August 18, 2025 • 16 mins
Let's Travel PE Nation!
Who doesn't love "The Amazing Race"? After an unsuccessful first attempt years ago, I'm bringing back a more structured, inclusive version with carefully formed teams and diverse challenges.
• Theme is vitally important
• Teams will be created to include everyone
• Challenges divided into three types: technical skills, logical reasoning, and communication
• Point system for grades 4-5
• Younger grades focus on completion rather than competition
• Ten challenges over two weeks (about five class periods)
• Goal is team building and letting all students shine, not just athletes
• Starting in week three after establishing classroom procedures and team building activities
Take care,
Dave
Podcast with Michael Todisco
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:11):
Hello and welcome to the Supersize Phys Ed podcast.
My name is Dave and today Iwant to talk about the amazing
race and how I'm going to bringit back to my PE class.
So without further ado, here wego.
All right, welcome in PE Nation.
(00:40):
So first of all, I love watchingthe Amazing Race.
I'm sure some of you watch it,some of you don't, but it's fun
to see a variety of teams fromall over the United States I
think it's mostly United StatesRace around the globe to compete
in challenges that only one iscrowned champion.
It's pretty fun, right, andI've also learned new games from
the show, such as foaling.
So that was I originally sawthat on the Amazing Race.
(01:02):
It was one of the challengesthey had to do when they were in
Detroit, michigan, and I triedto do a kind of a PE Amazing
Race.
It was a few years ago.
It was actually it was my firstyear at my current school and
we were in between paras I have,or I had one para, same para I
(01:23):
still have, or I had one para,same para I still have, but then
my other para had retired, andso we're in between paras at the
time, kind of just likerotating subs, things like that.
So you know, I tried to do thisand it was a lot of work and I
basically did it all by myselfand the paras and well, the para
and the sub, they weren'treally I don't know enthusiastic
about it, they weren't reallyon board, they didn't really
(01:44):
want to help me as much as Iguess I was used to people
helping, like paras helping andvolunteering a little bit.
So anyways, it didn't go welland I also, although I prepared
or I felt like I prepared a lot,it was just kind of a mess
organizationally.
I let the kids pick their teamsand which can be a good thing
(02:05):
sometimes, but you know, it'sjust in general, it doesn't work
a lot of times.
So they pick their own teamsthat I gave them a list of
things to accomplish and theykind of just went and it was
just kind of a mess.
It was a lot of it was a lot ofclasses.
So now I see three classes at atime with myself and two paras,
which is perfect.
At the time it was four classesand three paras, so I'd always
(02:30):
have two classes by myself andeach para would have a class.
You know, each person wouldhave a class.
So you know I'm used to twoclasses at a time.
That's what I do all the time.
That's what I've always done,but the past couple of years
it's been just one class peradult, which has been great.
So it was just a mess, thoughit didn't work well and I kind
of gave up on it.
(02:52):
That turned around, though,because I recorded a podcast
about a year ago with MichaelTedisco, a fellow PE teacher,
and he recounted his excitementand his students' enthusiasm
around his PE Amazing Race andjust some great ideas he had,
and if you haven't heard thatepisode, I will put in the show
notes.
Definitely listen to that.
He renewed my faith, I guess,in Amazing Race and what I can
(03:14):
do with my students, so it gaveme hope and just interest to
bring it back this coming year.
So this will be my fourth yearSorry, this will be my fifth
year, wow, in my current school,and I'm excited about it.
It's been a few years,obviously, so I'm going to bring
it back and better.
So here's how.
I have a few boomers for you.
So here we go.
(03:38):
All right, the first one istheme, and I like what Michael
Tedisco did.
His theme is like going aroundthe world and I really like that
(04:02):
a lot, I mean just like theAmazing Race.
So he goes to different work.
We're bringing in uh culturesand all sorts of things, facts
and figures and whatnot, sogreat stuff, and I think I'm
gonna do that next time.
Here's me talking it up and I'mlike I'm gonna change it up a
little bit so things can beanything.
I mean, they could be uh, outerspace, like star wars, they can
be the old west, they can be,you know, sea battles, um, or,
(04:26):
like I said, around the world,um, I wouldn't make it real
super gender specific as far aslike barbie or gi joe, which you
know, again, it's fine, if youknow it does cross into whatever
.
So it's just, um, you know,you're gonna alienate some kids
that don't like that, or, likeyou know, let's say it's I don't
(04:46):
know, just something veryspecific and something that a
lot of kids like but a lot ofkids might not.
So my theme is actually goingto be my Webster, my mascot, our
mascot.
If you have not seen Webster,he is red and he is a like a.
He's a pool float, but he's thewacky waving tube man that
(05:08):
you'll see outside of like cardealerships and whatnot.
And I brought Webster over frommy former school so I'm going to
make a Webster space race.
I mean, everybody loves Webster, all the kids love him and we
do skits with him and you knowlearning with him, especially
(05:30):
with the younger kids, but eventhe older kids like him and I
figured the space race is goingto be grades two to five, maybe
three to five, I'm thinkingdefinitely three, four and five.
I think Cengre can handle it,but they will quote unquote
travel from planet to planet,completing challenges.
To get Webster home.
I'm going to make up some kindof thing where he has to go home
.
He has a way of talking so hecan give them messages.
(05:50):
And I just made up some planetnames, some as I'm just going
right now.
How about Zurb and Glick andZano and I don't know?
I'm just making those up.
So they're going to go todifferent planets and have
different challenges as teams.
So definitely have a theme.
Don't just say, well, we'reracing and here's some
challenges.
Like make it exciting and makeit into a theme and that is a
(06:15):
first boomer, all right.
Next we have is format.
So I messed this up last timeInstead of letting the kids pick
their own teams, whichsometimes is okay, or have
captains that pick, maybe likeone student, and then just kind
of disperse the other ones.
Don't ever do that.
You know kindergarten kickballthing where you know I pick,
(06:37):
then you pick, then I pick, thenyou pick and some kid gets
picked last and there's hurtfeelings.
Don't ever do that.
So you know I pick, then youpick, then I pick, then you pick
and some kid gets picked lastand there's hurt feelings.
Don't ever do that.
So you know I'm going to maketeams, because last time I was
like here you know just maketeams and go and it was chaotic.
So you know what I'm going todo is make probably teams of
about five and so that's aboutfive.
(06:58):
Let's say five times five is 25.
So it's about five teams perclass and there might be some
teams of six plus we get someteams that are or classes that
are split, so they might get,you know, I might get three kids
from this class over here,three kids from this class over
here, so we might get up to30-ish kids per class and again,
(07:20):
I'll make teams of about fiveor six and I'll probably do what
I usually do for, like myChuteball tournament is, do the
Team Shake app.
It just mixes up the kids andshakes them up, and you can be
as fair as you want.
You can put them by you knowstrengths by gender, by keeping
certain kids away from eachother, by putting certain kids
with each other as well, and youcan do that with pen, putting
(07:42):
certain kids with each other aswell, and you can do that with
pen and paper or pencil andpaper as well.
I've done that before too.
I just take a class and I startputting kids on teams.
It takes a little longer, butyou can do that.
So anything to make the teamsfair.
By the way, I would definitelyput at least two or three boys
and two or three girls per team.
I try not to put it like fourboys and one girl or the
(08:03):
opposite, things like that, andI don't I try not to put all
boys or all girls.
I want a mix of teams and Iwant various strengths from the
students.
I don't want all the athleteson one team and, by the way,
we'll talk about in a moment thestructure and the challenges
you know.
I want to build strong teamsbased on varieties of strengths
(08:24):
of students and make diverseteams.
Where students are interactingwith others.
They might not even know thatwell or normally wouldn't hang
out with.
You know, I don't put allathletes on one team or all
non-athletes on one team.
I want to make fair teams andit's not all athletic games and
we'll talk about that in amoment.
So, you know, hopefully they'llmake new friends during a race,
they'll learn things about eachother and, you know, again, get
(08:46):
to know each other.
So you know, this is, I thinkit's going to be a great way to
do it.
We're, again, we're tighteningup the structure.
We have, you know, set teamsand they're going to work
together to, you know, on thesechallenges.
All right, so the next one ispoint system, and this is where
friendly competition comes intoplay.
(09:07):
There's going to be 10challenges to complete in two
weeks.
Now I see each class everyother day, so this should take
about five class periods, I'mthinking.
So it's like two planets perday and the adult coaches can
rotate planets when the class isfinished with certain
challenges.
If needed, we can extend therace by a week and that's okay.
So each challenge will have apoint system based on the
(09:30):
following First place gets fivepoints for challenge.
Second gets fourth.
Third gets third, fourth getstwo points and fifth gets one
point.
So you know I'm going to makescoreboards, just like I do in
my shootball tournament withfifth graders, and after 10
challenges we'll have a winnerfor the class.
So with the younger grades,especially second grade, maybe
(09:51):
even third, I'm probably notgoing to keep score, it's just
finishing the challenges and,you know, showing teamwork and
sportsmanship and you know thatkind of thing.
That's what's most importantand it is anyway, even with
fourth and fifth.
I just know that fourth andfifth might like a challenge
like this and you know this iswhere we talk about this stuff.
It doesn't have to be, we don'thave to do points, but you know
(10:13):
it's nice for them to learnthese lessons.
No-transcript give out webstercoins.
(10:47):
They're just little plastictreasure coins for every to
everybody for participating anddoing a great job.
So you know I believe inhealthy competition, but
completing the race with fairplay and fun is the most
important goal to me.
And now let's move on to thenext one.
So the final one of the mainformat is team building and this
(11:07):
is really the ultimate goal ofthe race.
So my plan is to start this Ithink week three, because weeks
one and two will be more likerules, procedures, expectations
and simple games.
Just simple things to buildteamwork, camaraderie, just team
building games.
We're definitely not going tosit there.
We're going to play and we'regoing to move, but we're going
to learn and I'm also going toget to know certain
(11:30):
personalities that I might notknow as well, to figure out what
teams are going to work.
So I'll discuss the race,probably in week two, and begin
to form teams.
Then, as we approach week three, they can name their teams.
We might.
I don't think we're gonna doposters, but you could do that.
Like in the Chookballtournament we do team posters.
I don't want to spend too muchtime on that, so, but they
(11:53):
definitely can name their teams,which I think is always fun.
The kids always show a lot ofcreativity with that.
My daughter still remembers herteam name from Chookball and
she's going into eighth grade.
So you know things like that.
I think it's a lot of fun.
So my goal again is to diversifythe games into challenges so
all the students can shine.
So I'm breaking them down toabout three different types of
(12:14):
challenges.
One is technical skill, sothat's like students are good at
, like bowling and putting andthrowing and catching, things
like that, and hopefully that'severybody.
But you know that's one type ofchallenge, like technical
skills, okay.
So number two would be logicalreasoning.
So I'm gonna have puzzles forthem to solve.
Some of them are pencil andpaper, some of them are like
(12:35):
riddles, some of them be likequestion and answer sessions
about like health, nutrition,games, skills, and they can earn
points for their teams, thingslike that.
So again, this brings into thenon-athlete or maybe the
athletes as well.
So, and just trying to diversifydifferent games for different
students.
(12:56):
And the third one iscommunication.
So they can, students can leadand encourage their teams to
victory, like we're going to dosome blindfolding games, some
stacking and building games,things where they can talk more
and they can lead the group andthey can just be a communicator
and an encourager.
And you know so my goal is to,you know, give every student a
(13:20):
chance to do some differentthings in the group.
I don't want kids just sittingthere doing nothing and
everybody else does everything,and hopefully this will work.
I'm hoping.
You know it's not perfect, butthat's my goal.
But I want every student tofeel like they're part of the
team and to be able to help withdifferent aspects of the race.
(13:42):
And now let's go to your cowbelltip of the day is to maybe
think about doing this as wellfor your classroom, your class,
your program.
You know I'm excited about this.
I know the students will enjoythe challenges, the teamwork,
(14:03):
and they enjoy Webster.
So hopefully they'll get toknow their teammates, appreciate
the variety of talents on theirteam, personalities on their
team.
And you know, it's not justabout sports, specific skills
and PE.
It's about, you know, nurturingthe entire child.
It's about making and helpinggrow good people, not just great
athletes.
I've always said that.
So that's my hope for this unitand, you know, I hope that you
(14:25):
will give it a try and let meknow if you, you know, want to
try it and you need some helpwith it.
Reach out to me always andwe'll.
You know, I will send you anyinformation I have after I do
this especially.
I haven't done it yet, but in afew weeks I will.
And uh, yeah, that is yourcowbell tip of the day day.
(14:56):
Thank you everybody for tuningin today.
I really do appreciate it, asalways.
Go to supersizefizedcom formore information and definitely
follow me on Substack for morearticles and links to my podcast
.
They are free articles and Isend them out twice a week.
It's either a link to a podcastor it's an article that is
PE-specific and hopefully givesyou value.
As always, I've asked yourecently if you could leave a
(15:18):
hopefully five-star review forthe podcast.
It'll take you, I said I thinkthe thing says 10 seconds.
It might take you three.
Just click on the link and giveme a hopefully five star if
it's worth it.
If not, let me know.
I'll work to improve as best Ican.
But I appreciate all of youlistening in today and have a
great day, week, weekend,whenever you listen to this PE
(15:38):
Nation.
You guys and girls are awesome.
Let's keep pushing ourprofession forward, forward.
Thank you.
Hello and welcome to the Supersize Phys Ed podcast.
My name is Dave and today Iwant to talk about the amazing
race and how I'm going to bringit back to my PE class.
So without further ado, here wego.
All right, welcome in PE Nation.
(00:40):
So first of all, I love watchingthe Amazing Race.
I'm sure some of you watch it,some of you don't, but it's fun
to see a variety of teams fromall over the United States I
think it's mostly United StatesRace around the globe to compete
in challenges that only one iscrowned champion.
It's pretty fun, right, andI've also learned new games from
the show, such as foaling.
So that was I originally sawthat on the Amazing Race.
(01:02):
It was one of the challengesthey had to do when they were in
Detroit, michigan, and I triedto do a kind of a PE Amazing
Race.
It was a few years ago.
It was actually it was my firstyear at my current school and
we were in between paras I have,or I had one para, same para I
(01:23):
still have, or I had one para,same para I still have, but then
my other para had retired, andso we're in between paras at the
time, kind of just likerotating subs, things like that.
So you know, I tried to do thisand it was a lot of work and I
basically did it all by myselfand the paras and well, the para
and the sub, they weren'treally I don't know enthusiastic
about it, they weren't reallyon board, they didn't really
(01:44):
want to help me as much as Iguess I was used to people
helping, like paras helping andvolunteering a little bit.
So anyways, it didn't go welland I also, although I prepared
or I felt like I prepared a lot,it was just kind of a mess
organizationally.
I let the kids pick their teamsand which can be a good thing
(02:05):
sometimes, but you know, it'sjust in general, it doesn't work
a lot of times.
So they pick their own teamsthat I gave them a list of
things to accomplish and theykind of just went and it was
just kind of a mess.
It was a lot of it was a lot ofclasses.
So now I see three classes at atime with myself and two paras,
which is perfect.
At the time it was four classesand three paras, so I'd always
(02:30):
have two classes by myself andeach para would have a class.
You know, each person wouldhave a class.
So you know I'm used to twoclasses at a time.
That's what I do all the time.
That's what I've always done,but the past couple of years
it's been just one class peradult, which has been great.
So it was just a mess, thoughit didn't work well and I kind
of gave up on it.
(02:52):
That turned around, though,because I recorded a podcast
about a year ago with MichaelTedisco, a fellow PE teacher,
and he recounted his excitementand his students' enthusiasm
around his PE Amazing Race andjust some great ideas he had,
and if you haven't heard thatepisode, I will put in the show
notes.
Definitely listen to that.
He renewed my faith, I guess,in Amazing Race and what I can
(03:14):
do with my students, so it gaveme hope and just interest to
bring it back this coming year.
So this will be my fourth yearSorry, this will be my fifth
year, wow, in my current school,and I'm excited about it.
It's been a few years,obviously, so I'm going to bring
it back and better.
So here's how.
I have a few boomers for you.
So here we go.
(03:38):
All right, the first one istheme, and I like what Michael
Tedisco did.
His theme is like going aroundthe world and I really like that
(04:02):
a lot, I mean just like theAmazing Race.
So he goes to different work.
We're bringing in uh culturesand all sorts of things, facts
and figures and whatnot, sogreat stuff, and I think I'm
gonna do that next time.
Here's me talking it up and I'mlike I'm gonna change it up a
little bit so things can beanything.
I mean, they could be uh, outerspace, like star wars, they can
be the old west, they can be,you know, sea battles, um, or,
(04:26):
like I said, around the world,um, I wouldn't make it real
super gender specific as far aslike barbie or gi joe, which you
know, again, it's fine, if youknow it does cross into whatever
.
So it's just, um, you know,you're gonna alienate some kids
that don't like that, or, likeyou know, let's say it's I don't
(04:46):
know, just something veryspecific and something that a
lot of kids like but a lot ofkids might not.
So my theme is actually goingto be my Webster, my mascot, our
mascot.
If you have not seen Webster,he is red and he is a like a.
He's a pool float, but he's thewacky waving tube man that
(05:08):
you'll see outside of like cardealerships and whatnot.
And I brought Webster over frommy former school so I'm going to
make a Webster space race.
I mean, everybody loves Webster, all the kids love him and we
do skits with him and you knowlearning with him, especially
(05:30):
with the younger kids, but eventhe older kids like him and I
figured the space race is goingto be grades two to five, maybe
three to five, I'm thinkingdefinitely three, four and five.
I think Cengre can handle it,but they will quote unquote
travel from planet to planet,completing challenges.
To get Webster home.
I'm going to make up some kindof thing where he has to go home
.
He has a way of talking so hecan give them messages.
(05:50):
And I just made up some planetnames, some as I'm just going
right now.
How about Zurb and Glick andZano and I don't know?
I'm just making those up.
So they're going to go todifferent planets and have
different challenges as teams.
So definitely have a theme.
Don't just say, well, we'reracing and here's some
challenges.
Like make it exciting and makeit into a theme and that is a
(06:15):
first boomer, all right.
Next we have is format.
So I messed this up last timeInstead of letting the kids pick
their own teams, whichsometimes is okay, or have
captains that pick, maybe likeone student, and then just kind
of disperse the other ones.
Don't ever do that.
You know kindergarten kickballthing where you know I pick,
(06:37):
then you pick, then I pick, thenyou pick and some kid gets
picked last and there's hurtfeelings.
Don't ever do that.
So you know I pick, then youpick, then I pick, then you pick
and some kid gets picked lastand there's hurt feelings.
Don't ever do that.
So you know I'm going to maketeams, because last time I was
like here you know just maketeams and go and it was chaotic.
So you know what I'm going todo is make probably teams of
about five and so that's aboutfive.
(06:58):
Let's say five times five is 25.
So it's about five teams perclass and there might be some
teams of six plus we get someteams that are or classes that
are split, so they might get,you know, I might get three kids
from this class over here,three kids from this class over
here, so we might get up to30-ish kids per class and again,
(07:20):
I'll make teams of about fiveor six and I'll probably do what
I usually do for, like myChuteball tournament is, do the
Team Shake app.
It just mixes up the kids andshakes them up, and you can be
as fair as you want.
You can put them by you knowstrengths by gender, by keeping
certain kids away from eachother, by putting certain kids
with each other as well, and youcan do that with pen, putting
(07:42):
certain kids with each other aswell, and you can do that with
pen and paper or pencil andpaper as well.
I've done that before too.
I just take a class and I startputting kids on teams.
It takes a little longer, butyou can do that.
So anything to make the teamsfair.
By the way, I would definitelyput at least two or three boys
and two or three girls per team.
I try not to put it like fourboys and one girl or the
(08:03):
opposite, things like that, andI don't I try not to put all
boys or all girls.
I want a mix of teams and Iwant various strengths from the
students.
I don't want all the athleteson one team and, by the way,
we'll talk about in a moment thestructure and the challenges
you know.
I want to build strong teamsbased on varieties of strengths
(08:24):
of students and make diverseteams.
Where students are interactingwith others.
They might not even know thatwell or normally wouldn't hang
out with.
You know, I don't put allathletes on one team or all
non-athletes on one team.
I want to make fair teams andit's not all athletic games and
we'll talk about that in amoment.
So, you know, hopefully they'llmake new friends during a race,
they'll learn things about eachother and, you know, again, get
(08:46):
to know each other.
So you know, this is, I thinkit's going to be a great way to
do it.
We're, again, we're tighteningup the structure.
We have, you know, set teamsand they're going to work
together to, you know, on thesechallenges.
All right, so the next one ispoint system, and this is where
friendly competition comes intoplay.
(09:07):
There's going to be 10challenges to complete in two
weeks.
Now I see each class everyother day, so this should take
about five class periods, I'mthinking.
So it's like two planets perday and the adult coaches can
rotate planets when the class isfinished with certain
challenges.
If needed, we can extend therace by a week and that's okay.
So each challenge will have apoint system based on the
(09:30):
following First place gets fivepoints for challenge.
Second gets fourth.
Third gets third, fourth getstwo points and fifth gets one
point.
So you know I'm going to makescoreboards, just like I do in
my shootball tournament withfifth graders, and after 10
challenges we'll have a winnerfor the class.
So with the younger grades,especially second grade, maybe
(09:51):
even third, I'm probably notgoing to keep score, it's just
finishing the challenges and,you know, showing teamwork and
sportsmanship and you know thatkind of thing.
That's what's most importantand it is anyway, even with
fourth and fifth.
I just know that fourth andfifth might like a challenge
like this and you know this iswhere we talk about this stuff.
It doesn't have to be, we don'thave to do points, but you know
(10:13):
it's nice for them to learnthese lessons.
No-transcript give out webstercoins.
(10:47):
They're just little plastictreasure coins for every to
everybody for participating anddoing a great job.
So you know I believe inhealthy competition, but
completing the race with fairplay and fun is the most
important goal to me.
And now let's move on to thenext one.
So the final one of the mainformat is team building and this
(11:07):
is really the ultimate goal ofthe race.
So my plan is to start this Ithink week three, because weeks
one and two will be more likerules, procedures, expectations
and simple games.
Just simple things to buildteamwork, camaraderie, just team
building games.
We're definitely not going tosit there.
We're going to play and we'regoing to move, but we're going
to learn and I'm also going toget to know certain
(11:30):
personalities that I might notknow as well, to figure out what
teams are going to work.
So I'll discuss the race,probably in week two, and begin
to form teams.
Then, as we approach week three, they can name their teams.
We might.
I don't think we're gonna doposters, but you could do that.
Like in the Chookballtournament we do team posters.
I don't want to spend too muchtime on that, so, but they
(11:53):
definitely can name their teams,which I think is always fun.
The kids always show a lot ofcreativity with that.
My daughter still remembers herteam name from Chookball and
she's going into eighth grade.
So you know things like that.
I think it's a lot of fun.
So my goal again is to diversifythe games into challenges so
all the students can shine.
So I'm breaking them down toabout three different types of
(12:14):
challenges.
One is technical skill, sothat's like students are good at
, like bowling and putting andthrowing and catching, things
like that, and hopefully that'severybody.
But you know that's one type ofchallenge, like technical
skills, okay.
So number two would be logicalreasoning.
So I'm gonna have puzzles forthem to solve.
Some of them are pencil andpaper, some of them are like
(12:35):
riddles, some of them be likequestion and answer sessions
about like health, nutrition,games, skills, and they can earn
points for their teams, thingslike that.
So again, this brings into thenon-athlete or maybe the
athletes as well.
So, and just trying to diversifydifferent games for different
students.
(12:56):
And the third one iscommunication.
So they can, students can leadand encourage their teams to
victory, like we're going to dosome blindfolding games, some
stacking and building games,things where they can talk more
and they can lead the group andthey can just be a communicator
and an encourager.
And you know so my goal is to,you know, give every student a
(13:20):
chance to do some differentthings in the group.
I don't want kids just sittingthere doing nothing and
everybody else does everything,and hopefully this will work.
I'm hoping.
You know it's not perfect, butthat's my goal.
But I want every student tofeel like they're part of the
team and to be able to help withdifferent aspects of the race.
(13:42):
And now let's go to your cowbelltip of the day is to maybe
think about doing this as wellfor your classroom, your class,
your program.
You know I'm excited about this.
I know the students will enjoythe challenges, the teamwork,
(14:03):
and they enjoy Webster.
So hopefully they'll get toknow their teammates, appreciate
the variety of talents on theirteam, personalities on their
team.
And you know, it's not justabout sports, specific skills
and PE.
It's about, you know, nurturingthe entire child.
It's about making and helpinggrow good people, not just great
athletes.
I've always said that.
So that's my hope for this unitand, you know, I hope that you
(14:25):
will give it a try and let meknow if you, you know, want to
try it and you need some helpwith it.
Reach out to me always andwe'll.
You know, I will send you anyinformation I have after I do
this especially.
I haven't done it yet, but in afew weeks I will.
And uh, yeah, that is yourcowbell tip of the day day.
(14:56):
Thank you everybody for tuningin today.
I really do appreciate it, asalways.
Go to supersizefizedcom formore information and definitely
follow me on Substack for morearticles and links to my podcast
.
They are free articles and Isend them out twice a week.
It's either a link to a podcastor it's an article that is
PE-specific and hopefully givesyou value.
As always, I've asked yourecently if you could leave a
(15:18):
hopefully five-star review forthe podcast.
It'll take you, I said I thinkthe thing says 10 seconds.
It might take you three.
Just click on the link and giveme a hopefully five star if
it's worth it.
If not, let me know.
I'll work to improve as best Ican.
But I appreciate all of youlistening in today and have a
great day, week, weekend,whenever you listen to this PE
(15:38):
Nation.
You guys and girls are awesome.
Let's keep pushing ourprofession forward, forward.
Thank you.
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