lesson planning, assessments , and grading. In turn, teachers have more time to focus their attention on the students in the classroom.

4) Real-Time Feedback –  With technology, students can access real-time feedback on fitness metrics or assessments. As a result, students can understand and see progress and results that can increase motivation and engagement. Teachers can also utilize all of this data to provide feedback and insights.

5) Real-World Applications –  Integrating technology in the classroom allows students to explore appropriate and effective technology practices. As we continue to live in a digital age, students need new ways to develop digital literacy.

Bonus Content – Take an inside look at technology for physical education in action! 

Challenges and Concerns Around Integrating Technology in The Classroom

Despite all of the benefits of integrating technology in the classroom, physical education teachers are still concerned about bringing new technologies to the PE classroom.

First, some school districts have growing worries about integrating technology in school settings during the age of social media. Will technology use actually improve student engagement or pose an additional layer of distraction?

Next, student learning in physical education centers around movement and activity. How can students be physically active in class if they are glued to digital technologies during class time?

Finally, some teachers worry about what technology integration will do to their jobs. Will technology replace teachers ? (We will answer all the concerns listed in this section later in this article, but we want to address this concern right away – NO! Technology will not replace teachers.)

While we can all empathize with teachers’ and school districts’ concerns about integrating technology in the physical education classroom, the benefits can far outweigh any challenges or concerns with the right educational technology and implementation.

Explore the Nation’s #1 Phys Ed Software

Curious why more than 1,000 PE departments are using PLT4M’s PE Software and Curriculum? 

Types of Technology in PE 

When integrating technology in the classroom, physical education teachers might immediately go to wearables or other new technologies. But with high-quality online resources, you can use the types of technology your school settings already have access to.

For the purposes of this article, we will break up the types of technology into two main categories:

Full Class/Large Group Technology  – TV’s, Projectors, Interactive Whiteboards/Smartboards, Etc

Personal/Small Group Technology –  Smartphones, laptops, tablets, etc

Combining any readily available digital tools with online resources, schools can then consider the next steps in integrating physical education technology. With PLT4M, schools can successfully go about integrating technology in the classroom in a variety of ways.

Lesson Plan Delivery

Lesson plan delivery is a great place to start for physical education teachers considering integrating technology in the classroom.

There is typically only one teacher for a large group of upwards of 50 students in a PE class. If a teacher is stuck at the front of the classroom leading any fitness skill or activity, they cannot provide one-to-one feedback and instruction. 

Full Class/Large Group Technology –  Tapping into a video display can be the easiest way for a teacher to go from lecturer to facilitator. By displaying a follow-along video, now the teacher can move about the classroom and provide hands-on guidance to students. 

Personal/Small Group Technology –  This can allow students to do different assignments and physical activities all in one class. These lessons can also be personalized through learning management systems like PLT4M. In addition, through an interactive app or system, students can log and track progress throughout class. This provides an added bonus for teacher insights. 

Bonus Tip – Sharing Personal Devices 

And if social media and distractions are a concern with personal/small group technology, there are different ways to still personalize physical education without going completely 1-to-1. For example, with PLT4M, up to 5 students can share a “personal device” with a feature called rackview. This allows teachers to pair and group students using the instructional technology without having every student on a “personal device.”

Example Integrating Technology at Canton – Modeling Tech Use

Integrating technology in the classroom doesn’t have to become a free-for-all all. Many schools take a progressional approach to student technology use.

For example, at Canton, the PE teachers take a 3 step approach to technology modeling in physical education.

In the first few lessons, the teacher leads with PLT4M on a monitor or projector. Students don’t use technology yet.

After a few lessons, students follow along on individual devices while teacher leads and models on a projector or device.

Finally, students work independently or in groups on devices without teacher leading lesson on projector.

In just a few weeks of the semester, students learn the educational process of using technology appropriately and effectively. After setting a foundation and clear expectations, technology in physical education becomes a tool for lessons and workouts rather than the dreaded distraction people fear.

Bonus Content – Take an inside look at Canton High School!

Assessments & Data Collection

With new tools like PLT4M, physical education departments can also enhance their assessments and data collection process when integrating technology in the classroom. Physical education teachers can ditch the pen/paper and collect data via digital tools.

Personal/Small Group Technology –  Embedded within PLT4M lesson plans are different assessments, finishers, and worksets. All of these different data metrics can be logged directly by students. As a result, teachers can save time with data entry and engage students, giving them insights and access to their progress.

Full Class/Large Group Technology –  While we strongly suggest letting students take ownership (to help PE teachers save time!), there are still options for PE teachers to log data themselves. This data can also be displayed on projectors and other class devices via leaderboards to highlight top performers and engage students with some friendly competition.

Example of Integrating Technology In The Classroom – Student Engagement

Today’s students want to know the why behind what they are doing. But, understanding the why can be challenging when the teacher controls all the information. Annie Hinkhouse says that this used to be the case at Reedsburg High School in Wisconsin, 

“Before incorporating  technology in PE , the teacher held all the information. As a result, students had no idea what their data or progress looked like because they couldn’t easily access it.” 

But now, Reedsburg High School uses PLT4M so that every single student can have ownership in the learning process. Annie says that this has been one of the most significant driving factors for increased student engagement, 

“With PLT4M, students can look back and see everything that has ever been tracked or measured. Because of this, students are more engaged and involved when they come to class. It moves PE from just being a class they show up for to a part of the day they are most excited about.” 

Check out the full Reedsburg Story Here

Learn More on Integrating Technology in The Classroom With PLT4M

This article highlighted the power of integrating technology in the classroom for lesson plan delivery and assessments/data collection.

There are countless other opportunities to utilize technology tools like PLT4M to improve student learning in physical education.

For brevity, we won’t unpack each and every technology integration benefit. If you want to learn more, contact PLT4M for a free consultation on how schools integrate technology in the classroom with PLT4M.

Explore the Nation’s #1 PE Software

Key takeaways on integrating technology in the classroom.

Technology integration in physical education offers unlimited potential for teachers and students. And as digital tools continue to evolve, PLT4M will further evolve the possibilities.

For now, the key takeaways on integrating technology in the classroom include:

Physical education shouldn’t avoid technology integration. PE can benefit from digital tools just like any other subject within school.

With technology, physical education can offer a vast array of content and materials they otherwise might not consider including.

Assessments, data collection, and reporting can all be streamlined with technology integration. In addition, students can gain new levels of insight and engagement with new access to information.

Integrating technology in the classroom doesn’t mean students must be glued to their devices and not physically active. Instructional technology can improve and increase the quality physical activity time.

Technology use gives more flexibility, not less. As a result, PE teachers can customize technology integration to fit their goals, grade levels, and school settings.

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