Celebrating All Forms of Movement and Physical Activity

Are some forms of sport/movement/physical activity valued more than others in your community?

Is competitive or varsity engagement considered higher status than informal activity like yoga or skateboarding?

How do you know which students engage in which activities our of school?

Let's break down these questions on episode 5 of the miMove Fall Webinar Series!

Episode Transcript

(00:00):
Welcome back to the My Move Fall webinar series hosted by the HPE Collective.

(00:27):
This webinar is the fifth in a series of six episodes.
Our host Greg Dryer, the founder of My Move, is here to discuss a very important topic
today, celebrating all forms of movement and physical activity.
We'd like to start by thanking our listeners for their support over the last several weeks
as we've launched HPE Radio.

(00:47):
We actually have just surpassed 100 listeners this month, so we hope that you'll continue
to listen and share with your friends.
It's my pleasure to introduce you to my friend Greg Dryer for this quick webinar today.
Thanks Jordan.
And introduction done, title presented.
It's on the screen celebrating all forms of movement and physical activity.

(01:10):
And we're going to dive into, I guess, physical activity analytics and then really try to
begin to understand how and why we might value certain forms of activity over others.
But I feel like I'm still in my own thunder and we should just get going.

(01:30):
And I'm going to try, Jordan, if it's okay with you, to be a little bit more conversational
this week.
So put your thinking head on because I might be coming straight to you.
Yeah, sounds good.
So what type of movements tend to be celebrated most?
So in my research for this starter for 10, what do you think is the most commonly taught

(01:58):
activity in USPE?
My first thought trends toward basketball, mainly because the setting, our gym classes
are primarily tied to the physical location of the basketball court.
And while that's common, I'd love to see that be changed.

(02:22):
We don't necessarily have to be on hardwood with basketball goals surrounding us, but
yeah, that would be my guess.
Well, spot on.
And fitness and exercise was up there.
And soccer was pretty high as well, according to the data that I turned to.
But this question asked, what types of movement tend to be celebrated most?

(02:47):
And hopefully people listen in will just take a moment, maybe hit pause and just try and
unpick that.
How would you unpick it, Jordan?
What types of movement?
My lean starts to go toward parsing out team sports versus individual sports versus expressive

(03:12):
movement, starting to piece together some categories that people would typically move
within to define types of movement.
And then fitness and exercise has its category.
But I don't typically tend to think very narrow sport specific lane.

(03:36):
It's kind of like these broader categories.
Okay.
And in society at large, what type of movements tend to be most celebrated?
I think I would lean toward this idea of the competitive team sport realm.

(03:58):
Maybe I don't know how to define that as a type of movement, but I think just our culture
in the United States is really wrapped in revolving around a lot of college athletics.
You know, LeBron James and the NBA, you've got the NFL.
Most sports leagues really drive a lot of the perceptions about movement.

(04:21):
And so I would trend toward that team sports area.
I would tend to agree.
And I would say that was in varying degrees, it seems to be quite universal.
A lot of the stuff when I was preparing for this, and I've been quite conscious of it

(04:43):
over the last four weeks is that these themes are rolling and they sort of lead into each
other.
So last week, we were talking about gendered activity and gendered activity gaps.
And I guess it's like a jigsaw.
And the more we dive into each part, the bigger the picture gets and the more connected the

(05:04):
picture gets.
So even in your, I don't know how conscious you were of it.
I'm guessing you were reasonably conscious, but we tend to celebrate male sports take
a lot of column inches.
They take a lot of media inches.
Now that's not to say that female competitive high performance sport is not celebrated.

(05:24):
But you know, I think we're still hard pushed to look at, you know, the amount of commercialization
in, you know, just that some of the names you mentioned there, the NBA, the NFL is just
streaks ahead.
The English Premier League is streaks ahead of its female competitors.

(05:46):
And indeed, I think I'm right in saying you'll correct me if I'm wrong, that the NFL doesn't
have a female counterpart.
Is there is there pro football in this in the States for women?
The average listener would not know that.
There are some female football leagues that I would not assimilate to be professional

(06:08):
sport in the common sense, but they do have leagues where women compete in football.
Specifically, I think it's a lot of flag football.
Yeah.
Yeah.
And indeed in the next Olympics, play is going to be men and female flags going to be a medaled

(06:29):
sport.
So you know, I'm always, I'm always really curious when I look at US universities and
I look at their athletic program that I don't think I've ever seen NCAA women's football,
but I feel like we sort of going down a little bit of a rabbit hole here.
So what type of movements tend to be celebrated most competitive athletics, team games, highly

(06:51):
commercialized stuff really fuels the celebration, right?
Now, how does that relate to Fized?
Well, as we all know, we don't operate in vacuum.
So last week, you were talking about different gender right approaches to a volleyball club
where the boys were coming in and for them, it was about beating their opponents and playing

(07:13):
competitive volleyball.
And for the young women you were teaching, it was more joyful.
They might they may or may not be conscious of the score, cognizant of the score really
busting the gut to win the game, but I don't know, I'm not there, but there's a lot more
around the meanings that they take from it.

(07:34):
So you know, that's the backdrop of this conversation, I suppose.
And I'm going to redo this slide.
That's another thing I've done every week, I've picked up themes through the slides.
And so this is the levels of engagement and the amount of dropout.
And we know that most young people are not active and that a lot of those who are dropout,

(07:55):
especially of organized competitive sport between the ages of around 12 and 17.
And that's been a trend for many, many years.
You hardly find a PD teacher who's not aware of that, that attitudes change throughout
adolescence.
And all of these webinars, I guess, have been bound together by the question of what role
do we play in these unwanted outcomes and celebrating certain types of activity over

(08:22):
others may unwittingly be a contributing factor.
So I went to shape again, and this is their features of a well-designed PE program.
Meet the needs of all students.
Really, really important.
That's the first thing, inclusion.
And I'm going to come back to that in the next slide or two.

(08:45):
Keep students active for most of physical education class time.
Fine, active learning, well-established principle.
Teacher's self-management emphasizes knowledge and skills for a lifetime of physical activity,
and it is an enjoyable experience for all students.
Okay, so I'm going to say that first and last bullet points are closely connected,
meeting the needs of all students, and enjoyment for all students.

(09:10):
So that, how PE grapples with this notion of lifetime physical activity is one of the
areas I'm really, really fascinated in.
And I remember listening to a wonderful podcast with the, it was interviewing a guy who was
widely regarded as like the godfather of PE sports sociology.

(09:36):
And he was asking the question around if most adults, their physical activity behaviors
and the physical activities they take part in are vastly different to what kids do at
school.
So the question he asked is, should, to prepare kids for a lifetime of being physically active,

(10:01):
should a 14 year old do same sort of activities as a 44 year old?
And he said to unlock that question, you have to ask a 44 year old, what was it that turned
them onto physical activity when they were 14?
And it probably wasn't the same sort of activities.
It's all about that word that we've used a lot over the last few weeks, the relationship
one has with movement, and the relationship one has with their bodies, with one's own

(10:26):
body in movement.
And for some young people, the highly valued forms of movement, competitive games activities,
give an awful lot of joy and an awful lot of meaning, but possibly and probably not for
all.

(10:47):
So because again, around the world, PE tends to be really games heavy and one of the exercises
they always do with pre-service and in-service, well, more in-service teachers on PD sessions,
is to try and look at the weighting of the curriculum.
So how much time do the, what percentage of time is spent in games activities?

(11:11):
And in my experience, when teachers do this, it's at least 60%.
Sometimes it could be up to 80% in team competitive games.
So you touched upon categories of activities and this is not scientific.
I was a little bit tight of time and I was trying to go to, like, how do we understand

(11:39):
forms of movement?
So in order to celebrate all forms of movement, we need to be able to conceptualize groups
of movement as you touched upon before.
And I always think this is a fascinating conversation around, well, I guess it's a little bit academic,
but what's the difference between, so at the top here, I've spoken about intentional physical

(12:01):
activity.
And for me, that's when a person, and I'm most interested in young people, actually
decide they're going to do, take part in physical activity and the engagement is the primary
reason, it is the primary intention.
So it's a very conscious thing.
It doesn't need to be formalized, but it's a very conscious thing.

(12:26):
So then if we come down, I've split physical activity and sport.
And one of my conversation starters, I guess, in PD sessions is like, what's the difference?
So I'm going to bump that to you.
How do you conceptualize the difference, Jordan, between physical activity and sport?
Yeah, so I think you kind of have to do some mixing here, like understanding that if you're

(12:54):
engaging in sport, you're engaging in physical activity for sure.
However, not all physical activity is sport.
And just to give yourself permission to make that understanding within yourself is what
kind of unlocks some of the things that fall below this.

(13:15):
I like to talk to my students about identity and culture.
And number one, identity.
Like on one of our previous slides you just went through, 81% of 11 to 17 year olds would
not describe themselves as active.
Well, why is that?
Well, maybe it's just because they don't have the language to do it.

(13:37):
And they believe that they have to be engaged in organized sport to call themselves physically
active.
And so once we can parse this out with them, they're like, oh, well, I guess I am physically
active.
You know, I was talking to one of my students, Oliver, over fall break a couple of months
ago, I was playing disc golf at Veterans Park here in Lexington.

(14:00):
And I look over while I'm throwing a shot and down in the creek is Oliver and his family.
They all have their shoes off.
They're just walking through the creek finding rocks, like doing all kinds of stuff.
And I asked them about it.
I was like, what were you all doing?
And the word physical activity or the mention of physical activity did not come up.

(14:24):
And so I was very quick to point out.
I was like, I just loved that your family has a way to be physically active together.
That's not related to organizing a sport.
But you all were just outside hiking in the woods, getting in the creek, that stuff.
But also culture, like when we start to define this out to people, like, and Christie Malley

(14:48):
used this phrase the first time I heard it, but it's like the invitation into the movement
culture and not the sport culture.
Like we all are to some extent ingrained in this sport cultures because we see it on
TV all the time.
We're like, what is the difference between the sport culture and the movement culture?

(15:09):
And how do we find ourselves within the movement culture around people who identify like us
and support us in those journeys, whether it be oriented toward fitness or oriented
toward expression or adventure.
Like there's so many different ways of being within physical activity that are not organized

(15:30):
sport.
Absolutely.
And indeed, Scott Kretschmar, he talks about finding your playground, which is actually
a really deep concept that he goes on to explain around a really strong magical connection
that you have with that space for reasons that are often very personal.

(15:54):
And it's part of that sort of identity, is that self efficacy, because if we're going
to get allowed kids to find their playground or be invited into the movement culture, they
presumably need to be reasonably cognizant of what the process is and what's going on
around them.
Now, I think certainly talking personally, I probably only made sense of that like way

(16:16):
after I was heavily inducted into a movement culture, when I came into adulthood and for
various reasons around curiosity and privileges that I had to reflect and study and learn
about this stuff, I begin to join the dots.
And it's a journey that certainly hasn't ended.

(16:38):
Understanding last week or the week before we spoke about walking in the shoes off.
And as you quite rightly touched upon, we tend to understand and can walk in the shoes of
people who do certain types of activity.
I'm not sure I can necessarily walk in the shoes, I can really appreciate what Oliver's
family were doing.
And indeed on my move, which we come on to right at the end here, we were able to really

(17:01):
capture and validate those forms of physical activity as really, really valuable.
Back to this chart.
So here in the UK, the definition of sport was tested in a court case actually, where
a group of organizations that are involved with brain games, so we're talking like Breach

(17:25):
and chess, we're trying to access public money, quite a significant amount of public
money, but that is in mark for sport.
And they would say no, some of that money should come to us because we're a sport.
So then it had to be tested by lawyers and attorneys to figure out what is a sport.
And then reverted back to quite a well established definition, a three part test that a sport

(17:49):
has to be codified, has to have rules.
And those rules allow for competition.
So it has to be competitive.
And it requires physical and skillful preparedness.
So that combination of things.
And I always ask, if I go swimming, am I doing a sport?

(18:14):
So most people who go to the pool, who did most people who run are not actually doing
the sport.
I know this is a little bit of a pedantic sort of conversation, but they are over here.
So when I go to swimming pool, I don't come out of the locker room with a full tracksuit

(18:36):
on big earphones, dry smoke coming out.
And I'm properly in the zone and I might splash my face a little bit, take off my tracksuit,
dive in, swim hard as I can for like four laps and then finish.
Because I'm not racing anyone.
I don't need that level of performance.

(18:56):
I'm just going probably for fitness reasons.
Some people go for relaxation, whatever.
But I'm not competing against anyone.
You might be competing against the person who's swimming in the lane next to you, but if
they don't know that you're competing with them, that's probably not a sport.
In the same way, when I get into my car, I'm not doing what Lewis Hamilton does on an F1

(19:18):
track.
I don't know.
Yeah, F1 is still growing in the stage, right?
Anyway, I'm not going to get into a...
Yeah, it is.
So I'm not doing that.
It's a different purpose.
So and dance is always...dance can sit in both, but dance is a little bit of an enigma
here because it's got a completely different tradition.

(19:41):
Dance is born out of performing arts.
There is now, as we all know, competitive dance, but you're racing dance like I'm really
not happy about that.
Are they?
For them, dance is an expression of meaning through the body in the same way as a picture
or a poem is an expression of meaning through words or drawings and painting.

(20:04):
So okay, so a little bit there.
And then I've used the teaching games for understanding categories of games here.
It's not the best diagram in the world.
I was having to move things around.
So tell me if you use different categories as invasion, net, strike, field, and target
games.
But oh, sorry.
So you've got adventure activities that are sport, but then you've got thrill seeking that's

(20:29):
not a sport.
So again, if I'm surfing, now you've now got surfing in the Olympics, which I would say
would be a wills or sliding activity here.
But again, purists who might surf in California or Hawaii or wherever, they're all about being
at one with the ocean.

(20:49):
And they actually really dislike Olympic surfing.
They think it's a little bit of an anathema to what they're doing.
So you've got this world being route around, which is, you know, borderline, if not full
on spiritual.
So you've got people who are really into yoga, people who are one with their environment,

(21:09):
when they're walking, when they're trekking, when they're paddling, when they're surfing.
Got exploration sports, which are around traveling and finding the world.
You've got a split fitness into those who are seeking well-being and those who are seeking
targeted outcomes and they're very different processes.
And then Justin O'Connor, Australian academic, he recategorized some sports in some very

(21:36):
different ways, but we haven't got time to go into that.
But making sense of stuff.
And the heart of all of these things is the essence of what you're doing it for.
So I mentioned that dance is about expressing and conveying meaning.
Well if I'm teaching dance, I and the kids really need to know that because that's what
we're trying to do.

(21:57):
If we're teaching games, we're trying to outwit the opponent.
That's the essence of what we're trying to do.
There's no getting away from that.
So higher further, faster is around track and performance, athletics, etc.
Okay, I'm going to stop there because I feel like I'm just going through a diagram.
I'll jump in really quick too with an example.

(22:20):
My background is in coaching CrossFit and I've held both a level one, a level two and
a CrossFit kids certification.
And one really important point that we have to do in the adult education of people who
buy a membership is explaining to them that there's a difference between you and the CrossFit
Games athlete, which is really fun to watch on YouTube.

(22:43):
But when you come to the gym every day, we should not expect that level of performance
from you nor should you try to replicate it.
And so while the CrossFit and the CrossFit Games are very different, the way that we
communicate that to the athlete is like a 45, 45, 10 split.
You should spend 45% of your time developing new skills, low intensity, develop the coordination

(23:08):
for some of these movements, like not weighted, like unloaded.
We want you to develop movement fluency.
We use the term virtuosity.
We want you to look like very complicated movements are as simple as can be.
And that is a great outcome for what we're doing in the gym.
Just learn how to move your body.

(23:29):
Second, the second 45% is training.
Like you bought this membership because you maybe have some wellbeing or fitness goals
and we want to help you meet those.
And so a lot of what we're doing here is training the body, cardiovascular endurance, muscular
strength stuff.
And then we leave that 10% and it's kind of optional.

(23:50):
Like if you're going to compete and you're just a regular person, you work a nine to
five, but you're coming to the gym, but you're into this competition stuff, like maybe once
or twice a year, sign up for a local competition or do the open every spring.
Like if you want to compete, like you're welcome to do that, but do not expect to come in Monday

(24:11):
through Friday and this be the CrossFit Games where you're tracking your performance against
other people.
That's a really detrimental way to approach a physical activity that should be enhancing
your life.
But that's the conversation I'm having with adults.
And I think that's a really important conversation to have developmentally appropriate forms

(24:35):
of movement where the context, the activity provides a context and then that context needs
to be adapted for the participant.
And I would pick up on that Jordan and say clearly that has got to be amplified and exaggerated

(24:56):
even more when we're talking about young people and children.
What they might see on TV around these activities is clearly not what they're going to be doing
and nor should they be doing.
And that's both from a movement perspective and also from a behavior and a values perspective.

(25:20):
Kids who are playing tag on a Sunday should not be emulating the NFL superstars.
They are playing for a really specific purpose.
And if we're really honest about it, some of those purposes are dark, some of the outcomes
are dark and some of the behaviors are unwanted or certainly not appropriate for 12 year olds.

(25:46):
So understanding how we take activity, adapt it for the audience, that also goes through
to therefore what do we celebrate bringing it back to the title of this session because
it's really clear what is celebrated in the NFL or in the Olympics or in the Premier League
or in the World Cup, whatever major events we're watching, highly commercialized events.

(26:12):
It's really clear what's celebrated, a successful outcome apart from those very few athletes
that transcend above that and start really looking and understanding the process, which
in my book is actually a way to get a successful outcome anyway.
But satisfaction is not solely or even dependent at all on that outcome.

(26:40):
I would say they're the coolest athletes who we really should be giving a bigger platform
to but that's my bias.
The point I'm making there is around the relevance and the developmentally appropriate
form of movement and therefore what we celebrate.
So the participation, the spirit, the development that the young person's making, the continued

(27:07):
engagement or commitment.
And it doesn't need to be about any outcome.
It doesn't need to be.
I mean, it could be but that's a more complicated conversation.
So here, why is it not changing?
Okay, so I've taken the same activities and then understanding the hierarchy because there

(27:28):
clearly is a hierarchy.
Even if we take, you know, when you just sit around CrossFit in the gym, there's a hierarchy
of who's super successful, who's celebrated and people wear their bodies and they display
their bodies in the fitness world because their body equals a sign of success.
And if as physical educators, I'm not sure how that works for us.

(27:52):
And I'm certainly not sure how it fits in with Shape America's criteria for what a successful
PE program is because the most common word in that was for all students.
And the most obvious thing around the hierarchy here is as you go up, the segments get much
less in volume.

(28:13):
So a hierarchy by its nature is exclusionary.
Now as physical educators, if we're serious about inclusive approaches and all young
people developing that positive relationship and staying in physical activity, despite
what barriers and challenges they might have in their lives, be them physical, social,

(28:35):
whatever barriers that they got, and we've all got barriers, we actually don't want a
pyramid.
We want a big block.
We want like a rectangle or certainly an inverted pyramid would be cool, but a rectangle going
up where nobody jumps out, nobody feels I'm not good.
Nobody begins to not identify as an active person.

(28:58):
That doesn't mean everybody's got the same journey.
As you talk about an awful lot, Jordan, it means each young person finds their journey.
And so, you know, we've spoken a little bit about why some activities are valued high
in others and does that support or hinder your work?

(29:18):
So any thoughts on like the last couple of slides there, the questions here, I guess,
is just bringing things together, but the hierarchy of celebration or hierarchy of value
in some activities over others, does that sit with you?
Does it make sense?
Does it play out with your students?

(29:40):
I'm not sure really what's in my students' minds about this, but I know what's in the
adults' minds and that our identities as humans sometimes gets wrapped up in fandom.
And if I'm a fan of an NFL team or a college basketball team, like, I pay a lot of attention

(30:02):
to it.
And so it can become a source of conversation with students.
And it can seem like that because I talk about this, that this is what I value.
And I'm not really sure why exactly some activities are valued higher than others other than the

(30:26):
outcomes are so much more measurable and quantitative when we start looking at competition, wins
versus losses.
We start talking about meeting fitness goals.
Like, those are things that I can check off on a piece of paper and just feel like, yeah,
they did it.

(30:47):
They did it.
They did it.
Whereas when we start talking about valuing movement and the outcomes of some of these
physical activities that don't have the codification like you were talking about, maybe it's hard
in the head of a PE teacher to wrap their head around the success of that.
And how do I even measure a process rather than an outcome?

(31:11):
One thing that I'm experimenting with with my students is that they're just taking simple
30 minute or not 30 minute.
Well, that would be crazy.
30 second videos of them performing skills that are coming up within our unit.
So, you know, again, like if I'm playing volleyball, like they might be recording themselves doing
a bump or a set.

(31:33):
And they just need a 30 second video.
We just play it on loop on a video editor and then they voice over what they're feeling
in that moment.
And I do it at the beginning and I do it at the end and I have them watch their two videos
with their very like visceral in the moment voiceover reaction to what they're doing and

(31:56):
ask them like, how is your language changing about what you see in your skill?
Like what what is the difference between, you know, day eight versus day one and what
success have we found?
And I go back to talking about to you about this student I have her name is Kimmy.

(32:19):
And when I'm reading one of her reflections, you know, one of the things that came up was,
you know, when I came in this semester, I was really nervous about this class because
I just don't feel like I'm very good at this class.
I highlighted it and I went to speak to her.
I was like, what does that mean?
What does that mean that I'm not good at this class?
And a lot of what she gave back to me was all messages that people have given her about

(32:43):
what it means to be successful in a PE class.
And none of it revolved around her ability to engage with something and be reflective
about it.
And you know, in her post reflection, you know, we found out that her confidence has
skyrocketed.
And you know, my observations of her in class told me that like this, this student runs

(33:07):
down the hallway to fifth period.
Mr. Manley, Mr. Manley, she's waving her hands, pumping her arms.
What are we playing today?
What are we playing badminton again?
Badminton is her favorite activity.
On the first day of badminton, she literally asked me if she could sit out.
She's like, I don't, I don't do well with a racket in my hand.
I don't want to do this.
It's like, well, why do you think that?

(33:29):
Why do you think that about yourself?
And really just questioning it, inviting them into a safer space where they can just connect
with it.
And by the end of the semester, she is like today was our last day of PE and we have to
be in the health classroom.
And she's like the biggest complainer.
She's like, no, I want to go back to the gym.

(33:50):
Like I was having such a good time.
She's growing and she knows it.
And so again, like we allow our bias, our fandoms to trickle into our curriculum.
And the way that we talk about, you know, a lot of PE teachers just grew up in sport.

(34:10):
Well, I'm sorry, but like 90% of the students you're going to interact with aren't athletes.
So how do we address this and how do we celebrate students who, you know, aren't getting physical
activity through organized sport and, you know, Mike Chamberlain told us last week,
like those kids who are involved in sport, like they're getting some of this stuff elsewhere.

(34:33):
Like they're going to get that high level competition that they're seeking.
All right.
We don't have to like spend all of our class time doing it either.
And so like, how do we, how do we start to show our values through how we organize curriculum?
Yeah.
Yeah.
I think that beautifully put, I totally agree.

(34:53):
I think that first question, why are some activities valued high enough?
It really depends what perspective you're coming at this from.
Sort of critical social theories would look at movement culture as reflective of wider
culture.
And it's not an accident that competitive activities and competition and winning is

(35:15):
so highly valued in a society where those traits are valued.
Getting on means being better than others means getting richer than others means getting
moving up the employment hierarchy.
So these values are really common.
Sport is both supporting that and reflecting that discourse.

(35:37):
So and of course, who's doing the valuing, who's shaping the agenda and whether we like
it, whether we feel comfortable with it or not does come down to who holds certain privileges
and power in the world that we live in.

(35:58):
So there's a big, big conversation.
There's obviously been huge amounts written on that in academic circles.
I'm just opening the window to that or bringing that to the fore.
And does it support or hinder your work?
So a lot of the work that we try and do in education, especially when you go back to

(36:20):
those shaped statements, this notion of for all is actually really counter, not counter
intuitive or swims against the tiredness societal norms, because what other area of life apart
from in education do you want all to progress?
Now, if we live in an aspirational and inspirational world where kids are told they need to aspire

(36:47):
to be better than others in order to get on, there's a tension there.
So without dwelling on that too much, I was really liked where you went with that answer,
Jordan, and I always come back to this and I do find meaningful, very useful framework.
It's not the only framework.

(37:08):
But the point I want to try and finish with is there's not only a hierarchy of activities
and forms of movement, there's a hierarchy of why we move.
So you mentioned badminton.
We can play badminton in lots of different ways for lots of different reasons, but competitive
high performance badminton sits above me and you finding like a lot of joy and meaning

(37:34):
from playing social badminton.
It's just something we might do after work because hey, it makes us feel good.
We enjoy each other's company and it's a great way to transition from work to home life.
It might de-stress whatever the reason.
So there's a hierarchy of outcomes as well as a hierarchy of movement.

(37:54):
Quick story, I was talking to a wonderful PE teacher today who at the end of last semester
the kids she was working with were really flagging.
It was a long term and it was an L year 11, which is your grade 12, I think, 15, 16 year

(38:19):
olds.
And a lot of PE here is gendered, so it was a girls group in a co-ed school.
And there was one kid that you said who didn't feel very confident with a racket and she
wasn't having a lot of joy and Tara took out a balloon and they started hitting with a
balloon and slowed the game down and all the other kids were enticed to that and they all

(38:43):
started playing with the balloon.
And Tara when she was recounting this to me, she said to me, we just had a really easy
laid back recreational session and I said, no you didn't.
That you've really demeaned your own work, especially with that ominous word, just.
You put just in there and PE teachers are always demeaning our work.

(39:04):
We just do this.
I'm just a PE teacher.
No, you're not.
She's given that, she went on to tell the story that one of the kids was having a really
hard semester.
She was really down for a number of weeks and she left that room with a big smile on
her face and Tara said to her, it's so nice to see that smile back on your face.
There's no just in that process.

(39:26):
She's made a call.
She's created a really safe environment and I said that the follow on is to do the reflective
work and really capture that so that the young people can begin to really dive into what
was it that put a smile on your face and go beyond fun and really talk about it.
Talk about the joy that they had or whatever the connection was.

(39:47):
So I think that was a really rich learning experience and she was saying it was just
like an end of semester easy going session.
And if we're going to celebrate types of movement, we have to know about types of movement.
This was one school.
This was the data that we pulled out for them in my move.

(40:09):
It was a primary school, elementary school here in the UK and over the course of last
academic year, these were all the activities that their students took part in.
63 different activities amongst the school.
It wasn't a huge school.
So if we want to celebrate forms of movement, we need to know what the young people are

(40:30):
moving.
And you've spoken about the reflections that the young people are doing on my move that
you use at school and this is how they're capturing all of this data.
So we have to know and my move does that for you and I will finish with, you know, invitation
for people to reach out on HP Collective, reach out via the My Move channel and book

(40:56):
a call with me and we go through how My Move will help you do exactly what we've been talking
about.
Celebrate.
And, you know, Jordan, you made a really cool point, you know, celebration not based
on fandom, but based from an educators perspective in trying to move the young people through

(41:16):
a journey where they all identify as an active person because we're celebrating the activity
that they're doing, whether it's Oliver, looking, wading through a river and looking
at rocks and wildlife or nature or whether it's a kid who's in a slip sliding activity
and just loves being on a snowball, who cares?

(41:38):
So can we arrive at a place where the process is recognised, the engagement is recognised
and the long term sustained relationship is absolutely celebrated.
So there's a challenge to finish this relatively short but always overrun webinar.
Yeah, thank you, Greg, for our conversation today.

(42:03):
From us at the HPE Collective and HPE Radio, you're a great voice in our community.
We love learning from you and with you.
So again, thank you for organising this webinar series of six webinars.
Again, everyone who's listening, we'd like to thank you for listening to HPE Radio today
and we will be back with more next week.

(42:25):
Have a great day.
Three, two, one.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
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Yeah.

(42:46):
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
Yeah.
We will see you all here for the next 7 days.
Thanks.
Thank you.
Bye.