make up work for physical education

• Pete Charrette

PE Games for Elementary Students: 6 Dynamic Physical Education Games to Transform Your Classes

Physical Education games serve as the heartbeat of an engaging and effective physical education curriculum. These activities not only energize PE classes but also bring to life the crucial motor movement, fitness development, and manipulative skills students learn throughout their PE journey. By transitioning from traditional skill practice to dynamic, inclusive games, physical educators can witness firsthand the transformation in their students’ abilities to navigate space, collaborate with peers, and apply strategic thinking in real-time. This evolution in teaching approach aligns seamlessly with the broader educational goals set forth by SHAPE America Standards, ensuring that each game played contributes meaningfully to the development of physically literate individuals.

The incorporation of PE games into the curriculum offers a unique opportunity to cement the foundational skills taught in PE classes. Through carefully designed activities, students can apply and refine these skills in a context that emphasizes fun, engagement, and practical application. This method not only reinforces learning but also enhances students’ ability to adapt and apply various movement patterns and strategies across different situations, fostering a more comprehensive understanding and appreciation for physical activity.

Adhering to the SHAPE America Standards, this article aims to explore the multifaceted benefits of PE games. These standards serve as a guiding framework, illuminating the path towards achieving educational excellence in physical education. By integrating these games, educators can ensure their programs are not just meeting but exceeding the expectations for developing well-rounded, physically literate individuals who value and engage in physical activity for life. Through this lens, we delve into the transformative power of PE games, showcasing their potential to enrich the PE experience for students of all ages.

Benefits of Incorporating PE Games into the Curriculum

Incorporating engaging and fun games into the physical education curriculum offers multifaceted benefits, directly contributing to the development of students' physical, cognitive, and social abilities. These games are instrumental in translating theoretical knowledge into practical skills, enhancing the overall learning experience in physical education.

Engaging Students in Active Learning

Engaging students in active learning through PE games not only captures their interest but also significantly improves their motor skills and movement patterns. These activities offer a dynamic classroom atmosphere where students are eager to participate and learn. The skills utilized during PE games help address SHAPE America's standards as referenced below:

Fostering Motor Skill Competency (SHAPE America Standard 1 )

Variety of Movement Patterns:  PE games introduce students to a wide range of movements such as throwing, catching, and kicking, helping to build a solid foundation of motor skills.

Skill Development Through Play:  Engaging in a pe game allows students to practice and refine these skills in a supportive and enjoyable setting, encouraging continued participation and improvement.

Application of Knowledge and Skills (SHAPE America Standard 2 )

Strategic Thinking and Decision Making:  Games often require students to use strategy and make quick decisions, applying their understanding of movement concepts in real-time scenarios.

Real-World Skill Application:  Through small and large group games, students learn how to apply movement principles and strategies, enhancing their ability to perform and collaborate effectively.

Promoting Physical Fitness and Well-being

By making physical activity enjoyable and varied, PE games motivate students in a middle, high or elementary school to participate more frequently, contributing to a healthier lifestyle. These activities are essential in demonstrating that fitness can be fun and rewarding, encouraging students to remain active both in and outside of school.

Maintaining Physical Activity Levels (SHAPE America  Standard 3 )

Regular Engagement:  PE games ensure students are actively participating throughout the class, contributing to their daily physical activity quota.

Health-Enhancing Fitness:  Activities are designed to improve cardiovascular health, strength, flexibility, and endurance, supporting a lifelong journey towards a healthy lifestyle.

Incorporating PE games into the educational framework allows physical educators to create a dynamic and engaging learning environment. By aligning these games with the SHAPE America Standards, educators can ensure that students not only achieve their physical education goals but also develop a lifelong appreciation for health and fitness.

The Role of PE Games in Promoting Social and Personal Responsibility

Physical Education games are essential in teaching more than just physical skills; they foster social and personal responsibility, encouraging students to act with respect and integrity both on and off the field. By embedding these values into the curriculum, students can partake in healthy competition and educators can leverage PE games to promote growth in every student, directly aligning with SHAPE America's Standards 4 and 5.

Cultivating Responsible Behavior and Respect

PE games serve as a practical tool for educators to instill important social skills, such as cooperation, respect, and responsible behavior, crucial for personal development and academic success.

Teamwork and Fair Play (SHAPE America Standard 4 )

Combined Effort and Responsibility : Games provide a context for students to practice teamwork and experience the importance of fair play. These activities encourage students to take responsibility for their actions and understand their impact on the group's success.

Respect for Diversity:  Diverse PE games allow students to interact with a wide range of peers, teaching them to respect and value different abilities and backgrounds, fostering a culture of inclusivity and empathy.

Highlighting the Value of Physical Activity

Through engaging and enjoyable PE games, students can discover the comprehensive benefits of physical activity, including its impact on health, personal fulfillment, and social well-being.

Enhancing Health and Wellness (SHAPE America Standard 5 )

Boosting Self-Esteem:  Regular participation in PE games emphasizes the importance of physical activity for maintaining health, highlighting its role in enhancing physical and mental well-being.

Promoting Enjoyment and Self-Expression:  Cooperative games or activities like an obstacle course offer students a platform for challenge, enjoyment, and expressing themselves, encouraging a lifelong engagement with physical activity for pleasure and personal achievement.

Facilitating Social Interaction:  By participating in PE games, students develop social skills and build relationships, understanding the value of physical activity in creating and maintaining social bonds.

Incorporating PE games into the educational framework not only meets the SHAPE America Standards but also enriches the learning environment. Educators are equipped to guide students in developing a sense of responsibility, respect for themselves and others, and an appreciation for the integral role of physical activity in achieving a balanced and fulfilling life.

Featured PE Games

Explore the following selection of 6 dynamic PE games crafted to inject excitement, teamwork, and strategic thinking into your physical education classes. With each game offering distinct objectives and skill sets, they guarantee to captivate every student, reshaping your PE lessons into exciting and inclusive adventures. These featured games are perfect for aligning with SHAPE America's Standard 2 which states: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Game Overview

Battleship  is an engaging and fun game, that emphasizes students' development of

throwing, rolling, and blocking skills within a teamwork and strategy-focused context. Set in a naval-themed arena, this game challenges students to collaborate and think strategically as they aim to "sink" opposing teams' ships by knocking over their pins, simulating the battle on the high seas.

Equipment Needed

8 – 12 mats (representing battleships)

6 pins per battleship

Velcro tape or other markers for pin placement

8-12 flags or flagpoles (one for each battleship)

Matching scrimmage vests for scuba divers

20-30 gatorskin balls

20-30 yarn balls

Transform your gym into a vast naval battlefield with battleships stationed around the perimeter. Each battleship is represented by a mat, with six pins set around it to act as targets. A flag at the front signifies the ship's presence. Distribute various balls around the gym class floor as ammunition. Assign 4 – 8 students to each battleship, with one person from each team wearing a vest matching their flag color as the scuba diver. Designate one student from each team as a "scuba diver," identified by a vest matching their team's flag, who will operate off the mat to gather balls - the ammunition.

Rules and Gameplay

The objective is for teams to sink opposing battleships by knocking over their pins using balls.

When all a team's pins are down, that battleship is considered sunk, and they must lower their flag.

Even after being sunk, teams can continue to play and aim to sink the remaining battleships.

Players must manage their positions on their mat, covering their battleship effectively.

Each team has a scuba diver who collects balls from the gym floor to distribute to their respective teams but they cannot block shots. Each ball is like a hot potato and must be rolled quickly to a teammate.

Scuba divers can gather multiple balls at a time but must avoid interfering with the gameplay.

Players on the battleships must not step off the mat, doing so may result in a penalty such as knocking down one of their own pins.

The game concludes when only one battleship remains or the one with the most pins standing after a predetermined time. Reset the pins after the conclusion and the game continues

Teaching Tips

Differentiation/Modification: Consider using taped-off areas or cones to define battleships for easier setup. Adjust the type and size of balls to modify the game's difficulty and Change the number of pins required to sink a battleship based on skill levels. You can also vary the number of scuba divers based on team size and skill.

Safety: Encourage players to maintain positions on their mats to prevent falls. Scuba divers should be cautious of their surroundings to avoid collisions with players or obstacles.

Assessment: Assess students on their ability to apply proper throwing, rolling, and blocking techniques. Observe students' teamwork and strategic planning, ensuring they adhere to game rules and demonstrate fair play.

Storm the Castle

Storm the Castle  focuses on the dynamic skills of dodging, fleeing, chasing, and tagging within a large group setting. This medieval-themed, multi-faceted tag game encourages students to strategize and work as a team to protect their castle and its treasures while attempting to invade the opposing team's fortress. Play music to start and stop the game and for transitional purposes.

8-, 18-, or 24-inch cones for treasures.

Small saucer cones for dungeons.

16 Poly Spot Markers.

2 sets of different colored vests for teams.

Boundary lines to define the playing area.

To set up the game, begin by dividing the class into two teams, each team taking up residence on one side of the play area, symbolizing their respective castles. At the rear of each castle, place four cones, each serving as a treasure, positioned strategically on four of the eight spot markers. The play area is then divided into two distinct sections, each representing a castle. Each castle is equipped with two gates positioned at opposite ends and two dungeons situated on opposite sides, adding layers of strategic depth to the game setup.

Knights (students) start in their castle and the game starts on the teacher's signal.

The objective is for knights to cross into the other team’s castle, avoid being tagged, and retrieve treasures to bring back to their side. The first team to secure all 8 treasures wins.

Knights prevent opponents from stealing their treasures by tagging them before they can grab a cone. No diving, sliding or blob tag allowed.

Tagged knights are sent to the dungeon and can be freed by a teammate who reaches the dungeon without being tagged.

Freed knights must link with the rescuer and students walk safely return to their castle.

Knights carrying a stolen treasure must walk with it above their head to show it was legally taken and are immune to being tagged while doing so.

Up to 4 guards per team can protect the treasures.

Referees or rock/paper/scissors can resolve disputes or close calls.

Differentiation/Modification: To accommodate various play spaces, the length of the court or field may be adjusted. Playing outdoors offers a refreshing alternative to indoor spaces. The number of cones representing treasures can be varied to modify the game's difficulty, and adjusting the number of guards per team allows for strategic flexibility.

Safety: Safety is paramount in Storm the Castle. Diving or sliding to retrieve cones is strictly prohibited to minimize the risk of injury. Students are reminded to maintain control over their movements at all times, keeping an eye out for open spaces to navigate safely. It's also crucial to ensure a safe distance from walls and other obstacles, protecting students from potential harm during the excitement of play.

Assessment: Observation focuses on students' techniques in chasing, dodging, tagging, and fleeing, ensuring they apply these skills effectively within the game context. Additionally, students' adherence to the rules, their ability to work as a team, and employ strategies for cooperation are key aspects of the assessment.

King/Queen Pin

King/Queen Pin , created by an accomplished physical educator from North Carolina, Gabe Erbin - @ErvinGabe , engages students in refining their throwing, rolling, and defensive abilities within the imaginative context of a royal court. Participants adopt roles as either noble guardians (kings and queens), endeavoring to protect their kingdom's valued treasures (pins), or as rebellious contenders (peasants), aiming to overthrow the monarchs by knocking down their treasures. This activity promotes strategic planning, collaborative effort, and physical dexterity, all wrapped in an entertaining medieval narrative.

10 – 15 bowling pins

Several Nerf, Gator skin, or yarn balls

16 Poly Spot Markers

Boundary lines

To set up the game, envision the playing area as the court of a king or queen, with the monarchs positioned centrally to defend their treasures, represented by several large bowling pins placed at the heart of the play zone. Some students take on the role of a king or queen, assigned the task of guarding their pin. Meanwhile, the remaining students, cast as peasants, position themselves behind the court's sideline, ready to engage. The field is dotted with a variety of soft, Nerf, Gator, or yarn balls, serving as ammunition for the impending challenge.

 Instructions for Play

Divide students into two groups: King/Queen Pins (defenders) and Peasant throwers/rollers (attackers).

The goal for attackers is to knock down the King/Queen Pin’s pin by throwing or rolling balls.

Throws or rolls must be executed with at least one foot on the Peasant line.

Balls can be retrieved from anywhere but must be launched from the Peasant line.

Successfully knocking down a pin allows a Peasant to dethrone the King/Queen Pin and take their place.

King/Queen Pins defend by blocking balls with any part of their body, without directly supporting the pin to prevent it from falling.

The aim for King/Queen Pins is to maintain their status by effectively defending against the attackers.

Differentiation/Modification:  Try substituting balls with indoor Foam Frisbees for an added challenge. Additionally, the number of pins used in the game can be modified to accommodate the size of the group or to alter the level of difficulty, ensuring that the game remains challenging yet accessible for all players.

Safety:  Prioritize the use of soft balls to ensure safety. All throws should be made from behind the designated sideline to maintain order and fairness in the game. Players should stay aware of their surroundings to prevent collisions and avoid diving or sliding for balls. All throws should be aimed at the pins, ensuring a safe and controlled play environment.

Assessment:  Focus on observing students' technique in throwing, rolling, catching, and blocking. Evaluate students' rule adherence, teamwork, and strategic execution to assess their engagement and understanding of the game's objectives.

Sky Bowling

Sky Bowling introduces students to a unique blend of throwing, catching, blocking, and gathering skills within a game that prioritizes teamwork and strategy. Set in an indoor environment transformed into a competitive sky, the game challenges students to knock over the opposing team's hidden pins while protecting their own.

8-10 mats placed upright to form a "Sky Cloud" barrier

15-20 nerf, gator skin, or fleece balls for throwing

24-30 hula hoops scattered across each side

24-30 bowling pins or cones with whiffle balls on top, positioned within the hula hoops

A scoreboard or alternative scoring device

The gym is split into two halves, separated by upright mats linked together to form a "Wall Cloud." Around 8-10 mats are positioned upright in the center, dividing the playing area. On each side, 12-20 hula hoops are placed, each containing a bowling pin or a cone topped with a whiffle ball. Players distribute themselves across their half, ready to throw balls and defend their pins, with basketball goals set up on the wall for an additional challenge.

Instructions for Play

Players are divided into two teams, taking positions at their end line within their designated "Sky Bowling" court.

Upon the start signal, players rush to collect balls from their side and throw them over the "Wall Cloud" towards the opposing team’s pins.

Each player can only throw one ball at a time and must release it within three seconds of picking it up.

Throws must be made from the spot where the ball was picked up or stopped, with only a single step allowed for momentum.

Catching a ball cleanly allows the player a chance to score a basket; successfully doing so permits them to reset one of their knocked-down pins.

The game progresses with players catching and attempting baskets, with pins only being reset by those who score.

The match concludes after a predetermined time, with the team having the least number of pins knocked down declared the winner.

Differentiation/Modification:  To modify "Sky Bowling," you could lower the mats or use a volleyball net for better visibility. Introducing different types of balls, like beach balls, offers varied gameplay. Adjusting the playing court's size or using lines instead of mats as dividers provides flexibility in setting the game's difficulty.

Safety: Players should use soft gator skin or fleece balls to minimize injury risks. Awareness of the surroundings is crucial to avoid accidental collisions. Gathering and distributing balls should be done cautiously, and contact with the dividing mats ("Wall Cloud") is discouraged to prevent them from toppling over.

Assessment:  Observation focuses on the students' proficiency in throwing, catching, and accurately shooting balls. Additionally, adherence to the game's rules, the demonstration of fair play, and the ability to collaborate effectively within teams are key aspects of the assessment, reflecting each student's understanding and application of the game's strategies.

Stars and Strikes

Stars and Strikes   offers a dynamic experience for students, focusing on developing throwing, rolling, and guarding skills through strategic gameplay. Set in an imaginative space-themed environment, this game encourages teamwork as students work to protect their planet's command centers (bowling pins) while attempting to knock down those of the opposing team.

10 bowling pins set up on polyspots or tape dots behind each team's territory

25+ yarn, nerf, or fleece balls scattered across the play area for use as ammunition

2 red vests and 2 blue vests for the "Aliens" role

Center line to divide the gym into two halves, representing different planets

The gym is divided into two halves, representing different planets. Each side has 10 bowling pins arranged behind the back line, symbolizing the planets' command centers. The play area is filled with yarn/nerf balls, serving as ammunition for the players, or "Star Troopers," who are tasked with saving their friendly alien planet and destroying the enemy one. Two "Friendly Aliens" on each team assist in the defense and supply of ammunition.

Players are divided into two teams, each defending their planet's command centers while attempting to knock down the opposing team's pins.

Crossing the middle line is prohibited to maintain the integrity of each planet's atmosphere.

Star Troopers can throw or roll only one ball at a time in an effort to hit the bowling pins on the opposing side.

The "Aliens," (usually two students per team, identified by vests), are the only ones permitted behind the bowling pin line, tasked with protecting the pins and redistributing balls to their team.

The game aims to knock down all the opponent's pins or achieve the highest number of knocked-down pins within a set time limit.

Differentiation/Modification: The game can be adapted for various skill levels by using only fleece balls for younger or less experienced players, adjusting the number of pins, or changing the distance between pins. Bringing pins closer together can make the game more accessible for younger students.

Safety: Emphasize the use of soft fleece/yarn balls to ensure safety during play. Players should remain aware of their surroundings to avoid accidental collisions and are encouraged not to dive or slide for balls. All throws should be directed towards the pins, maintaining a safe and controlled environment.

Assessment: Observation is key in assessing students' ability to apply proper techniques in throwing, rolling, catching, and blocking. Additionally, assessing students' adherence to the rules, their ability to cooperate within their team, and their strategic planning offers valuable insights into their understanding and application of the game's objectives.

Meteor Blitz

Meteor Blitz   sometimes referred to as "MonsterBall" is designed to refine precision in both

throwing and rolling, merging the elements of teamwork and strategic gameplay. Set within a galactic theme, participants are thrust into a cosmic battle, with the objective of propelling large balls—referred to as 'planets'—into the opposing team's domain. This is achieved by skillfully hurling smaller balls, dubbed 'meteors,' towards these planets to drive them across the territorial boundary."

20-40 gator skin, nerf, or yarn balls as meteors

3-6 Large balls like exercise, beach, or slo-mo balls representing planets

4 red vests for meteor retrievers, 2 for each team

A center line to divide the playing area - eight or nine hula hoops can also be used as a divider

Two back "Meteor Launching" lines for each team

A scoreboard or scoring device to keep track of points (eight or nine hula hoops)

The gym is divided into two halves with a center line, and 3 to 6 large balls are placed on this line to start the game. Each team has two or three designated meteor retrievers who position themselves within the play area, ready to assist their team. Around the gym, several yarn, nerf, or gator skin balls are scattered to serve as meteors. Teams line up behind their respective "Meteor Launching" lines, spreading out to cover the area from one end to the other, preparing to launch their meteors into space.

Teams work to move the large balls across the opponent's line by hitting them with smaller balls.

"Meteor Launchers" stay behind their line, using strategy to throw or roll meteors at the planets.

Points are scored by moving planets across the opponent's line, hitting an opponent, or hitting an opponent's meteor retriever.

Meteor retrievers gather and return meteors to their team, but cannot directly interact with the planets.

If a launcher steps over the line, they must count to 50 in a penalty area before returning.

Direct contact with the large balls by any player results in points for the opposing team.

Differentiation/Modification: The game can be tailored to the participants' needs by limiting the action to rolling for younger students or those less skilled in throwing. Adjusting the number of planets in play can increase or decrease the game's difficulty, as can altering the number of retrievers or modifying the distance between launching lines to suit the space available or the participants' abilities.

Safety: Emphasizing safety, only soft balls should be used for throwing to minimize the risk of injury. Participants are encouraged to stay alert and control their movements, avoiding any actions that could lead to collisions or falls, such as diving or sliding for a ball. When throwing, focus should be maintained on the large balls to ensure the safety of all players, particularly the retrievers moving across the play area

Assessment: Observation is key in assessing students' application of accurate throwing or rolling techniques and their ability to catch and field rolling balls effectively. Additionally, evaluators should note each student's ability to follow the game's rules, their cooperation and teamwork within their group, and their strategic thinking in navigating the game's challenges.

If you enjoyed these games, I have written another article on my website with 6 more! Click the following link to view the games: Energize Your Physical Education classes with 6 Action-Packed Large Group PE Games

Final Reflections

Navigating through these highlighted PE games, we've embarked on a journey that extends beyond mere physical activity. These games are a gateway to teaching invaluable life skills—teamwork, resilience, and the joy of movement. It's remarkable to witness how games like Battleship  and Storm the Castle  can transform a regular PE class into an exhilarating adventure, where every student, regardless of ability, finds their moment to shine. This isn't just about meeting educational standards; it's about crafting experiences that students will treasure, fostering an enduring enthusiasm for physical activity.

So, as we wrap up, remember the power you hold in shaping an inclusive, dynamic, and joyful learning environment. Through the strategic integration of these diverse games, you’re not just instructing; you’re inspiring a lifelong commitment to health and fitness. Here’s to making every PE session a highlight of your students’ day, and here's to you, the educators, who make it all possible. Keep the spirit of play alive in your teachings, and watch your students thrive in ways beyond the physical.

Passion is your power—let it shine through! Keep igniting the spark of physical education, making it a lively and meaningful adventure for every learner.

Need some FREE resources?

Do you need some large group games for your physical education program that includes detailed lesson plans and comprehensive diagrams with fun graphics? Cap'n Pete's Power PE has you covered!

Fill in the form below to download 3 FREE  Engaging Large Group PE Games:

1. Pirates-  Fast-paced, high-energy chasing, fleeing, and tagging game

2. Galaxy Quest-  Intergalactic, engaging chasing, fleeing, and tagging game

3. Survivor 1-  Defending, rolling, throwing for accuracy game

This freebie set will be sure to enhance your PE curriculum for years!

A Mega Bundle of Large Group Games

If you're looking for a way to improve your physical education curriculum, check out Cap'n Pete's Large Group PE Games - Triple Series Mega Bundle . In the mega bundle, there are 36   quality games designed to be engaging, student-friendly, and highly active.

You can download them from either of the following platforms: Cap'n Pete's Power PE Website  or Teachers Pay Teachers- Cap'n Pete's TPT Store

This comprehensive collection includes 12 ROCKIN GAMES + 12 OUT OF THIS WORLD GAMES + 12 PE GAMES FOR SUPERHEROES! That's 36 quality themed, large group games for your PE program.

Each game comes with a detailed lesson plan consisting of 1. Overview and Purpose, 2. SHAPE AMERICA Standard 3. Learning Outcomes, 4. Essential Questions, 5. Differentiation/Modification, 6. Game Setup and Procedures (Instructions for Play), 7. Materials and Resources, 8. Safety and 9. Assessment Suggestions. An easy to follow, full page graphical diagram is also included for each game in the Large Group Game Mega Bundle.

• Activities and Games
• Creative Instruction

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Why PE matters for student academics and wellness right now

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This story about PE teachers was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter .

Amanda Amtmanis, an elementary physical education instructor in Middletown, Connecticut, handed out cards with QR codes to a class of third graders, and told them to start running.

The kids sprinted off around the baseball field in a light drizzle, but by the end of the first lap, a fifth of a mile, many were winded and walking. They paused to scan the cards, which track their mileage, on their teacher’s iPad and got some encouragement from an electronic coach — “Way to run your socks off!” or “Leave it all on the track!”

A boy in a red Nike shirt surged ahead, telling Amtmanis his goal was to run 5 miles. “Whoa, look at Dominic!” another boy exclaimed.

“We don’t need to compare ourselves to others,” Amtmanis reminded him.

The third graders finished a third lap, alternating running and walking, and were about to start on a scavenger hunt when the rain picked up, forcing them inside. Amtmanis thanked her students for their willingness to adjust — a skill many of them have practiced far more often than running these past 18 months.

The full impact of the pandemic on kids’ health and fitness won’t be known for some time. But it’s already caused at least a short-term spike in childhood obesity Rates of overweight and obesity in 5- through 11-year-olds rose nearly 10 percentage points in the first few months of 2020.

Amtmanis’ “mileage club,” which tracks students’ running, both in and out of school, and rewards them with Pokémon cards when they hit certain targets, is an example of how PE teachers around the country are trying to get kids back in shape.

But inclement weather isn’t the only thing PE teachers are up against as they confront what might be called “physical learning loss.” Physical education as a discipline has long fought to be taken as seriously as its academic counterparts. Even before the pandemic, fewer than half the states set any minimum amount of time for students to participate in physical education, according to the Society of Health and Physical Educators (SHAPE), which represents PE and health instructors.

Now, as schools scramble to help kids catch up academically, there are signs that PE is taking a back seat to the core subjects yet again. In some California schools, administrators are shifting instructional minutes from PE to academic subjects — or canceling class altogether so PE teachers can sub for classroom teachers; in others, they’re growing class sizes in the gym, so they can shrink them in the classroom.

Meanwhile, innovative instructors like Amtmanis, who has worked in her district for more than 20 years, are struggling to get their ideas off the ground. Over the summer, the principal of Macdonough Elementary, one of two schools where Amtmanis teaches, approved her request to participate in another running program called The Daily Mile, in which kids walk or run 15 minutes a day during school hours.

Daily running breaks “boost attentiveness, which has positive effects on academics,” Amtmanis argued.

But two weeks into the school year, not a single teacher had bought into the idea.

“The issue is their packed schedule,” Amtmanis said.

Last year, many schools conducted gym class remotely, with students joining in from their bedrooms and living rooms.

The online format presented several challenges. Many students lacked the equipment, space, or parental support to participate fully. And many instructors grappled with how to teach and assess motor skills and teamwork online.

Though instructors found creative ways to keep students moving — substituting rolled-up socks for balls, and “disguising fitness” in scavenger hunts and beat-the-teacher challenges — they still fretted that online gym wasn’t giving students the same benefits as in-person classes.

Compounding their concern was the fact that many students were also missing out on recess and extracurricular sports.

In a March 2021 survey conducted by the Cooper Institute, maker of the popular FitnessGram assessments, close to half the PE teachers and school and district administrators responding said their students were “significantly less” physically active during their schools’ closure than before it.

Schools that reopened last year faced their own set of challenges, including bans on shared equipment that made even a simple game of catch impossible. Schools that were open for in-person learning were also much more likely to cut back on PE instructional time, or eliminate it altogether, the survey found.

The consequences of these reductions in physical activity are hard to quantify, especially since many schools suspended fitness testing during the pandemic and have yet to resume it, but some PE teachers say they’re seeing more kids with locomotor delays and weaker stamina than normal.

“The second graders are like first graders, and some are even like kindergarteners,” said Robin Richardson, an elementary PE instructor in Kentucky. They can jump and hop, she said, but they can’t leap. They’re exhausted after 20 seconds of jumping jacks.

An unusually high number of Richardson’s first graders can’t skip or do windmills. Some lack the spatial awareness that’s essential to group games.

“They don’t know how to move without running into each other,” she said.

Other instructors are seeing an increase in cognitive issues, such as difficulty paying attention or following directions, particularly among kids who remained remote for most or all of last year.

Kyle Bragg, an elementary PE instructor in Arizona, has seen kids sitting with their backs to him, staring off into space when he’s talking. “I say ‘Knees, please,’ so they spin around to face me,” he said.

And some PE teachers say their students’ social-emotional skills have suffered more than their gross motor skills. “They forgot how to share; how to be nice to each other; how to relate to each other,” said Donn Tobin, an elementary PE instructor in New York.

PE has a key role to play in boosting those skills, which affect how kids interact in other classes, said Will Potter, an elementary PE teacher in California.

“We’re uniquely situated to handle the social-emotional needs that came out of the pandemic, in a way classroom teachers are not,” Potter said.

Amtmanis, for her part, worries about her students’ mental health. She sees the little signs of strain daily — the kid who got upset because he couldn’t pick his group, for example, and the one who was distressed that his Mileage Club card had gotten mixed up in the front office.

“Their emotional reserves are low,” she said.

Yet not all instructors are reporting drops in their students’ fitness and skill development. Teachers in some middle- and upper-income districts said they haven’t noticed much of a change at all. In some communities, families seemed to spend more time outdoors.

“We saw the skyrocketing sale of bicycles, we saw families going for walks,” said Dianne Wilson-Graham, executive director of the California Physical Education and Health Project.

But in Title I schools like Macdonough, where more than half the students are low-income, some kids didn’t even have access to a safe place to exercise or play during school closures.

“Not only are they not in soccer leagues, but sometimes they don’t even have a park,” Amtmanis said.

Amtmanis came up with the idea of doing the Daily Mile after spring fitness tests revealed drops in her students’ strength, flexibility and endurance.

But many schools still aren’t sure how much physical learning loss their students have experienced as a result of the pandemic. Most schools pressed pause on fitness testing last year, and some elementary-school instructors are reluctant to restart it. They say the tests aren’t valid with young children, even in ordinary times, and argue the time they take could be better spent on Covid catch-up.

Andjelka Pavlovic, director of research and education for the Cooper Institute, said its tests are scientifically proven to be valid for students who are 10 and up, or roughly starting in fourth grade.

Fitness testing requirements vary by state, county or even district. Some states specify how often students must be tested; others leave it largely to the teacher.

Bragg, the Arizona teacher, said he has put testing “on the backburner” because “right now it’s not at the forefront of what’s important.”

Richardson said she is avoiding testing because she doesn’t want to use up precious instructional time or demoralize her students. “I want my kids to enjoy movement,” she said. If they perform poorly on the tests, “they may not feel as strong.”

In Connecticut, where schools are required to test fourth graders’ fitness annually, Amtmanis approached testing cautiously last year. She didn’t want to embarrass her students, so she made it into a series of games.

Instead of Sit-and-Reach, they had a “flexibility contest,” in which kids broke into teams for tag then had to perform stretches if they were tagged. She measured the distances stretched with curling ribbon, tied the ribbons together, and attached a balloon to the end. The team whose balloon soared the highest won fidget putty.

Pushups became a Bingo game, with the center space representing pushups.

“My goal was to get through it without ever using the words ‘fitness” or ‘testing,’” she said.

As the pandemic drags on, some instructors are taking a similar approach to fitness remediation and acceleration.

Bragg likes a warmup called “ Touch Spots ,” in which first graders listen as the instructor reads off the name of a color, then run and touch a corresponding dot on the floor. It works on reaction time, cardiovascular endurance, spatial awareness and sequencing — but the kids don’t know that.

“Students are having so much fun that they don’t realize how much fitness they are doing,” Bragg said.

Differentiation — tailoring instruction to meet individual students’ needs — has become even more essential, with former remote learners often lagging behind their in-person peers, Bragg said.

When playing catch, for example, he offers his students different sized balls — the smaller ones are more challenging.

Potter, the California teacher, spent the first two weeks of school teaching his students how to connect with their partners, stressing the importance of eye contact and body language.

“When you’re on Zoom, you look at the camera to make eye contact,” he said. “It’s a very different environment.”

Bragg reminds his students how to include kids who are standing on the sidelines, modeling excited body language and tone of voice. Lately, he’s noticed that kids who were remote last year are being excluded from groups.

“Social interaction needs to be practiced, just like how to throw a ball,” he said.

Richardson, the Kentucky PE teacher, is trying to build up her students’ stamina gradually, through progressively longer intervals of exercise.

But she works in a school with pods, so she sees each group of kids for five consecutive days, every third week. The two weeks in between, she has to hope that teachers will provide recess and “movement breaks.” She’s trying to get them to give kids breaks “when they get glassy-eyed and frustrated.”

Recently, Richardson was at a staff training session at which depleted teachers were “popping candy in the back.” When she raised her hand and requested a break in the training, her colleagues cheered. She told them to remember how they felt when their students return to the building.

“I always say, ‘If your bum is numb, your brain is the same,’” she said.

Convincing classroom teachers to set aside more time for movement can be challenging, though. As students return from months of online learning, teachers are under enormous pressure to get them caught up academically.

Kate Cox, an elementary and middle-school PE teacher in California, wishes schools would “realize what they’re missing when they cut PE because of learning loss in other areas.” Physical education is “readying their minds and bodies to be more successful in other areas,” Cox said.

Terri Drain, the president of SHAPE, argued that schools fail students when they treat physical learning loss as less serious than its academic counterpart.

“In the primary grades, children develop fundamental motor skills, such as throwing, catching, running, kicking and jumping,” she said. Unless schools commit to helping kids catch up, “the impacts of this ‘missed learning’ will be lifelong.”

In Connecticut, Amtmanis hasn’t given up on convincing teachers to carve out time for the Daily Mile. She recently sent them a list of suggestions on how to fit 15 minutes of running into the day, including by incorporating it as an active transition between academic blocks.

“While it may seem like there aren’t minutes to spare,” she wrote, “the energizing effect of the active transition should result in more on-task behavior and more efficient working.”

In the meantime, Amtmanis plans to keep using the mileage club to motivate her students to run and to monitor their progress.

“I don’t want to call attention to the fact that not everyone is fit,” she said. “This is an unobtrusive way to keep the data.”

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Jump to section, what are the requirements for teaching physical education, who will my students be, what does a pe teacher do, pe teacher jobs & job description, where can certified pe teachers teach, physical education teacher organizations & associations, what is a typical gym teacher salary.

A teacher affects eternity. They can never tell where their influence ever stops. Henry Brooke Adams.

Physical Education teachers are commonly referred to as PE teachers, P.E. teachers, or gym teachers . PE teachers are skilled and educated in physical education and athletic training. Gym teachers are knowledgeable about the human body and a wide variety of sports including basketball, gymnastics, football, baseball, tennis and aerobics.

Qualities of a Physical Education Teacher

Gym teachers are usually enthusiastic, physically fit, patient and excellent communicators. They positively influence their students both physically and mentally. These teachers must be able to prepare lessons while maintaining students' physical needs, apprehensions and challenges in mind.

These teachers have the capacity motivate students to perform physical activities while making them competitive and cooperative at the same time.

Gym Teacher Benefits

Becoming a PE teacher comes with many benefits including health, retirement and a great schedule. In regards to career growth, as a teacher gains experience, they may advance to department administration positions such as athletic directors or physical education directors. In addition, unlike many other teachers, gym teachers rarely have to grade homework on their time off.

Education Requirements for Teaching Physical Education

Those who want to become physical education teachers in the public sector are required to possess at least a bachelor's degree and a state-issued license to teach physical education. Licensure can be attained through the completion of a teacher education program focused on health and fitness, as well as a student teaching component. The teacher education program must be accredited by CAEP (Council for the Accreditation of Educator Preparation).

Many colleges and universities offer joint or blended degree programs that allow aspiring teachers to earn their bachelor's degree and teaching certification simultaneously. However, prospective teachers can enroll in a teacher education program after they have completed a bachelor's degree as well.

PE teacher preparation programs often focus on pedagogy, teaching methods and field experience as a student teacher. Classes for gym teachers in the program may include:

• Health teaching methods
• Kinesiology
• Exercise physiology
• Recreational sports
• Applied physical education.

Those who are teaching in physical education also will learn how to plan and present concepts to students of varying abilities and backgrounds.

Tests to Pass for Gym Teachers

Physical education teachers in public schools are also required to take and pass all state licensing exams. In order to become a gym teacher, the candidate must pass a subject matter competence exam that focuses on physical education. A general exam is usually required as well. Competency exams vary from state to state and should be taken in the state where you wish to teach. The exact licensing requirements vary depending on the state where you live.

Find Information About Becoming a Teacher In Your State

Each state has different requirements for becoming a certified teacher. To find out specific requirements, click on your state.

• Connecticut
• Massachusetts
• Mississippi
• New Hampshire
• North Carolina
• North Dakota
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• Washington, DC
• West Virginia

P.E. Teacher by Degree Level

The tables and charts below break down the education level obtained as averaged across the U.S.

Data taken from BLS Educational attainment for workers 25 years and older by detailed occupation, 2010-11 (http://www.bls.gov/emp/ep_table_111.htm)

Those who teach in physical education work with students from kindergarten through 12th grade, they will teach students ages 5 to 18.

High School and Middle School Students

Most commonly, PE teachers instruct at the secondary level (middle school and high school). Students at this level can range from 11 to 18 years old. It is important for teachers to note that students at the middle school and high school levels experience accelerated physical development and demonstrate a wide range of intellectual development as their minds shift from the concrete/manipulatory stage to the capacity for abstract thought.

Elementary School Students

On the other hand, elementary school students can range from the age of 5 to 11 or 12 years old. During these formative years, students are learning about themselves and others. It is important for a PE teacher to consider the development of his/her student in their planning.

PE teachers instruct students on how to stay fit through proper health practices and exercise. These teachers will plan lessons to include a wide range of skills and exercise activities. The curriculum might include cooperative team sports, individual games or one-on-one competitions. Physical education teachers can work in either a primary (elementary) or secondary (middle school and high school) setting.

Teaching Physical Education in Elementary School

Teachers working with students at the elementary school level usually focus on developing students' coordination, agility, and teamwork skills. In addition, these teachers often try to instill confidence and an appreciation of physical activity in students. Teachers generally do this through displaying enthusiasm for the games and excitement over each student's performance.

Teaching Physical Education in Middle School and High School

At the middle school and high school levels, PE teachers focus more on educating students about the benefits of exercise, health, nutrition and overall wellness. Additionally, high school sports teachers typically includes team sports such as tennis, track, swimming, football, baseball, soccer and more. Teachers of physical education also maintain records of each student's academic progress and physical fitness throughout the school year.

More than simply sports classes, physical education teachers instruct students in a variety of skills, including youths with all different levels of physical ability. Physical education classes promote a healthy lifestyle and students' cognitive, emotional and social development, as well as physical skill improvements. Jobs are similar between the elementary and high school levels, but there are key differences.

Primary-level Physical Education Teachers

Physical education teachers at the elementary level are often children's' first introduction to sports and healthy living outside their family grouping. With that in mind, here are typical tasks that an elementary gym teacher might perform:

• Impart to students the skills and knowledge to enjoy a healthy lifestyle
• Teach students the muscle competent needed to engage in many different physical activities
• Teach children the rudiments of physical literacy so they can understand game play and healthy development of their bodies
• Empower students to be leaders in games and sports
• Teach students about determinants of health
• Help students develop an understanding of their own strengths and weaknesses
• Help students understand stress and how to mitigate its effects through exercise
• Teach students how to interpret information on the sports field
• Teach students how to plan a strategic game play, demonstrate fair play, teamwork and collaborative problem solving.
• Teach children to be active every day
• Praise students to acknowledge their fitness and physical activity development and achievements

Teaching PE at the Secondary Level

PE teachers at the secondary level are often children's most accessible route to amateur sports and excellent role models for healthy living. With that in mind, here are typical tasks that a secondary PE teacher might perform:

• Empower students with the skills to develop resilience and patience in order to increase performance
• Help students discover elements of their personal identity through physical activity and healthy living
• Help students play variations of sports to improve practice and game play
• Teach students about personal safety and injury prevention during sports
• Help students explore endurance activities
• Help students explore both indoor and outdoor physical activities
• Help students practice communication skills and problem-solving skills on and off the field and in regard to personal boundaries
• Mentor students in the team-coach dynamic
• Help students understand the concepts behind physical safety
• Help students learn about their own bodies in the context of health

There are several career paths open for certified PE teachers in every state - read on to discover more information about this field.

Public Schools

Many licensed PE teachers choose to teach in public schools, which are supported by federal and state funds, so there is no cost to attend. These schools are directed by the United States Department of Education, local school districts and each state's board of education. The local school district oversees each school's curriculum, distribution of funds and the hiring of teachers.

Any child can attend a public school in his/her district because these schools are mandated by law to admit any student that resides in their district. Thus, public school teachers normally interact with students from various ethnic and socioeconomic backgrounds. In regard to assessment, public schools have to use state-mandated standardized tests to evaluate student learning. These tests often have a significant impact on school assessment, funding and a child's class placement. It is important to note that potential public school teachers are frequently required to apply directly to the district prior to seeking employment at a specific school.

Private Schools

Private schools do not receive federal or state funding. These schools are autonomous of the government and are normally governed by a private school board or organization. Private schools are mostly funded by tuition and donations. Unlike public schools, many private schools are religiously affiliated if they were founded by a church or religious group. In some cases, teachers educate students based on specific beliefs.

Private schools have the ability to create their own standards for students and teachers because they are autonomous. In regard to curriculum, private school courses are often more advanced than its public counterparts. Although private school teachers are not required to be licensed by the state, many private schools persist that their teachers hold a valid state certification. In order to uphold high educational standard, more and more private schools adhere to government policy concerning teacher qualification. At times, private schools might require that a teacher be certified by a specific school adopted program. Teaching candidates can inquire about specifications at the private school in which they wish to teach.

Charter Schools

Like public schools, charter schools are free of tuition. However, unlike public schools, they are independently run. By and large, charter schools are more autonomous than public schools and as a result are more flexible in their structure, governance and principles. These schools are often held to greater accountability for their performance. Each charter school has a charter plan or petition.

The charter plan acts as a contract as describes the school's guiding principles, governance structure and applicable accountability measures. Lastly, charter schools tend to be smaller in size, may have additional requirements for their teachers and are more selective.

• SHAPE - Society of Health and Physical Educators: The Society of Health and Physical Educators defines excellence in physical education, and the organization's standards for K-12 physical education are the foundation for well-designed physical education programs across the country.
• American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD ): An organization of professionals supporting and assisting those involved in physical education, leisure, fitness, dance, health promotion and education and all specialties related to achieving a healthy lifestyle.

Across the nation, certified PE teachers earn around $60K per year. However, the mentioned salary does not include the exceptional health and retirement benefits that teachers receive. Teacher salaries are based on years of experience and education, not on specific teachable subjects.

Elementary Teachers

• Entry-level (10th percentile): $39,020
• Annual median salary: $59,670
• Experienced (90th percentile): $97,900

Middle School Teachers

• Entry-level (10th percentile): $39,990
• Annual median salary: $59,660
• Experienced (90th percentile): $96,280

High School Teachers

• Entry-level (10th percentile): $40,540
• Annual median salary: $61,660
• Experienced (90th percentile): $99,660

To learn more about a teacher's salary, visit our Teacher Salary page.

(Salary data for elementary , middle-school and high-school teachers reported by the U.S. Bureau of Labor Statistics in May 2019. Figures represent state data, not school-specific information. Conditions in your area may vary. Information accessed March 2021.)

Coaches and Scouts

Salary (2022) and job outlook (2012 to 2020) by state.

According to the published BLS data from 2022, the national average salary for Coaches and Scouts is $57,450, with an estimated 218,970 being employed nationwide. Also, the job outlook growth projection from 2012 to 2020 is expected to increase by 14.8%.

Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Coaches and Scouts (SOC Code: 27-2022)

Salary (2022) By Largest Metropolitan Areas

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Physical Education

Physical education is the foundation of a Comprehensive School Physical Activity Program. 1, 2 It is an academic subject characterized by a planned, sequential K–12 curriculum (course of study) that is based on the national standards for physical education. 2–4 Physical education provides cognitive content and instruction designed to develop motor skills, knowledge, and behaviors for physical activity and physical fitness. 2–4 Supporting schools to establish physical education daily can provide students with the ability and confidence to be physically active for a lifetime. 2–4

There are many benefits of physical education in schools. When students get physical education, they can 5-7 :

• Increase their level of physical activity.
• Improve their grades and standardized test scores.
• Stay on-task in the classroom.

Increased time spent in physical education does not negatively affect students’ academic achievement.

Strengthen Physical Education in Schools [PDF – 437 KB] —This data brief defines physical education, provides a snapshot of current physical education practices in the United States, and highlights ways to improve physical education through national guidance and practical strategies and resources. This was developed by Springboard to Active Schools in collaboration with CDC.

Secular Changes in Physical Education Attendance Among U.S. High School Students, YRBS 1991–2013

The Secular Changes in Physical Education Attendance Among U.S. High School Students report [PDF – 3 MB] explains the secular changes (long-term trends) in physical education attendance among US high school students over the past two decades. Between 1991 and 2013, US high school students’ participation in school-based physical education classes remained stable, but at a level much lower than the national recommendation of daily physical education. In order to maximize the benefits of physical education, the adoption of policies and programs aimed at increasing participation in physical education among all US students should be prioritized. Download the report for detailed, nationwide findings.

Physical Education Analysis Tool (PECAT)

The  Physical Education Curriculum Analysis Tool (PECAT) [PDF – 6 MB] is a self-assessment and planning guide developed by CDC. It is designed to help school districts and schools conduct clear, complete, and consistent analyses of physical education curricula, based upon national physical education standards.

Visit our PECAT page  to learn more about how schools can use this tool.

• CDC Monitoring Student Fitness Levels1 [PDF – 1.64 MB]
• CDC Ideas for Parents: Physical Education [PDF – 2 MB]
• SHAPE America: The Essential Components of Physical Education (2015) [PDF – 391 KB]
• SHAPE America: Appropriate Instructional Practice Guidelines for Elementary, Middle School, and High School Physical Education [PDF – 675 KB]
• SHAPE America: National Standards and Grade-Level Outcomes for K–12 Physical Education 2014
• SHAPE America: National Standards for K–12 Physical Education (2013)
• SHAPE America Resources
• Youth Compendium of Physical Activities for Physical Education Teachers (2018) [PDF – 145 KB]
• Social Emotional Learning Policies and Physical Education
• Centers for Disease Control and Prevention. A Guide for Developing Comprehensive School Physical Activity Programs . Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2013.
• Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR . 2011;60(RR05):1–76.
• Institute of Medicine. Educating the Student Body: Taking Physical Activity and Physical Education to School . Washington, DC: The National Academies Press; 2013. Retrieved from  http://books.nap.edu/openbook.php?record_id=18314&page=R1 .
• SHAPE America. T he Essential Components of Physical Education . Reston, VA: SHAPE America; 2015. Retrieved from   http://www.shapeamerica.org/upload/TheEssentialComponentsOfPhysicalEducation.pdf  [PDF – 392 KB].
• Centers for Disease Control and Prevention. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance . Atlanta, GA; Centers for Disease Control and Prevention, US Department of Health and Human Services; 2010.
• Centers for Disease Control and Prevention. Health and Academic Achievement. Atlanta: US Department of Health and Human Services; 2014.
• Michael SL, Merlo C, Basch C, et al. Critical connections: health and academics . Journal of School Health . 2015;85(11):740–758.

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