- Home
- Physical Education
- Fitness and Health
- Building Character, Community, and a Growth Mindset in Physical Education
Building Character, Community, and a Growth Mindset in Physical Education
Activities That Promote Learning and Emotional and Social Development
by Leigh Anderson and Donald R. Glover
200 Pages
Building Character, Community, and a Growth Mindset in Physical Education is a highly practical and theoretically sound resource that will help you build a positive learning environment, teach valuable life skills, and inspire in students a desire to live active, healthy lives. It reinforces the many ways in which physical education and sport are the ideal setting to build college and career readiness skills. Teachers will learn how to help students develop a growth mindset and recognize that obstacles, challenges, and failures provide the greatest learning opportunities. The book is written with both American and Canadian national standards in mind: You can help your students achieve Standards 3, 4, and 5 of SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education and PHE Canada’s goals for physical education (“enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment”). It will also aid you in achieving Standard Six of the objectives set by the National Board for Professional Teaching Standards (NBPTS).
This text provides
• 35 new large-group warm-up activities;
• 20 character-building activities;
• 11 team-building challenges;
• assessment, reflection, and goal-setting strategies; and
• a web resource with ready-to-use printable and editable activity materials (such as focus words and definitions, reflection scenarios, station and team challenge cards, and more).
The activities, which are ready-made for use in your curriculum, include a motivational strategy and resource tool using the acronym GROWTH that will help your students learn and adopt the growth mindset traits necessary to set and reach goals. The book addresses many hot-button topics, such as emotional intelligence, community building, teamwork, physical fitness, and goal setting—all in a concise, practical, and highly effective way. As such, you will be helping your students meet Common Core and College and Career Readiness objectives. And students with goal-setting skills and a growth mindset will be well prepared to meet the challenging standards that are promoted by the Every Student Succeeds Act.
In addition, Building Character, Community, and a Growth Mindset in Physical Education is the perfect antidote to bullying: Through the materials and activities, the students learn to be respectful competitors and supportive teammates.
The text contains six chapters:
• Chapter 1 explores the connection between emotional intelligence and a growth mindset. It reinforces the many ways in which physical education and sport are the ideal settings to build college and career readiness skills.
• Chapter 2 describes the impact community building has on motivation and learning. It also contains fun community-building activities as well as guidance on how to develop a positive learning environment.
• Chapter 3 outlines strategies for building character and offers reflection scenarios, focus words, inspirational sayings, and recommended video clips.
• Chapter 4 supplies more than 20 fun, engaging, and motivational character-building activities and games.
#8226; Chapter 5 provides outdoor collaborative team-building challenges.
• Chapter 6 delves into various aspects of developing a growth mindset through concepts such as assessment, reflection, and goal setting.
Building Character, Community, and a Growth Mindset in Physical Education is a powerful and valuable resource because it develops the whole student. It helps students meet important national standards while also preparing them for success in life. This book will help you develop resilient citizens who choose to live active, healthy lifestyles; understand the importance of collaboration and teamwork; and are intrisically motivated to succeed in all areas of their lives.
Chapter 1. Developing Emotional Intelligence
Chapter 2. Building Community to Enhance Learning and Motivation
Chapter 3. Strategies for Building Character
Chapter 4. Character-Building Activities
Chapter 5. Team-Building Challenges
Chapter 6. Facilitating a Growth Mindset Through Reflection, Goal Setting, and Assessment
Leigh Anderson currently teaches in White Bear Lake, Minnesota, where she applies many of the concepts in this book. In addition to her elementary classroom and intervention experience, Leigh taught at the graduate level in the masters of teaching and learning program at Saint Mary’s University of Minnesota. This is the second book that Leigh has coauthored dealing with best practices in education, and she has presented both nationally and internationally. Leigh holds a bachelor’s degree in elementary education and a master’s degree in curriculum and instruction.
Donald R. Glover has taught physical education, including adapted physical education, since 1967 at the preschool, elementary, secondary, and postsecondary levels. He currently teaches elementary physical education methods at the University of Wisconsin at River Falls.
In 1981, Glover was recognized as Minnesota’s Teacher of the Year, and he was named the Minnesota Adapted Physical Education Teacher of the Year in 1989. He has written seven books, published numerous magazine and journal articles on physical education and sport, and been a clinician at more than 100 workshops and clinics.
Glover earned his master’s degree in physical education from Winona State University in 1970. A former president of the Minnesota Association for Health, Physical Education, Recreation and Dance, he is a member of SHAPE America, the National Association of Sport and Physical Education (NASPE), and the Minnesota Education Association.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Fostering Understanding Among Students
The first step in helping students develop a growth mindset - and generally strengthen their emotional intelligence - is to deliberately teach the traits of emotional intelligence.
The first step in helping students develop a growth mindset—and generally strengthen their emotional intelligence—is to deliberately teach the traits of emotional intelligence. Resources for building character are provided by many great character-education programs, but the best way to develop these valuable life skills is through an integrated approach. For example, toddlers learn to speak their native language through the integrated approach of constantly hearing words used in context. In other words, they don't learn the word ball because it is the "word of the week" that their parents teach them; they learn it by making connections every time they hear the word and see a ball. Making such connections strengthens learning.
Teachers and coaches need to take advantage of the many learning opportunities integrated into physical education and sport that connect naturally to emotional intelligence and a growth mindset. One way to do this is to continually praise students for demonstrating specific desirable skills, actions, and behaviors. Perspectives vary regarding the power of praise, as well as when and how to use it appropriately. In an article titled "The Perils and Promises of Praise," Carol Dweck states "The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn" (2007, pp. 34-39).
Rather than praising on the basis of ability or final outcome, it is much more effective to praise specific behaviors that contribute to emotional intelligence and a growth mindset, such as effort, risk taking, compassion, and inclusiveness. Focus on the behaviors that contribute to the process of learning and growing. In addition, recognize and praise specific positive character traits. In doing so,you reinforce thedesired actions and attitudes. Here are some examples:
- "Harun, I noticed that you encouraged your teammates after your first loss. Way to go!"
- "Samariah, you looked a little frustrated after your team lost, and I'm impressed with how you handled it. You didn't get angry with anyone or quit. You went right back out there and worked even harder. What a great example of perseverance!"
- "This class does such a nice job of including others. Whenever anyone is left out, you invite him or her to join your group. What a great example of compassion and inclusiveness."
In order to be effective, praise must be genuine and honest; indeed, false praise can reduce trust. It's always nice to hear a heartfelt "good job," but specific praise about behavior, effort,and attitude isa much more effective teaching tool than generic praise.
Another way to integrate emotional intelligence into every lesson or practice plan is through the practice of reflection. Inviting students to make connections and think about how their actions affect their performance, and the performance of others, is an excellent way to learn. To help students engage in this kind of higher-level thinking, which reinforces and deepens their learning, ask them questions such as the following: "What did you learn today as a result of a mistake that you made? What do you need to do in order to improve?"
Depending on the current theme or focus, you can also ask inviting questions at the end of each class, such as, "What specific acts of integrity did you notice in class today?" This question allows students to connect the meaning of the word integrity to specific acts of integrity performed by their peers. Similarly, during cool-downs, pair students up and give them a reflective question to discuss, such as, "While you're cooling down, work with your partner to generate three examples of how encouragement was demonstrated in class today."
Unfortunately, many students do not know how to reflect, because they are rarely, if ever, given the opportunity to do so. Instead, they are told what they need to do in order to improve, which in many cases goes in one ear and out the other because the teacher or coach is doing the thinking. The best learning comes when students do their own thinking, reflecting, and connecting. In addition, reflective learners are much more likely to learn from their mistakes and avoid making them again.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Preparing students for college and career
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large.
Having a growth mindset and strong emotional intelligence are key to success in the gym and on the field. These traits are also necessary for excelling in the world at large. To help students and athletes maximize their performance, teachers and coaches must understand the factors that contribute to success and the qualities needed in order to be successful, most of which are outlined in this chapter.That understanding can be developed in part with help from the Positive Coaching Alliance (PCA). One of the most influential forces in youth and high school sport today, PCA is a national nonprofit organization dedicated to developing "better athletes, better people" by "...providing resources for youth and high school sports coaches, parents, administrators, and student-athletes...that help...create a positive, character-building youth sports culture" (www.positivecoach.org/mission-history, para. 1). PCA recognizes the value that sport can and should add to kids' lives, and the organization is transforming beliefs and philosophies among parents and coaches across the country.
Of course, the win-at-all-costs mentality still exists, but it is increasingly viewed as unacceptable, both in sport and in life. Instead, the emphasis has shifted to character building, and winning is more often approached as a secondary goal. Thanks to organizations such as PCA, more and more coaches are recognizing that their teams have a better experience—and a better chance of winning—when athletes feel cared about, respectfully challenged, and emotionally connected.
Physical education teachers need to follow suit. By teaching students how to set and reach goals and how to be respectful competitors and supportive teammates, you are setting them up for success far beyond the gym. Many physical educators are lobbying for daily physical education classes due to the increase in childhood obesity and disease. The negative health trends are not going to improve simply by providing increased daily activity. The trends will improve only if students are taught how to lead healthy lifestyles. In order to make a case for daily physical education, teachers need to demonstrate the many ways in which physical education can positively impact lives physically, socially, and emotionally. Physical education is the best possible subject in school to promote healthy lifestyles. The concepts associated with teamwork, competing with integrity, and goal-setting naturally develop leaders and build career-readiness skills.
A study featured on the LinkedIn Official Blog by Allison Schnidman (2014) highlighted the top traits desired by Fortune 500 companies. Allison and her team asked over 1,400 hiring managers from Fortune 500 companies in the United States to rank which skills and personality traits they consider to be the most important when hiring young professionals.
The results indicated the following as the top skills desired in young hires:
- Problem solver: able to see and create solutions when faced with challenges
- Good learner: able to learn new concepts quickly, adaptable
And the top personality traits desired were identified as the following:
- Collaborative: works well with others; good team player
- Works hard: has strong work ethic; goes above and beyond
- Positive attitude: demonstrates optimism; maintains positive energy
Physical education teachers and sport coaches need to lead the way in facilitating these skills in students and athletes; there's a natural connection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Growth mindset and reflection
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting.
Reflection is the link between goal setting and assessment; in fact, it plays a key role both in improving and in reaching goals. Even so, it is underappreciated and underused. We learn by doing, but we learn even more by doing and reflecting. Our experiences, successes, trials, and errors are our best teachers—if we take the time to reflect and learn from them. Consider, for example, the use of game film and other kinds of video documentation of performance. Many of the most successful athletes in the world note that video of themselves in action gives them a powerful tool for improvement. It enables them to take a step back, analyze what is going well and not so well, and make necessary changes. This is what being a reflective learner is all about!
At the same time, humansare, by nature, forward thinkers. We tend to think about what's next, what new content or skills need to be introduced so that our students or athletes continue to learn and improve. The mentality goes something like this: "The more we do, the more we practice, the more we are exposed to—the faster we learn and grow." It is through reflection, however, that our students and athletes can be most successful and their growth and learning most meaningful. Reflection also encourages students to invest in the process of their own learning because it actively involves them in their journey toward achievement and success.
Before expecting students to become reflective learners, however, we must teach them how to do so. At first, students often struggle with reflection because they have rarely been given the opportunity to engage in it. Instead, they are typically told what they are doing right or wrong and what they need to do in order to improve. If, instead, we help them develop a daily or weekly habit of reflection, they quickly gain the skills and appreciate the opportunity. Here are a few general reflection questions that can be integrated easily into most any situation:
- What could I have done differently?
- What improvements can I make?
- What resources did I use to help me when things got difficult?
- What is it that I am most proud of and would like to share with others?
When students and athletes develop a growth mindset, they improve more quickly and become much more motivated to reach their goals. They also recognize that the obstacles standing in their way are really only opportunities to learn and grow stronger. As a result, they seek out the resources needed to overcome challenges and solve problems. The way to help your students develop these skills is to facilitate their understanding of a growth mindset through reflection.
Learn more about Building Character, Community, and a Growth Mindset in Physical Education.
Related Books
