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Teacher to Teacher: Getting Coworkers on Board with Physical Education Program

children cheering on the field with a teacher

Previously published in volume 85, Issue 2

Being a health and physical education professional is rewarding, but it's also a career with challenges. We want to help our members connect and share the issues that come up in their classrooms so we can all learn from our collective experience.

Question:
What strategies can I employ to get my school administration’s and other teachers’ support for my physical education program?

Answers
Answer #1
You should always have a plan before meeting your school administrators. Be precise in what you're asking for. What is the problem you are trying to fix or situation you are trying to improve? How will the extra support help the students? The school environment/culture? Once you've figured that out, ask for a meeting with your principal and tell them what you would like to discuss. This can be done via e-mail. During the meeting, you can give your principal a 1-pager with all of the necessary information. So far, that's always worked for me.

David Benay
École élémentaire publique Jeanne-Sauvé
CEPEO
Ottawa, Ontario

Answer #2
Invite teachers to participate in a school activity challenge. Brainstorming the actual event ideas with them will aid in building appreciation for what you do and allow more opportunities for community cohesiveness.

Answer #3
Explore if there is a way to create a school spirit day that includes teachers vs students games or tournaments. (This may be a good way to suss out your co-workers’ own sporting prowess or attitudes towards physical education. A bit of insight might be helpful in determining what future approaches you may want to take.)

Answer #4
Talk to other teachers about how they can, in small ways, incorporate movement or skills from your physical education program into their classes and then offer to pop in and lead a short related activity. Or hold an afterschool workshop for your school administration and colleagues with the intent to share how they can improve their days by taking movement breaks with their students.

Recent Posts

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[ Research ] Climate change represents a profound threat to the health and wellbeing of today's children and adolescents, yet its impacts on these populations are not fully understood. Evidence indicates that climate-related extreme events, and the stress associated with climate change, may significantly affect young people's mental health, educational attainment, and physical activity levels. Schools can play a pivotal role in addressing these challenges. One approach to addressing these challenges is using a Comprehensive School Health (CSH) model, which encompasses four pillars: teaching and learning, social and physical environment, healthy school policy, and partnerships and services. This paper presents illustrative ideas for programs, policies, or practices that could align with different pillars of the CSH model in relation to climate change. These examples are intended to prompt discussion and reflection, rather than to assert effectiveness, and may offer ways schools could consider supporting students in responding to climate-related concerns, including climate anxiety, and developing skills to navigate environmental challenges.
Authored by: Will Burton, Gina Martin, Brenton Button
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[ Feature Article ] Circus Arts offers numerous benefits, including enhanced self-confidence, creativity, coordination, and resilience. It provides students with the opportunity to develop physical and artistic skills at their own pace, fostering an inclusive environment where everyone can succeed. The program can be started on a small budget using common gym equipment and station-based learning. With a limited amount of equipment, station-based learning keeps costs low while still offering a variety of options for students. This approach ensures that students can practice different skills in smaller groups, fostering focus and creativity without requiring a large investment in expensive Circus Arts equipment.
Authored by: Dani Thomson
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Authored by: PHE Canada, Sherra Rogers
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When Research Drives Action: The University of Moncton Uses PHE Canada’s Advocacy Report to Strengthen Its Physical Education Program
[ Feature Article ] The University of Moncton drew on PHE Canada’s Erosion of Physical and Health Education in Canada advocacy report to support a review of the admission requirements for its Physical Education program. This initiative demonstrates how evidence-informed advocacy can help strengthen the preparation of future educators and support the long-term sustainability of quality physical and health education across Canada.
Authored by: PHE Canada
Paper cutouts of diverse people, including some in wheelchairs, holding hands, surrounded by colored pencils. Wooden letter blocks spell out 'INCLUSION'.
How Do I Include Everyone?
[ Feature Article ] Fostering equity, inclusion and belonging in physical education can be challenging, but it is essential for students to feel seen, understood, and supported when they are developing physical literacy. This article shares practical, adaptable strategies that promote inclusive practices—such as flexible dress codes, culturally responsive practices, student voice in planning, and accessible leadership opportunities. It emphasizes creating safe, welcoming spaces through community partnerships, Indigenous perspectives, inclusive language, and visual representation. While not a one-size-fits-all guide, these ideas offer a starting point for creating more welcoming and equitable PE environments that reflect and respect the diversity of our school communities and lived experiences.
Authored by: Brenda Carbery-Tang