Teachers, the end of the school year is here. You survived the endless month of May (which felt like it was 9 weeks long), and you’ve patiently endured the typical June shenanigans. And if you were to be honest, I wonder if you’ll agree that this year hit different, particularly if you are a veteran teacher. Students are different. Parents are different. Even community expectations are different. And it’s not just you that’s feeling it. Recent microblog posts shared last month revealed that teacher burnout is an annual theme that just won’t go away. Individual educators shared their reflections, and together, they form a map of what it feels like to teach right now. What struck me about the burnout-related posts wasn’t that they were asking teachers to work less or care less. If anything, they were asking teachers to think more carefully about where they invest their finite energy.

Emily Zien (an HPE must-follow) recently shared this image from the Responsive Classroom that resonated with me and offers a hopeful response to the exact concerns that surfaced repeatedly throughout Microblog Month. The image reframes summer not as an escape from teaching, but as an investment in the person who teaches.

Rest without feeling guilty pushes back against the culture of perpetual productivity that Ryan Fahey explored in Rethinking Productivity for School Practitioners. If our worth isn’t measured by constant output, then rest doesn’t need to be earned. Ryan’s bite-sized post challenges the way we think about productivity in schools, shifting the focus from doing more to doing what matters, in a way that is sustainable.

Spend time with people who bring you joy reminds us that burnout is not just an individual challenge. Many of the microblog reflections hinted at the importance of relationships, connection, and community. Teachers often spend the school year pouring into others; summer offers a chance to replenish those relationships that pour back into us. In Fighting the Current: Reigniting Passion and Purpose, Brenda Carbery-Tang reminds us that our identities should extend beyond our professional roles, making personal relationships an important source of balance.

Reconnect with hobbies or creativity challenges the idea that our identities should be completely consumed by our profession. Jen Heebink‘s Passion Won’t Float Your Boat raised important questions about what happens when teaching becomes too intertwined with who we are. Summer can be a reminder that we are more than our job titles, and this summer, in addition to running a Summer Book Club for teachers, I also plan to learn how to DJ! One of Jen Heebink’s creative projects is her Heartbeats of Adapted PE podcast.

Let yourself fully unplug may be the most difficult suggestion on the list. In a profession that often celebrates self-sacrifice, unplugging can feel uncomfortable. Yet the emotional labour described in Casey Langendorfer‘s brutally honest post I Didn’t Need to Remember My Why, I Needed Therapy suggests that recovery requires more than simply stopping work. Sometimes it requires creating enough distance to hear ourselves think again. Casey’s well-received post (her posts always are!) is a necessary read for educators navigating burnout, boundaries, and the difference between losing purpose and losing capacity. I plan to start the month of August with a two-week hiatus from all social media.

Build new skills for the school year ahead appears last on the list, and perhaps that’s intentional. Professional growth matters, but it doesn’t need to come before restoration. Jim Davis‘ reflections in More, More, More! Or More Better remind us that endless improvement can become exhausting when it is disconnected from sustainability. If you’ve ever confused burnout for discipline, Jim’s microblog post is worth your time. Developing educator skills doesn’t always have to come from a conference or a new book. Sometimes the best inspiration is already in your pocket - literally.

If we want passionate, purposeful educators in August, then June and July may need to become seasons of replenishment rather than productivity. One question I’ll ask myself this summer is

What investments in myself will allow me to return as a healthier, more energized, and more sustainable version of the teacher I already am?

Whatever your answer to that question, I hope this summer provides the space to pursue it. Rest well, reconnect often, and remember that investing in yourself isn’t a distraction from your work as an educator, it’s what makes that work possible.

If you have time this summer, why not join our HPE Summer Book Club? Four book titles to read and discuss over the coming months. Details can be found here.

I recently came across an Instagram post from three content creators who spend a lot of time calling out health and wellness grifters. You know, the kind who sell “biohacks” wrapped in pseudoscience and braggadocio. I’m talking about the influencers who are a little too close to government decision-makers, and seem to be everywhere right now. The influencers who are less interested in adding life to your years, and more interested in adding followers and money in their pockets.

The three individuals I refer to are:

Dr. Jessica Knurick, a Registered Dietitian with a PhD in nutrition science who educates on nutrition, public health, and food policy. Her regular social media posts identify the root cause of the biggest health concerns today, and call out the simple fixes that are lauded as momentous policy changes. She also has a great Substack!

Morgan McSweeny (AKA Dr. Noc), a scientist and medical communications consultant who works at the intersection of science, public health, and digital media. He combines education with entertainment to debunk common scientific misinformation, especially when it is being spread by people in positions of influence. Subscribe to the Dr. Noc Substack here.

Jessica Malaty Rivera, an infectious disease epidemiologist and award winning science communicator, who promotes science literacy and debunking misinformation. Her specialty is in translating complex public health science into impactful, judgement-free, and accessible information for wide audiences. Here’s Jessica’s Substack link.

The post in question? A list of “top biohacks for longevity.” Except…none of them were hacks. No cold plunges. No $80 supplements. No obscure morning routines (or taking a sauna in denim).

The trio recommended ten tips for a longer life, which was both funny and important, because every single one of the tips is backed by decades of evidence, and are available to all of us for free.

Floss and clean your teeth regularly. Sleep 7 to 8 hours consistently. Drink water. Get vaccinated. Don’t smoke or use tobacco products. Take a break from social media. Make half your plate fruits and vegetables. Exercise regularly. Limit alcohol. Stay connected. Simple.

Take flossing and brushing. It’s not about minty fresh breath – it’s about reducing chronic inflammation. Poor oral health has been consistently linked to cardiovascular disease. My regular dental visit isn’t complete without my hygenist conducting an oral cancer screening. Oral health tips for adults.

Regular readers of this blog will know that sleep is a superpower. Seven to eight hours is non-negotiable. Research from the Centers for Disease Control and Prevention links consistent sleep to reduced risk of obesity, diabetes, depression, and heart disease. Sleep is regulation and repair, and everything you do, you do better on a full night of sleep. What I’m Rethinking About Teaching Sleep

With the abundance of oversized water bottles in my classroom, it would appear that my students already appreciate the importance of hydration. Water underpins everything – circulation, temperature regulation, cognitive function. Chronic dehydration, even at low levels, can strain multiple systems over time, impacting performance in the classroom and in sports. Hydration hacks.

In today’s political climate, vaccination might be the most contentious item on the list, but arguably the most impactful at a population level. Vaccines have prevented millions of deaths globally by reducing the burden of infectious disease. Longevity isn’t just about living longer – it’s about reducing preventable risks, both for ourselves and for those around us, because our health is intertwined with the health of our communities. Vaccines and immunization.

Not smoking. This is one of the clearest lines in all of health science. Tobacco use remains a leading cause of preventable death worldwide. Avoiding it dramatically lowers risk for cancer, heart disease, and respiratory illness. While overall tobacco use has declined to its lowest level in 25 years, roughly 1 in 10 high schoolers still reports current use. E-cigarettes are the most popular product (5.9%), followed by nicotine pouches (1.8%) and cigarettes (1.4%). Tobacco, Nicotine, and E-Cigarettes Research Report.

Taking a break from social media is a more modern concern, but this one impacts me as much as it does my students. Constant exposure to comparison, misinformation, and attention-fragmenting design impacts mental health, sleep, and stress levels. The nationwide trend of schools restricting or banning student cell phone use to boost focus and mental health is a hopeful sign. Breaking up with your phone needn’t be hard.

Do you remember when making half your (healthy) plate fruits and vegetables was the key (and not at all confusing) governmental advice? These foods provide (to those with access to them) fiber, vitamins, and protective compounds linked to reduced risk of chronic disease. Nutrition Fact Check.

Exercise regularly. In addition to being the the single most powerful tool you have to optimize your brain function (thanks Dr. Ratey), movement supports cardiovascular health, muscle mass, bone density, mental health, and metabolic function. It’s one of the most consistent predictors of both lifespan and healthspan. My Joyful Movement book list.

Limiting alcohol follows the same evidence trail. Even moderate consumption has been increasingly scrutinized, with links to various cancers and long-term health risks. Less really is more here. Talking to Teens About Alcohol and Breast Cancer.

Social connection. Strong relationships are associated with longer life expectancy, lower stress, and better mental health. Being socially disconnected, is associated with higher risk of illnesses, including heart disease, stroke, anxiety, depression, and dementia. Loneliness and social isolation have also been shown to increase the risk for premature death. The importance of connections: Ways to live a longer and healthier life.

And so maybe the real takeaway here is that none of this is hidden. It doesn’t require a subscription, a supplement, or a special protocol. These are the foundations of quality health education. We teach valuable skills like accessing reliable information, analyzing influences, making informed decisions, and advocating for personal and community health. When done well, health education doesn’t just share information, it equips young people with the tools to navigate a world full of noise, misinformation, and quick fixes.

As I’ve said for many years, if we want our students to live a healthy and happy long life, we have to recognize that health is less about getting an A in the classroom, and more about getting an A in life.

This microblog post was a featured post in #slowchathealth’s #microblogmonth event. You can search for all of the featured posts here. Please do follow each of the outstanding contributors on social media (including Andy Milne, the author of this post) and consider writing a microblog post of your own to be shared with the global audience of slowchathealth.com

Pair this blog post with the following:

This Is Not Your Parents’ Health Class by Andy Milne

One Day Your Health Is All You Will Think About by Dr. Kim Morton

A View From the Lobby by Ann Hagedorn

The HPE Summer Book Club by Andy Milne

In 30 years of teaching across six high schools on two continents, I’ve been fortunate to work in places that value physical education – schools that prioritize it, protect time for it, and employ certified teachers to lead it. I’ve even worked alongside former professional and Olympic athletes. In those moments, it’s clear: many schools will go to great lengths to find the best people for students.

Which is why one word continues to bother me.

“Specials.”

This post revisits something that I wrote back in 2019 following a conversation with my friend Justin Schleider. We discussed the casual, almost throwaway way some schools group physical education, art, and music teachers under that label of “Specials”. And if I’m honest, it doesn’t sit right with me.

Not because I think physical education is more important than other subjects.

But because I don’t think it’s less.

Don’t call me a PE instructor.
I’m not a games teacher.
I’m not your coach during curriculum time.
And “gym teacher”? Who’s Jim?

I’m a teacher of physical education.

At my current school, we call it Kinetic Wellness. The name isn’t what matters most, but the parity does. I’m seen as a colleague, on equal footing with every other teacher in the building. That shouldn’t be notable. It should be normal, because the truth is simple: no subject is more “special” than another.

We teach differently, yes.
But we care about the same students.

We plan, assess, adapt, reflect, and build relationships. We create environments where students can grow – not just physically, but socially and emotionally. At a time when student well-being is finally front and center, that work matters more than ever.

Language shapes how that work is valued. When we group teachers as “Specials,” we subtly separate them. And once that separation exists, it becomes easier to justify other differences.

Different spaces.
Different expectations.
Different levels of respect.

I’ve seen PE teachers working out of storage closets. I’ve seen office spaces that double as equipment rooms and lost-and-found stations. These aren’t just logistical oversights, they’re reflections of perceived value.

And it doesn’t stop with teachers. When a subject is seen as “extra,” it becomes easier to treat it that way for students too.

It becomes easier to allow waivers.
Easier to excuse absences.
Easier to substitute something else “in its place.”
Easier to reduce time in the schedule to make room for what are deemed more “important” subjects.

And when we diminish the subject, we diminish the experience students have within it.

We limit their opportunities to develop confidence, connection, resilience, and a positive relationship with movement. These are all things that last far beyond the school day, and far beyond graduation.

This isn’t about physical education wanting more. It’s about education being better.

At a time when schools are striving to be more inclusive, more connected, and more unified, the words we use matter. At a time when society feels increasingly divided, and education continues to face attacks, teachers need to come together. We must prioritize connection, not just with our students, but with each other.

So call me a colleague.
Call me a teacher.

Just don’t call me “Special.”

This microblog post was a featured post in #slowchathealth’s #microblogmonth event. You can search for all of the featured posts here. Please do follow each of the outstanding contributors on social media (including Andy Milne, the author of this post) and consider writing a microblog post of your own to be shared with the global audience of slowchathealth.com

*Bonus points if you ‘get’ the cover art reference.

Pair this blog post with the following:

“That is when a pregnancy is possible.” by Emily Zien

Mind Your Language by Andy Milne

Every few years, a new activity captures the interests of our students. Pickleball was hot for a minute, Spikeball was visible in every park and beach. Cup Stacking blew up for a while, and for a short period, each of these activities had their moment. If your community is anything like mine, it would appear that hacky sack, or footbag, if we’re being formal, is having a renaissance.

Now, I’m happy to see students coming together, without cell phones, but what fascinates me is not just that students are playing it, but how they’re playing it. Before class. After class. In the hallway. In circles that appear organically and dissolve naturally. There aren’t officials, the rules are loose and agreed upon by the participants, there aren’t winners and losers but shared success, and creativity is applauded.

This delightful, must-watch, 8 minute video on the history of hacky sack has 614 views at the time of me adding it to this article.

If we applied the features of Meaningful PE to what’s happening in these circles right now, hacky sack might be the most meaningful activity that we need to harness while student interest is at peak levels.

Social interaction
Completely unavoidable. The entire activity depends on awareness of others, encouragement, communication, shared rhythm, and collective success. Nobody “wins” unless everyone participates. When I observe hacky sack circles I see diverse groups of students. Athletes, and non-athletes, working together. This week I have heard so many versions of “hey, do you want to join our circle?” that I’ve lost count.

Challenge
Participating at a ‘just right’ level of challenge is available to all. Beginners can contribute after a few tries, while skilled students can spend weeks refining tricks, timing, and control. While the ceiling is incredibly high, the entry point remains welcoming.

Motor competence
Can I get a “heck yeah!”?. Balance, coordination, touch, anticipation, body control, spatial awareness, reaction time. To the casual observer this might look like kids wasting time, being unproductive, but this activity allows participants to refine all of those elements and make gains pretty quickly.

Fun and delight
Watch a group hit their PR for consecutive touches and try telling me delight isn’t present. Shout out to my 8th period who lost track of time, reaching a group PR of 6 touches, and didn’t even notice that the bell for the end of class had just rung. In a world competing endlessly for their attention, flow still means something, and I’m convinced that this is the true definition of delight.

Personally relevant learning
Pickleball has become huge in our community, and as such, student buy-in has increased. Students see their parents being active, and want to understand why the game is so popular. Nobody had to convince students that hacky sack was worthwhile (although I’m sure social media might have played a role). No unit introduction slide was required. No “real-world connection” needed to be manufactured. The relevance emerged socially and culturally on its own, and we need to harness that.

All things 90’s are cool right now, and embracing hacky sack provides students with an opportunity for self-directed learning. Students teach one another constantly. They modify rules, adjust spacing, offer tips, and restart naturally after failure. They persist because they want to improve, not because improvement is attached to a grade. That feels meaningful, and perhaps it’s also a chance for students to learn a new skill before the fad fades away, only to return years later when their future selves discover that all things 2026 are cool again.

My initial forays into meaningfulness felt forced. My planning felt unnatural. Perhaps I needed to appreciate that sometimes students reveal what meaningful movement already looks like before we ever design the lesson. Perhaps PE teachers do not always need to manufacture engagement from scratch.

Want to take your hacky sack conversations further? Watch this 24 minute documentary, explore the indigenous and cultural roots of footbag juggling. Consider the similarities with Jianzi in China, and Sepak Takraw from South East Asia.

This microblog post was a featured post in #slowchathealth’s #microblogmonth event. You can search for all of the featured posts here. Please do follow each of the outstanding contributors on social media (including Andy Milne, the author of this post) and consider writing a microblog post of your own to be shared with the global audience of slowchathealth.com

Pair this post with the following:

Why Patintero Belongs in Your PE Curriculum

Teaching World Games

Embracing the Meaningful PE Approach

Hacky Sacks seem to have sold out, everywhere. These, on Amazon might be available right now. I had one student have success finding some at the used sports good store – what a lucky find!

Yes, this is my annual Teacher Appreciation Week microblog post that includes the cool Google Form you can use to send a personalized message to the awesome teachers in your life. But first, read on.

Teacher Appreciation Week at my school is quite the affair. This year our Student Council decided to make it ‘Disco’ themed.

• Monday: There’s a free appreciation sticker for all staff

• Tuesday: All staff are entered into a prize draw. On winner will receive donuts for their department.

• Wednesday: Free snacks are available in the staff mailroom.

• Thursday: Appreciation notes from students will be distributed to teachers.

• Friday: Staff are encouraged to dress in disco attire(!) and there’s a prize wheel to spin.

Last year I received an appreciation note from one of my sophomore health students that read:

Your class was one of my all-time favorites. The openness and relevant information shared was comforting. With classes like these, a lot could go wrong, but yours went right.

Wow! That student comment took my day to a 10/10, and I feel like I could write a separate blog post about how hard I have worked to develop the qualities identified in that note. Like all positive emails and notes, I saved it in a folder for occasions when I need a quick pick-me-up.

I can be cynical at times (more walnut tree than marigold?). Teaching for 30 years will do that to you, but I argue that Teacher Appreciation Week is needed more than ever before due to the unprecedented challenges teachers have faced over the past few years. Teaching seems tougher, attention spans seem shorter, and sometimes education feels less valued or appreciated than in years gone by. Many teachers continue to face other difficulties, including low pay, lack of resources, and growing class sizes. No amount of self-care will make these issues go away, issues that have been compounded by a teacher shortage in many areas, making it even more important to recognize and appreciate the hard work and dedication of those who have remained in the profession.

Just liked the themed events at many schools, inspirational educator Dr. Bob Knipe has put together a series of themed challenges for you to complete this week. Don’t forget to use the hashtag #PhysEdShoutout

Saying thank you, and showing appreciation for others, is a great way to spread (and receive) happiness, and I shared the perfect way to write a gratitude message in this blog post: Writing the Perfect Teacher Appreciation Thank you.

Dale Sidebottom has also shared his thoughts about this in his Happiness Boomerang microblog post.

[spreading kindness] is extremely contagious, and it will make people smile when they need it most. The best part of the happiness boomerang though is when it comes back to you each day you will get a massive hit of oxytocin, the love drug, which is highly addictive and life-changing.Dale Sidebottom

In addition to Bob’s shout outs, and Dales’ happiness boomerang, you can also join in with my simple way to show appreciation to a teacher. Based on the simple techniques shared in this post, and using the power of the Google extension ‘Autocrat’, if you complete this simple form, a personalized appreciation image will be sent to the teacher of your choice. See below for an example.

This microblog post was a featured post in #slowchathealth’s #microblogmonth event. You can search for all of the featured posts here. Please do follow each of the outstanding contributors on social media (including Andy Milne, the author of this post) and consider writing a microblog post of your own to be shared with the global audience of slowchathealth.com

Pair this post with the following:

Writing the Perfect Teacher Appreciation Thank You by Andy Milne

Positive Phone Calls Home by Mike Chamberlain

Teacher Appreciation Week 2026 Resources via National PTA

Teacher Appreciation Week via NEA

Summer is almost upon us, and the thought of recharging my personal batteries, spending quality time with friends and family, and catching up on my ever growing collection of books is keeping me going as the end of the semester draws near.

In addition to sharing my annual #summerreads blog post, I’m also launching the HPE Summer Book Club. This is an opportunity for our community to come together over a selection of four book titles, in our own time, for free. With the support of our peers on the Nexus platform (formerly HPE Collective) we can bounce our thoughts around online, and meet at the end of both months with a video chat.

Additionally, If you’re heading to the Best Practices in HPE Conference in Wisconsin in July, we’re meeting up in person to dive into the books.

The Summer Lineup

June’s Titles

Ditching Weight Stigma by Cait O’Connor

Learn how anti-fat bias, weight stigma, and fatphobia show up in P-12 educational spaces and how that bias impacts the learners, educators, and communities where it happens.

In this important book, author Cait O’Connor reveals common problems with anti-fatness toward students in the classroom, in the curriculum, across subject areas, in the cafeteria, and after school. She also discusses anti-fatness toward teachers and staff. Throughout, she helps educators reflect on these issues and offers concrete solutions and equity fixes.

This is a vital roadmap for creating a weight-neutral, inclusive environment where every body feels safe to move. Check out Cait’s Substack here.

The Way of Excellence by Brad Stulberg

“An absolutely beautiful book that captures a lot of what I believe as a coach. The gratification that comes from truly losing one’s self in that process is an amazing gift. It brings joy, peace of mind, and a sense of pride. These are things we frequently talk about with the Warriors, and I believe are part of our success.” – Steve Kerr, 9 time NBA Champion, Coach of the Golden State Warriors and Team USA

This book shares how to pursue high performance and mastery without the burnout. Check out Brad’s Substack here.

July’s Titles

Getting Real About Sex Ed by Shafia Zaloom

Shafia Zaloom offers educators, administrators, and caregiving adults concrete language and strategies for integrating sexuality education into daily practice, beginning with students in kindergarten and carrying through to high school graduation. The book highlights how comprehensive sexuality education scaffolds the sexual development of students as it gradually layers in age-appropriate information, skills, and positive values to practice and prepare for safe and fulfilling relationships, as well as how students can take responsibility for their own sexual health and well-being.

This book will help with navigating dignity, consent, and the real-world questions our students are asking. Visit Shafia’s website here.

On Sports by David Macfarlane

On Sports reads like a conversation between friends at the ballpark in those golden days before the kiss cam and college co-eds with T-shirt cannons spoiled the fun; a book that feels like the sun on your forehead and the breeze in your hair, beer and laughter on your lips; a book that celebrates communion and friendship and the beauty of these games—whether it be baseball or football or soccer or tennis or cricket—that we’ve designed to distract ourselves from the end of the world. It’s about what 7Up tastes like when drunk from the Grey Cup, how much work it takes for talent to shine, and the near impossibility of language to properly capture athletic excellence.

This pocket-sized book is a beautiful, philosophical look at why sports matter to the human spirit. Read an excerpt from On Sports here.

Sign Up: Click here to join Nexus, then navigate to the slowchathealth banner. That’s where you can post your thoughts, and engage with other educators.

Spread the Word: Share this event on social media. Forward this to your Department Chair or your district’s HPE Coordinator. We all have that one colleague who is our go-to for new ideas. Tag them in the comments and tell them, “You’re reading these with me this summer!”

Use the hashtag #HPESummerBookClub so we can find each other across platforms.

Get the Books: Grab your copies (audiobooks count!) and get ready to dive in on June 1st.

• Ditching Weight Stigma

• The Way of Excellence

• Getting Real About Sex Ed

• On Sports

This microblog post was a featured post in #slowchathealth’s #microblogmonth event. You can search for all of the featured posts here. Please do follow each of the outstanding contributors on social media (including Andy Milne, the author of this post) and consider writing a microblog post of your own to be shared with the global audience of slowchathealth.com

Pair this post with the following:

Summer Reading 2025 (2026 version coming soon)

5 New Books I’m Recommending For Teachers

Every athlete dreams of the perfect team: a group where everyone has each other’s back, communication is excellent, and the result always positive. But the reality of competitive sports is that you aren’t in this alone, and sometimes, the biggest opponent isn’t your opponent but the person standing next to you. Toxic teammates are unfortunately common in youth and collegiate sports, and if left unaddressed, their behavior can sabotage both your mental health and your team’s chances of success.

Whether you are the target of negativity, a teammate watching it happen, or even an athlete who realizes they could become more positive, understanding how to navigate this situation is vital.

Identifying 5 Faces of Toxicity

Toxicity isn’t always a full-on argument; it’s often more subtle subtle.

1. The In-Game Critic: This teammate lashes out publicly, criticizing others mid-game or throwing their arms up in disbelief after a mistake. They might shout things like, “Dude, what are you thinking!?” after a mistake was made.

2. The “Just Joking” Saboteur: This athlete uses constant verbal jabs. One example might be saying “you suck”, then claiming they were “just joking” when they hit a nerve.

3. The Energy Vampire: These teammates bring negativity towards the sport, the team, and even themselves. They constantly complain about practice, criticize the team’s quality, and roll their eyes at the coach’s instructions.

4. The Body Shamer: A particularly damaging form of toxicity involves explicit negative comments regarding a teammate’s weight, body shape, or diet. This includes messages that an athlete needs to lose weight or gain muscle to meet specific expectations.

5. The “Me-First” Rebel: This athlete prioritizes “Me before We”. They may argue with coaches, skip commitments, or be verbally (and physically abusive), signaling a total lack of respect for team unity.

Be aware that toxicity doesn’t stop when the game ends. It often shows up in the team group chat and spills onto social media too.

The High Cost to Individual Performance

For players who are the target of this behavior, the impact on their performance is immediate and measurable. First, the stress of ill-timed and poorly delivered criticism makes them more tense and hesitant, leading to a fear of further criticism that then causes more mistakes. Second, it chips away at their self-belief. Being judged or told you “suck” causes self-doubt, and players second-guessing their game-time decisions.

Away from the game, toxicity has a negative impact on the mental health of players, including performance anxiety, fear of failure, and even unhealthy eating and compulsive exercise behaviors. Finally, it is emotionally exhausting. Wasting “brainpower” on a negative person drains the energy players should be using to improve their skills and enjoyment of the game.

Why the Whole Team Suffers

Toxicity breaks down team dynamics. It makes teams less united, shifting the focus from collective goals to individual egos. This leads to a communication breakdown; discouraged athletes often stop talking during competition, which leads to poor performance.

Ultimately, toxicity reduces your chances to win. While encouragement makes teammates try harder, for longer, negativity causes motivation and effort to drop off. A toxic culture makes the sport less enjoyable, which is often the main reason athletes choose to quit entirely and walk away from the game.

5 Steps to Cope With Toxic Teammates

If you’re dealing with a toxic teammate, the basic advice to “just ignore them” is unhelpful, as it suggests their behavior is acceptable. Instead, try these strategies:

• Control Your Focus: Remember the phrase: “Where your focus goes, your energy flows”. Choose to redirect your energy toward your improvement as a player and supportive teammates rather than the toxic teammate.

• Be Unbothered: Use a question to reverse the power dynamic. Instead of getting flustered, calmly ask, “What did you mean by that?” or “Was that meant to be helpful or hurtful?”.

• Master Your Delivery: Keep your facial expression neutral and your voice tone low and a little bored. Standing tall and then walking away after your line is a power move that denies the bully the “reward” of an emotional reaction.

• Check Your Self-Talk: Reframe negative thoughts into positive ones. Evaluate your game by focusing first on what you did well. Don’t let the toxic teammate’s critical views become your own.

• Set Boundaries and Seek Support: If the behavior is constant or you feel unsafe, talk to an adult or your coach privately. Explain how the negativity is impacting your confidence and performance rather than just “snitching”.

If you witness negative comments between teammates, you can immediately offer positive reinforcement to the person being criticized. After a toxic exchange, remind the affected teammate of their strengths. Research shows that when athletes encourage rather than criticize, their teammates become more committed and persist longer through challenges.

If you witness bullying or feel the environment is unsafe, you must immediately involve a coach or trusted adult.

Feel Seen?: How to Do Better

If you’ve realized your comments are dragging the team down, it’s not too late to change. Start by asking if your negativity is a reaction to your own performance or past experiences. Understand the difference between criticism (pointing out mistakes) and coaching (helping a teammate know what to do and how to do it).

Importantly, learn the timing of feedback. During a game is the wrong time for technical advice; it only increases your teammate’s stress. Encouragement is a performance strategy. If you want to win, building your teammates’ confidence is the most effective way to ensure they play their best. Finally, shift to a “We” mindset, focusing on performance and health rather than appearance or personal glory.

Final Thoughts

Dealing with toxic teammates is a test of your concentration, commitment, and resilience. By learning to manage these challenges, you develop life skills that extend far beyond the field. You define who you are—not your negative teammate.

Be the teammate who builds others up. That’s how teams win, and how athletes last.

Resources:

1. Coach Bre. (2023, July 27). Athlete tip: How to handle negative teammates. Elite Competitor. https://elitecompetitor.com/blog/151-athlete-tip-how-to-handle-negative-teammates/

2. Goldberg, A. (2021, February 23). Staying focused when teammates are negative. Competitive Advantage: Mental Toughness. https://www.competitivedge.com/staying-focused-when-teammates-are-negative/

3. Maximize the Mind. (2026). Toxic teammate replies: How athletes can respond with confidence. https://maximizethemind.com/toxic-teammate-replies-how-athletes-can-respond-with-confidence/

4. Scott, C. L., Haycraft, E., & Plateau, C. R. (2022). The impact of critical comments from teammates on athletes eating and exercise psychopathology. Body Image, 43, 170–179. https://doi.org/10.1016/j.bodyim.2022.08.013

5. Straw, E. (2025, May 6). How to handle toxic teammates. Success Starts Within. https://www.successstartswithin.com/blog/handle-toxic-teammates

6. The Excelling Edge. (2017, June 27). 3 reasons teammates should encourage not criticize. https://theexcellingedge.com/3-reasons-teammates-encourage-not-criticize/

If you enjoyed this blog post, you might also enjoy:

5 Ways That Cell Phone Use Negatively Impacts Athletes by Andy Milne

5 Tips for Better Sleep by Andy Milne

Mind Gym: An Athletes Guide to Inner Excellence by Gary Mack

I have blogged on this site since 2015 and enjoy writing and sharing my thoughts and ideas. In that time, the site has grown exponentially and has featured over 100 full-length guest blog posts in addition to 250+ microblog posts. The site has a regular ‘Book of the Month‘ feature, has hosted virtual book clubs, raised money for teachers in need, and supported various charities.

The #slowchathealth blog was created to help health and PE teachers working with students of all ages. It promotes online discussion, shares resources, and inspires us to provide a better experience for the students we teach. This blog exists to amplify the voices of all teachers, and future professionals, and the microblog event has proven to be one way to promote new voices.

What is a micro blog?

A microblog is an engaging and concise blog post of approximately 500 to 700 words (although longer posts are acceptable). The joy of the word limit is that a microblog post can be a collection of thoughts or sharing an idea that has worked with students. Sometimes the thought of writing a longer blog post can be daunting, but there is often creativity in constraint. Constraints provide focus and a creative challenge that motivates people, which is evident in the number of submissions from first-time bloggers. Tony Alexander’s microblog was all about being nervous about microblogging! Pran Patel dictated his microblog post via voice-to-text in less than 5 minutes. Chris Walker‘s traditional microblog posts are motivational video submissions.

This global blogging event allows educators to share their knowledge and experiences, build their professional network, and enhance their professional development.

What topic should I choose?

This really is up to you. I’ve written microblog posts on embracing conversations about personal pronouns in the classroom and a passionate post about the value of comprehensive sexuality education. One year I successfully challenged myself to write a post exactly 500 words long!

Popular posts came from teachers who shared ideas from the classroom, and posts about self-care have always been well received. Standout posts have included a letter of advice to new teachers from Renee Reedhardt and a powerful poem detailing the experiences of health teachers from Amy Dawson. A student of mine wrote about why all teachers should learn about Ramadan, Caroline Gajzler wrote to raise awareness of Lyme Disease, and Candor Health encouraged their educators to share pre-existing blog posts. Future professionals joined in with the event last year, with Dr. Seth Jenny‘s esports students from Slippery Rock University writing a popular series of blog posts. Jessica Matheson‘s post on how she uses dice in the classroom continues to be hugely successful.

We’ve had microblog posts on keeping fit, mindfulness suggestions, period poverty, poetry in health class, teaching with passion, the benefits of play, and even one on throwing a happiness boomerang.

You might have an idea in your head already or a blog post from the past that would benefit from a re-boost to a new audience. You may have a book or podcast to promote and want to include links to your resources and sites. All of these ideas are welcome.

How do I get involved?

As mentioned, this year’s event will run throughout May, with microblog posts released daily. Take your time to put your post together, and once it is completed, send it to me at milnea@nths.net or via a DM on Instagram/LinkedIn, and I will do the rest. You can include artwork jpegs to accompany your microblog post, and I’ll create the cover art, arrange the schedule, and push everything out in May. Then, I’ll tag you in the post and continue to promote it throughout the event and beyond.

FAQ’s

Q. How strict is the 500-word limit? A. The microblog idea was to encourage bite-sized posts, but of course, you can go over (or under). If your post starts to head north of 1000 words, it might be perfect to be featured as a regular blog post.

Q. When is the deadline for submission? A. I’m as flexible with this deadline as I am for those in my classroom. I’ll start publishing posts on May 1st but will accept posts until the end of May. For example, Derek Byrne wrote his microblog post in October!

Q. Does my microblog post have to be about health? A. Absolutely not. The site is popular with health educators, sex educators, physical educators, and educators in general. If what you have to say interests you, it will be of interest to others.

Please consider sharing your passion for health education with our global audience of like-minded educators. You can find examples of previous microblog posts here, and check out the names of our awesome contributors from 2025 below.

Here are some of the most popular posts from last year’s event:

Mourning the Athlete I Could Have Been – and Coaching the Next Generation of Women’s Sports to Be Unstoppable by Casey Langendorfer

Five Questions I Asked My Middle School Students This Year by Emily Zien

What Sean Mendes Can Teach Us About Sexuality by Drew Miller

Say My Name. Say My Name: Introducing The Teacher Multi-Tool by Jen Mead

Make it Stick in the Health Education Classroom by Kevin Mason

Puberty is Beginning Earlier; Will Your Students be Prepared? by Candor Health Education

Thought Traps in Health Class by Kayla Robertson

Have you read the latest Book of the Month recommendation?

I once wrote a blog post about the value of revisiting saved social media posts and screenshots because sometimes “the best inspiration is already in your pocket—literally.” Like many teachers, I’m a collector of great ideas. I hit save on Instagram posts that inspire me. I pin classroom strategies and eye-catching infographics to Pinterest boards I haven’t visited in months. I bookmark tweets that I know might be useful in the future, I flip my favorite sleep articles to Flipboard, and I have a camera roll full of screenshots from all manner of sources. It was one such screenshot, a message from Australian educator Andy Hair, that encouraged me to take a deep dive into the Filipino tag game Patintero in order to introduce it to my junior and senior Lifetime Activities class.

Patintero is a traditional street game from the Philippines, played for generations by children in neighborhoods, schoolyards, and side streets, often in the early evening under streetlights. No equipment. No fancy setup. Just chalk lines and a group of kids ready to compete. I’ve even seen a video where the lines are ‘drawn’ on a dusty street using water carefully poured from a bottle. The game really is that basic…and yet, the strategy needed to play the game is more complex that one would imagine.

Decolonizing the PE Curriculum

Introducing this game aligns with another aim of mine, again the subject of another blog post, that of decolonizing the physical education curriculum. In that blog post I asked “Why is it that my PE curriculum is dominated by North American and European team games and activities? What is it that I am hoping to teach my students when I ask them to participate in PE and can I achieve those same outcomes, or more, through a new sport or activity from another part of the world?“

Decolonizing physical education means expanding beyond a narrow set of Western, sport-dominant traditions and recognizing that movement cultures exist all over the world. By introducing games like Patintero, we acknowledge that valuable physical practices come from Southeast Asia just as much as they do from Europe or North America. This shift broadens students’ understanding of global cultures and challenges the idea that only certain sports or traditions are worthy of study in schools.

When we introduce students to games from other cultures, we’re doing more than diversifying activities. We’re broadening perspectives. We’re saying movement isn’t owned by one country, one sport system, or one tradition. It’s global. It’s creative. It’s communal.

Patintero features communication, team strategy, risk-taking, spatial awareness, and a whole lot of joy. And it does this without any equipment.

How the Game Works

The court is a rectangular grid, typically arranged 2 squares wide by 3 squares long. Each square can be about 2–3 meters per side depending on age and space.

Teams

• One team are the runners.

• One team are the taggers.

Taggers – Taya in Tagalog, meaning tagger.

• 4 players stand on the horizontal lines.

• 1 player stands on the center vertical line.

• Taggers must keep at least one foot on their assigned line at all times.

• They may only move along their line to tag runners.

Runners – Tumatakbo in Tagalog, meaning “one who is running”.

• 6 runners begin behind the starting baseline.

• On the signal, they attempt to move through the grid to the far end.

• If they reach the far baseline safely, they earn a point.

• If they return safely to the starting side, they earn additional points (depending on scoring format).

• If tagged, they are out for that round.

Rounds typically last about two minutes before teams switch roles.

Patintero is fast. It’s tactical. It rewards teamwork over dominance. And perhaps most importantly, students love it. It was noticeable how swiftly the strategic element of the game developed. Initial attempts at playing the game looked like 6 individuals trying to cross the grid without getting tagged. Realizing that this method meant that the team were all tagged quickly, students came together and sent teams of runners in an attempt the split the taggers. In turn, the taggers realized that with better communication, they could trap runners, making it impossible for them to achieve their goal.

Patintero and Meaningful PE

Patintero naturally aligns with Meaningful PE because it elevates social interaction, challenge, and joy all at once. Success depends on communication, anticipation, and collective strategy rather than individual dominance. Runners must decide when to take risks; taggers must coordinate and read movement patterns. The result is a game where students feel competent, connected, and emotionally invested. I noticed that it wasn’t always my most athletic students having the most success. When students encounter a game they’ve never played before, everyone starts at the same place. Prior experience matters less. Status hierarchies flatten. It was one of my more disengaged students who exclaimed “Wait, don’t we get one more game?” when I decided that it was time to finish the lesson. Introducing unfamiliar activities like Patintero keeps curriculum fresh and signals that PE is a space for exploration.

Thoughts From My Students

Following on from the success of my volleyball lesson and asking students reflection questions and recording their responses, I did the same at the end of our Patintero lesson.

Question 1: Describe this game in 3 words.

I heard Unique. Strategic. Competitive. Fun. Fast. Teamwork. Quick.

Question 2: What made this game fun (or frustrating?).

Fun: It’s different, we haven’t played anything like this before. You have to use problem solving skills, and strategy skills. I like how it’s fun when you are the runner and also fun when you are the tagger. It’s big on teamwork.

Frustrating: You can get frustrated when you’re trapped by the taggers. It’s hard when the other team strategizes against you.

Question 3: How is this game different (or similar) from American playground games?

It’s a little similar to Pac Man, but I can’t think of any other game that it’s similar to. It’s more engaging than the tag we played when we were younger. Patintero requires more focus. Yeah, you’re focused the whole time. I like the short rounds, and the points make it clearer who is the winner. There’s more brain power involved and less dominated by athletic ability.

On the topic of novelty, in his undergraduate dissertation at Loughborough University, Daniel Sanders (2025) discussed the role of Alternate Activities (AA’s) as a pathway to Meaningful PE. Sanders stated “there is a growing argument to ensure [AA’s] feature more often in PE, potentially promoting increased engagement”. It was the view of teachers involved in the study that the use of novel sports (and by extension activities such as Patintero) could be used “to create more meaningful experiences and align naturally with MPE features” (1)

Question 4: Why should PE include games that don’t originate from America or Europe?

Students struggled a little with this question. I prompted them by sharing that I can bring cricket and Rugby from my culture, but also that I will introduce them to Tapuwae, from New Zealand, in a few weeks time.

We can see how other kids have grown up. Helps us understand different cultures, and be more empathetic.

Note: One student pulled out her phone, and texted her Fillipino mom to ask her if she ever played Patintero as a kid. Her mom texted back to confirm that not only did she play the game as a child, but that she was actually very good at it too! I think that moment in itself highlights the connections that can be made when we make our curriculum more diverse.

Question 5: Would you modify any rules to make the game better?

I acknowledge that it might not be a great look – a British teacher encouraging his American students to find ways to improve a game from another culture but…..my students have free license to modify all games to make them suit their needs. Our modifications typically make our games more inclusive – allowing second serves, multiple bounces etc.

Initially we played Patintero with two meter squares, but they were too small. It was far too easily for taller taggers to reach the runners. In today’s lesson we increased the squares to three meters, but some students wondered if we could make the squares even bigger next time.

Some students felt that the middle tagger, the one who moved along the center line, wasn’t as engaged as the rest of the taggers, and maybe could be removed. That said, in one game, the central tagger coordinated with two horizontal taggers and effectively shut down the game by trapping 3 runners.

We played with a rule that awarded one point for passing through the taggers, and a second point if you returned. Runners were given the option to stop after the first point. They could bank the point, but if they took the risk of trying to return through the taggers and were caught, they lost all of their points. In hindsight this wasn’t a great rule and students wondered if the point could be ‘cashed in’ to free a tagged player.

Students also didn’t like the elimination aspect of the game and pondered the introduction of a ‘jailbreak’ option.

Question 6: If you were explaining Patintero to someone who had never played it, what would you say makes it worth playing?

It’s fun and energetic, but you also have to think and use strategy. It’s a great team game, encouraging team bonding. It’s energizing.

I wanted to write this blog post for a number of reasons. Obviously I love to feature my students voices, and I enjoy sharing new games with PE teachers. I also struggled to find many resources that explained the game in a way that I completely understood. I’ll share some of the videos I checked out, and also acknowledge that Chat GPT helped answer my many questions to get to a level where I felt comfortable introducing a novel tag game to my students. If I have misrepresented any elements of the game I welcome feedback.

(1) Sanders, D. (2025). Broadening the scope for physical education (PE): Exploring alternative activities (AAs) for enhancing meaningfulness in PE for diverse student needs (Undergraduate dissertation, Loughborough University).

Pair this blog post with the following:

Bite Sized PD

Decolonize The PE Curriculum

Teaching World Games

That Was So Much Fun

Teaching my students the 10 Dimensions of Wellness opens their eyes to the holistic nature of health. It allows them to appreciate the many ways in which they can take strides towards enhancing their health and well-being and enjoying the health and well-being of others.

Of the (many) dimensions that students had yet to consider previously is that of multicultural wellness. Appreciating and cultivating this dimension of wellness fosters empathy, understanding, and respect for diverse perspectives and experiences. By embracing different cultures, we expand our worldview, enhance our emotional intelligence, and develop skills to navigate an increasingly interconnected global society with sensitivity and openness. While this enriches our personal growth, it also builds more inclusive communities and fosters positive social change. I hope my students will recognize the importance of tolerance, acceptance, and justice for all.

Simple ways in which students can improve their multicultural wellness and collectively enhance individual and community wellness include:

• Attending cultural events.

• Reading multicultural literature.

• Participating in cultural workshops.

• Joining cultural clubs or organizations.

• Engaging in travel or exchange programs.

• Practicing cultural respect.

• Fostering intercultural dialogue.

• Challenging stereotypes and biases.

• Supporting diversity initiatives

All the opportunities listed above exist for my students at my school, but one action they can take in their own time is listening to music from various cultures, genres, and traditions. This can expand their musical horizons, deepen their appreciation for cultural diversity, and foster an understanding of and appreciation for different cultural perspectives.

To expand upon this idea of listening to music from other cultures, I contacted my good friend Dom Servini, a DJ, music journalist, writer, and radio presenter who also runs his own record label, Wah Wah 45s. I asked Dom to create a multicultural playlist and provide thoughts regarding his selections. An edited transcript of our conversation follows, alongside some beautiful music suggestions.

I’ve deliberately made my playlist contemporary so that it connects with your students. It includes artists from my own record label because I know their music so well, and that’s part of the joy of running a record label like Wah Wah 45s, getting to know artists from all over the world.

The first track is from Dele Sosimi who is, in many ways, the last living legend of Afrobeat, a genre of music originating in Nigeria in the late 1960s that emphasizes percussion rhythms and features elements of jazz and funk and lyrics which are often strongly political. Dele was a keyboard player for Fela Kuti who is considered by many as the most important Afrobeat artist. I signed Dele about 10 years ago to my label and this track is from a new project with a group of musicians from different genres, all embracing each others cultures and musical influences, resulting in this incredibly unique record. Mo Se B’ólá tán is a beautiful piece of music.

The second track is by Ana Frango Elétrico, a contemporary Brazilian artist, who is amazing. I love this track, it’s a beautiful piece of music from someone who embraces electronic rock, jazz, soul, everything in her music, but with a Brazilian flavor. Brazilian music is another huge discussion topic, going back to the 60’s and 70’s. With Brazilian music, with African music, it encapsulates politics and culture and the importance of movements in culture and music culture.

This track from Cuban artist Daymé Arocena continues with that political theme. She’s signed to a UK label run by a friend of mine, and creates amazing music. This track, from a few years ago, comes from a place of history, and political controversy and revolution. This is an example of how we can connect with culture through music. Dayme’s music is a revolutionary – and transformative – fusion of neo soul singing, Afro-Caribbean beats and pop.

I wanted to include an Italian tune, because I’m half Italian, and connecting with my cultural roots is really important. Italian music is generally considered as crooners, opera and cheesy 60’s music. Lucio Dalla is someone I got into when I was 18 years old. I listened to a live album of his incessantly and it encapsulates all kinds of music, from rock, pop, soul and back to pop again. I returned to this track during the COVID lockdown and it has a balearic disco feel to it.

Track number 5 is by 47Soul, who are a Palestinian outfit. If we are talking about understanding culture, I had to include this song. I’ve worked with this group many times over the years and they’ve guested on my radio shows. They are a young and incredibly talented group who take their musical influence from hip-hop, electronica, and R&B and melding it with the sounds of Dabke, a traditional folk dance, and other Shaa’bi roots music. Their name acknowledges the history of their region and the title is very apt for this blog post.

This next track (a huge underground hit) is from a Ghanaian xylophonist, and I have a couple of Ghanaian artists on my record label. The xylophone is a big instrument in Ghana, and this project is a collaboration between two cultures. Isaac Birituro, got together with British group The Rail Abandon and our label supported them to create an album with profits from the sales going towards building a school in Kalba, Ghana. This track also features the vocal talents of Wiyaala, who is also a women’s rights activist and speaks out against family violence in her native Ghana. This track is an example of music allowing me to connect with artists from a country that I’ve never connected with before. Unfortunately Isaac Birituro hasn’t been able to come and play in England because the government, for very vague reasons, has never approved his visa.

Next up is a track from a few years ago, from Raz and Afla, a duo that I’m about to sign to my record label. Raz Olsher is an Israeli producer/musician and Afla Sackey is also a producer/musician, again from Ghana. Together they have created an incredible Afro-electronic uptempo sound. It’s uptempo and joyous, despite all the trouble around the world they are still able to make this wonderful sound.

For track number 8, we travel to Japan. I thought it important to include music from Japan in this selection and understand more about Japanese culture and its acceptance and love for Western culture but with its own very unique style and production and cultural behavior, which I think is exemplified in music like this from Kyoto Jazz Massive. In this track entitled Substream, you’ll hear a very pure, clean aesthetic that you often hear in Japanese music. Attention to detail and a sweetness you’ll usually get with their music.

At number 9 is a track from Mörk, who are from Budapest, Hungary. I thought I’d take you into Eastern Europe for music from a band signed to my friend Adam’s record label, Alberts Favourites. Adam traveled to Hungary to meet the band, see them play, and connect with them so that he could sign them, which I really respect, as it makes a huge difference in his relationship with them. Traveling to meet others, and understand their culture is so very important. Mörk make uptempo music that is optimistic. Sometimes, people view Eastern European music as dark and depressing, but this is hopeful disco music.

Finally, an artist originally from the Congo who grew up in South Africa but now lives in North London. Lea Mondo is a young artist who makes incredible music on Wah Wah 45s that encapsulates a lot of what we’ve just been talking about. Her story is one of diverse cultural influences and a passion for using music as a means of expression. Lea’s music talks about life, love, peace, and freedom while reflecting on the state of the world.

This microblog post was a featured post in #slowchathealth’s #microblogmonth event. You can search for all of the featured posts here. Please do follow each of the outstanding contributors on social media (including Dom Servini, the author of this post) and consider writing a microblog post of your own to be shared with the global audience of slowchathealth.com

Pair this post with the following:

Dimensions of Wellness by Andy Milne

Moved by Music by Andy Milne

Creating Classroom Playlists by Andy Milne

Have you read the latest Book of the Month recommendation?

There are moments in a Physical Education class where the sights and sounds tells you everything you need to know. Laughter between rallies. Music playing while students dance and celebrate points. Teammates congratulating each other, opponents offering high-fives and bodies collapsing into giggles after long exchanges. Over the past few weeks, that has been the reality in my gym during a volleyball unit with a small group of students who play hard, compete fiercely, and somehow manage to do it all with huge smiles on their faces. Last week, as they walked off the court, sweaty and smiling, one student summed it up perfectly: “That was so much fun.” Rather than rushing on to the next unit, I wanted to pause and ask a simple question—what exactly made this experience ‘so much fun‘?

To put my class into context, we offer junior and senior students a significant number of PE electives at my school, ranging from dance to outdoor education, yoga to strength and conditioning, team block to lifetime activities. The latter is my elective, a class that focuses on breadth more than depth, cooperation more than competition. I have a range of students from prospective D1 athletes to students yet to find a favorite way to move.

In a previous blog post I wrote about my experience of asking students, at the beginning of the school year, what they thought a PE program needs to include to ensure that every student has a positive experience and begins to appreciate the value of physical activity? Fun was a central theme, with students repeatedly stating that enjoyable activities lead to a positive attitude toward physical activity. They mentioned that fun activities, especially when shared with friends, made PE meaningful and something they looked forward to.

And so back to my desire to find out exactly what students mean when they say that an activity is fun. I crafted a series of questions that sought to dig deeper into the feature of fun, but written in a way to weave in the other features of Meaningful PE: Social Interaction, Challenge, Motor Competence, Personally Relevant Learning and Delight.

My students stood in a circle, and I recorded their responses using the Voice Memo app on my iPhone. I later realized that this app has a transcribe feature, which made it so much easier for me to analyze the comments.

Question 1: When someone says, “That was so much fun,” what do they actually mean? What are they reacting to?

The environment, the game itself, the competition, the social connections. Everyone gets really excited when they do well, and they want to win. Your heart rate goes up. When there are two teams that are really close in score and one team pulls ahead, it’s just so fun.

Competition, challenge seems to play a big role here. This group of students are strong athletes, with many committed to playing their chosen sport at college next year, and so I would have expected the competition element to come to the fore. The closeness of the scores in each of the volleyball games should remind teachers to ensure that teams are selected with ability level in mind. Although these teams, and this group of students, were self-selected, I do empower all students to rearrange teams if they don’t appear to be equal.

Question 2: If someone walked into our gym for five minutes, what would they notice that might explain why this is fun?

Everyone’s yelling and cheering, which makes you want to have a positive attitude.
There’s a lot of dedication to each other.
Dancing — definitely dancing. There’s good chemistry, we all get along. We’re competitive, but none of us are mean to each other. That’s why we work so well together. It’s friendly competition. We all came from different classes, but we come together at the end of the day.

Students are referring to the culture of this class in their responses. We are now in semester 2 and I have taught this class for 6 months. They know my expectations, and aspirations for this class, and I know how to tailor my teaching to their needs. It is clear that students are encouraged to have, and exhibit fun. There’s no holding back, and the singing, dancing, friendly exchanges, giggles, are evidence of this. Students aren’t afraid to be themselves, and there is no judgement from peers. I would argue that the sense of community, and the centering of student voice and their experience, isn’t something that I would have considered, or made space for, as an inexperienced teacher at the start of my career. (Insert reference to the 1900’s, my age, and the latest meme that suggests that I’m old).

Question 3: What role do teammates and opponents play in how this lesson feels? Would it be different with a different group?

We hype each other up. We celebrate when someone tries something new, like going up for a spike, even if it’s not perfect. No one’s afraid or timid, because we know the people around us won’t judge us. No one here thinks they’re way better than everyone else. There’s no judgment. We’re willing to take risks. We’re not scared to make mistakes.

This group of students is special. Competition never turns into “us versus them”, instead, it feels like one collective us. Teammates and opponents create a safe environment through continual encouragement (did I mention the dancing and giggles?), and there’s permission to take risks. These responses remind me that the creation of a safe space and a sense of community, although directed by the teacher, can only happen with the participation of our students. Reflection by, and feedback from, students can help teachers ensure that we are all working towards shared goals.

Question 4: Why are your games competitive but still enjoyable? Why doesn’t competition make it stressful?

It’s a safe environment.
There’s no actual trophy or high stakes.
Nothing bad happens if you lose.We put ourselves out there knowing we’ll have more opportunities next time. We’re all pretty equally skilled, so it doesn’t feel aggressive. It’s competitive, but not stressful.

I acknowledge, and I mentioned this to the students, that this is a competent group of senior athletes. They are confident in their ability, and appreciate that the competition they experience in class is nothing compared to their journey as Varsity athletes. Some of these students already own at least one State winning medal, with their eyes on more silverware in their final year as a high school student athlete. The competition in my class invites effort, but the result is never the main focus of any class. That’s why I always refer to this elective as more cooperative and collaborative than competitive. We have other electives that highlight competition, and many students who choose my elective save their competitive edge for extra-curricular sporting pursuits.

As a follow up to this question, I asked – typically, what happens when someone makes a mistake? We come together and encourage each other. We joke about it — friendly chirps. It keeps things light. I love that students are able to self-regulate the emotional climate and that mistakes are seen as moments of connection, and not correction.

Question 5: We are supposed to have moved on to another activity but you chose to stay in volleyball. What were you hoping would continue?

We weren’t ready to stop, we were having too much fun.

The wins were even — one team won three times, then the other won three times, and then the last round felt like unfinished business. We were starting to figure out strategies and how our teams worked best together. Once that chemistry is high, you don’t want to drop it.

With students suggesting unfinished business, refining strategy, and growing chemistry, I can see that they value the process and not just the activity. I provided autonomy by allowing them to choose whether to move on to floor hockey, or stay in volleyball and obviously this decision paid off. I used to think of delight as something contained within a lesson, a brief flow state that happened in front of me and then passed. This experience has made me wonder whether delight can extend beyond a single class and live across lessons.

Question 6: How does this class compare to other PE experiences you’ve had?

It feels more meaningful.
There’s a purpose.
You actually look forward to it.

Being around people who are into it makes you more competitive and more engaged. It’s fun at the end of the day before you go home. Last year, it felt like people didn’t really care, they were less engaged or just going through the motions.

Admittedly, my students have a habit of providing me with the answers they think I want to hear, but I’d like to think that this late in the year they appreciate my efforts to get them to think about meaningfulness. They know that I want them to think about their movement journey, and to appreciate the opportunity to move together at the end of the day. This class also knows that they have the ability to make or break my 90 minute commute home on a Friday, and rarely do they let me down. Finishing the week with this group of students can be the best way to kick start my weekend.

Question 7: If PE always felt like this, how might it impact people’s relationship with activity later in life?

If PE is someone’s main form of activity and it’s a negative experience, that affects how they feel about being active outside of school. This kind of environment makes you want to try new things. I wouldn’t normally play volleyball for fun, but now I would. It helps you get comfortable doing uncomfortable things.

It also helps you connect with people you didn’t know before. You’re put into this class together, and when it’s a good environment, it makes everything more fun. No one judges you for trying.

These students make a clear connection between school experiences and lifelong behavior, but the nice thing is, I have similar quotes from students last year, and the year before. Clearly the Meaningful PE approach encourages students to make these connections. The students interviewed for this blog post recognized that for some, PE is their primary exposure to physical activity. One acknowledged that having PE on a schedule means that you have to be there, and that negative PE experiences can close doors, while positive ones open them. I’m proud that this group emphasized trying new things, becoming comfortable with discomfort, and building social confidence and I know these experience will shape them as they continue to move beyond high school.

My students want to be in this class, it has personal relevance. They speak of refining strategies to outwit an opponent, which speaks to challenge and competence. Social interaction is crucial to their experience, leading to greater fun and delight, and this comes from building a positive culture in our gym.

When students tell you they weren’t ready to stop, that they look forward to class, or that they might now choose to play a sport they never would have before, it’s worth pausing. Those moments tell us that something meaningful is happening, and if we listen closely, students will often tell us exactly what that something is.

If this blog post has inspired you to read more on making PE more meaningful then you’ll like the following:

Meaningful PE: Autobiographical Assignment by Andy Milne

Making Meaningful Physical Education Elementary Friendly by Will Westphal

The Power of Meaningful and Joyful Experiences by Leticia Cariño

If I Was Introducing Meaningful PE For The First Time by Ty Riddick

Buy the book! Meaningful Physical Education by Tim Fletcher, Déirdre Ní Chróinín, Doug Gleddie, and Stephanie Benni

Check out this Spotify playlist of podcast episodes discussing Meaningful PE, which includes the awesome podcast project from Doug Gleddie and Ty Riddick.

There’s a conversation that’s been bubbling under for a few years now regarding “analog” coming back as a cultural and lifestyle trend for 2026, and I’m seeing it across social media, in magazines, and even my parents have asked me about it. This isn’t just a meme or niche idea anymore. This goes beyond the current trend that suggests that 2026 is the new 2016; multiple influential trend reports and experts (and even my dad) are signaling it as a meaningful shift.

This isn’t an anti-tech movement, and it’s not anti-AI, but after years of screens, apps, dashboards, notifications, and “one more platform you really need you to use,” there’s a growing cultural shift back toward things that are tactile, slow, imperfect, and real. I see this as a return to human connection, something that I’ve been craving for a while now, and that’s the reason why I chose ‘Analog’ as my #OneWord2026. Analog is the word that will sit on my shoulder and remind me to behave in a way that takes me closer towards becoming the person, and living the life, that I want for the year ahead.

I’ve felt this way for a while now, perhaps since the coronavirus pandemic. I’ve embraced technology, I’ve let algorithms choose my next playlist, I’ve hustled to maximize time, and productivity hacked to fill every working minute, and fallen deeper and deeper into an endless scroll of meaningless content and affiliate links. I feel like I am always on, but rarely present. I don’t need my Apple watch to tell me it’s time to move. If I tune into my body, I will notice that it’s been telling me the same thing.

The quote that I recently read, that tipped me over the edge, was this: “I felt like i didn’t have 20 minutes for a walk today, but I watched about 20 influencers do their workout routines”. I believe this quote comes from @TheKindredSpace, and it sums up exactly how I felt at the end of last year. I complain that I’m too busy to workout/read/meditate but then I lose time, passively scrolling online, watching influencers do all the things that I crave.

And so to 2026 and a move towards an increasingly analog existence. I want a slower, more intentional life rejecting passive use of technology, and avoiding the temptation to click on links that take me in a direction away from my intended source of focus. Yes, I’ll still use Face Time to contact friends, and yes I’ll still use my phone to listen to my friend Dom Servini’s radio shows on Mixcloud, but I’d rather discover new music from hearing it on a radio show, or via a recommendation from a friend, than having promoted playlists, with AI generated songs and paid-for promotions, sent my way via an algorithm.

And so, in preparation for my analog journey through the coming months, I have put together a list of items, that perhaps might find their way into my ‘analog bag’. This is a small bag which contains items to keep a busy mind satiated. Some people might include a craft, watercolors, a journal and puzzles, but at any given time my bag might contain the following:

While I always have a number of books, and audiobooks on the go at any one time, these two smaller paperbacks will remain in my analog book until completed. Meditation for Mortals ($14) is specifically meant to be read in short bursts - one short chapter/meditation per day, and the award-winning Expected Goals is written by the host of one of my favorite podcasts.

I need music around me at all times, and while some are suggesting that Sony Walkmans are returning, and cassettes and CD’s are making a come back, I will be carrying my old iPod around with me, rediscovering the music that I last updated on the device at least 5 years ago. When I return home, my ever-growing vinyl collection is waiting for me, reminding me of the rituals related to an intentional listening experience.

I plan on leaning into an analog approach at school too. I intend to find co-workers around the building to discuss their latest email to me, instead of simply hitting reply. I’ll let students brainstorm on paper before entering their thoughts into our online LMS on their iPads, and I’ll provide more feedback verbally, and via postcards (a practice I’ve neglected recently). Students can expect more ‘walk and talks’ and gallery walks....and I can model being present by intentionally putting my own phone away when it’s not needed.

None of this is groundbreaking. It’s intentional, it’s needed, and that’s the point.

If you enjoyed this blog post you might also enjoy the following:

I mentioned Dom Servini above, check out his guest post for #microblogmonth Multicultural Appreciation Through Music.

If you love music as much as I do, you’ll appreciate Spinning Records, Sparking Minds from Shannon Beatty

Your Watch Told You to Read This, from Peloton’s Adrian Williams reminds us that sometimes technology can take away our ability to think for ourselves, and my blog post Moving for a Healthier Mind reinforces the power of harnessing movement for mental health reasons.

It will come as no surprise that David Sax’s 2022 book The Future is Analog is my current Book of the Month selection.

The start of a new year has a funny reputation. It’s supposed to be a reset button. A fresh start. A new era. A moment where you suddenly become more motivated, more organized, more disciplined, and more confident—just because the calendar changed.

But most of us know the truth, and the science backs this up, life doesn’t magically reboot because we turned a new page on our calendar.

School still feels busy. Expectations don’t disappear. Motivation comes and goes. Some days you’re locked in and other days you’re just trying to get through.

That’s why this year, instead of talking about resolutions, I want to introduce (or reintroduce) a simpler idea, one that students (and adults alike) can actually live with.

The idea is called #OneWord, and I’ve been writing about it for over ten years now.

Why not resolutions?

Resolutions usually sound like this:

• I will work harder… in class/the gym/on my passions.

• I will stop procrastinating… with homework/tidying my room/applying for a summer job.

• I will be more motivated… with, I guess, everything.

They’re intense. All-or-nothing. And when you mess up (which everyone does), they tend to disappear quietly by February. A resolution feels like an inflexible rule, and that’s why I prefer choosing a word, which feels more like a direction, a gentle nudge towards becoming the person we want to be.

What is #OneWord?

Instead of setting a long list of goals, you choose one word to guide your year. Not a word that pressures you and not a word that demands perfection. You choose a word that helps you ask better questions, and your word becomes something you can return to when:

• you’re stuck

• you’re overwhelmed

• you have a decision to make

• you’re reflecting on how things are going

You don’t complete a word. You practice it.

What kind of word are we talking about?

There’s no “right” category, but many people choose words connected to:

• how they want to show up (calm, brave, focused)

• what they need more of (balance, rest, confidence)

• how they want to treat others (kindness, patience, respect)

• how they want to grow (curiosity, effort, resilience)

The key question isn’t “What sounds impressive?” it’s “What word would actually help me this year?”

What does a word do that a goal doesn’t?

A goal is specific, a word is flexible. I like to think of my word as a gentle reminder to act in a way that brings me closer to the best version of myself. I joke that my word sits on my shoulder and reminds me to behave in alignment with my true self.

Your word can apply to:

• school

• friendships

• sports or activities

• mental health

• how you talk to yourself

• how you respond when things don’t go as planned

On a good day, your word can push you forward. On a hard day, it can steady you.

How you might use your word

Here are a few real ways a word can show up during the year:

• Asking: “What would this word look like right now?”

• Using it during reflection or journaling

• Connecting it to goal-setting in class

• Letting it guide choices: not perfectly, but intentionally

Some students keep their word private. Some write it on a notebook. Some make it their phone lock screen. I have created #oneword-themed music playlists and I find books and other media that help me expand my understanding of my word. One year, I wore a bracelet that depicted my word and found this to be an effective daily reminder.

Choosing your word (keep it simple)

You don’t need a quiz (but here’s one if you need one). You don’t need a list of 100 words (but I have provided a few ideas already). Try this instead:

1. Think about last year. What was hard?

2. Think about the year ahead. What do you need more of?

3. Choose a word that feels helpful, not heavy.

If your word still feels right in a few weeks, keep it. If it evolves, that’s okay too.

One last thing

Your word is not a label. It’s not a promise. It’s not something you have to explain or defend. It’s a quiet guide. A reminder. A small anchor you can return to when the year feels loud.

So as 2026 begins, here’s the real question:

What one word might help you navigate the year ahead?

There’s no deadline to decide. Just a chance to be intentional.

If you are ready to see your #OneWord2026 come to life, you can declare it now via this google form. Using the power of add-ons, you will be immediately sent an image like the one above, but with your #OneWord2026 embedded in it! You can use the image to save and share with others. *This might not work if your email address filters out emails from outside of your network.*

Get your personalized #OneWord image here.

If you liked this post you’ll also appreciate:

Before The Year Ends: 12 Months in Reflection

Have you checked out our latest Book of the Month recommendation?

One constant during my 30 years of teaching is that the break from school at the end of the calendar year – winter for me and summer for my Southern Hemisphere friends – comes at just the right time. Leaving for school in the dark, arriving home in the dark, the end of a long semester of teaching (and the behavior of a few students) all have me yearning for a few weeks at home with family, seasonal fun, and the opportunity to reflect on the 12 months that came before me.

While my younger self would have encouraged teachers with “Let’s finish strong,” “Push on through,” or “Crush those final few weeks,” …each message erring a little too close to toxic positivity, my older, more reflective self nudges a more contemplative, authentic, and nuanced message; it’s more emotionally inclusive, and these two social posts shared below continue to resonate strongly with me:

We all have different emotional responses based on our circumstances, challenges and joys, glows and groans. There is no “right” or “wrong” way to feel right now, but this time of year encourages us to be self-aware and acknowledge our emotions. Accepting and acknowledging our feelings contributes to our emotional growth and well-being.

I also appreciate this post from Dr. Caroline Leaf. Her message encourages a more balanced, mindful approach to the end of the year, rejecting the pressure to constantly achieve and advocating a mindset that prioritizes gratitude, relaxation, and intentional pacing. A younger me felt that success was solely measured by continuous striving and accomplishment. Now, I appreciate that constantly being in a state of productivity can contribute to anxiety and stress. That rest is not just a break from work but an essential element in problem-solving and maintaining mental and emotional health. As Ben Alldis, one of my favorite Peloton instructors, likes to say, self-care is never selfish.

As I reflect on the past 12 months, I’m returning to the same 10 prompts I have used in past years. Here are some of my thoughts, along with reasons why each question is so effective for fostering reflection, connection, and planning for the year ahead.

1. If you had to describe the past year in one word, what would you choose? What events made you choose that word? I could have said grueling, as this was a 12-month period in which I said yes to many time-intensive professional projects. Keynotes and conferences, writing and reflections, content creation and collaborations. Alliteration aside, all of my projects have come to an end, and I now get to reap the benefit of seeing them all come to fruition. Look out for my chapter contributions in two new books in 2026. I’ll describe 2025 as ‘successful’.

This prompt is simple yet powerful. Distilling an entire year into one word challenges us to reflect on overarching themes and highlights the events that defined our experiences. It sets the tone for introspection and lays the groundwork for deeper analysis in later prompts. My annual #OneWord blog post is ALWAYS popular, and is also a student-friendly activity to do at the start of the new year. I’m already thinking about my #OneWord for 2026 and am currently leaning towards ‘slow’.

2. What were your achievements from the past year that made you most proud? This question celebrates success and fosters gratitude. Reflecting on achievements, big or small, helps to build confidence and remind us of our growth. This type of reflection is also the perfect antidote for when you are experiencing imposter syndrome, plus it’s also a good way to identify what brought us joy or fulfillment—a theme we’ll revisit later.

I’m proud of my ability to carve out time to write longer content than my typical blog posts. Contributing to two books, writing over 4000 words applying for something at school, helping with curriculum design, serving on the board of directors for SHAPE America, all while juggling family commitments? I am proud of how I navigated the past 12 months.

3. Which events from the past year proved to be most challenging? How did you deal with them? Teachers often ask how I manage to do all of the things. Remaining visible on social media and continuing to create content in the 10th year of the slowchathealth.com site gives the impression that I am always hustling, and perhaps I am. Time management remains a challenge for me, and I fill all of my prep periods at school with lesson planning, assignment grading, and curriculum planning. My goal is to take little to no work home during the school week. A key to my success, and one of the reasons why I appear to be so busy, is that I am also intentional about carving out time for self-care. Finding time for meditation, reading, stretching, or a Peloton ride are all reasons why I have the energy and motivation to continue my approach to life.

Acknowledging challenges is essential for learning and growth. This prompt encourages self-awareness and resilience by focusing not just on obstacles but on how we responded. It often links back to achievements, as overcoming difficulties can be among our proudest moments.

4. In what ways did your life move closer toward the life for which you aim? This question invites us to consider progress—personally, professionally, or both. It’s a reminder that even small steps count, and it aligns with earlier prompts about challenges and achievements. Together, these reflections can reveal patterns and areas for continued growth.

Life is a journey, and I’m confident that I’m closer to becoming the person I want to be. I look forward to many more years of self-improvement. That said, my keynote talks about the different stages teachers pass through over the course of their careers, and I’m conscious that I’m entering the final stage: preparing for retirement. My goal is to leave behind a body of work and a positive reputation when I retire. I’m confident I am moving in the right direction.

5. What brought you joy this past year? One of my favorite books from the past 12 months is Protect the Joy: A Positive, Collaborative Approach to Youth Sport by Dr. Amanda Stanec. If you are involved in youth sports or know someone who is, you must buy this book. This one is for all of us who ‘trust the process’. I experience joy whenever I watch my two young sons play sports. You can find me at the end of the sideline, typically away from others, watching them grow as athletes and young men.

This prompt shifts focus to the positive, emphasizing the importance of joy in our lives. It’s often connected to achievements and progress, reinforcing the value of celebrating even the smallest moments of happiness.

6. Who made the biggest impact on your life this past year, and how did they inspire or support you? This prompt highlights the importance of reflecting on relationships and the support systems in our lives. Recognizing these connections fosters gratitude and often reveals the depth of their impact. I regularly acknowledge family, friends, and educators who inspire me and continue to play a positive role in my journey. I’ll use this time to also give a shout out to those in my brains trust.

7. What caused you most stress, and how did you cope with stressors?
This question encourages us to evaluate our stressors and assess the strategies we used to handle them. Understanding how we managed stress helps identify areas of personal resilience and areas for improvement in coping strategies.

I have been very intentional about self-care since the pandemic. I’m cognizant of the nudges that my mind and body give me throughout the day. Chewing my lip? Something is on my mind. Tight shoulders? I haven’t moved for a while. Headache? I’m dehydrated. Heart racing? I need some ‘me-time’.

8. How active were you during the past year? Were you as active as you planned to be?
This prompt offers a chance to reflect on physical activity and its connection to overall well-being, encouraging an evaluation of priorities and intentions. This question is about recognizing opportunities missed or experiences that could have been prioritized. It provides insight into where you want to direct your energy in the future. Despite my love of all things Peloton, I need be more active next year because I’m starting to feel (but not look!) my age.

9. In what ways did you positively impact those around you?
This question encourages reflection on the ways you contributed to the lives of others. Recognizing how you’ve supported, inspired, or uplifted those around you fosters a sense of purpose and reinforces the value of meaningful connections. I’m more aware now than ever before of my impact on those around me (and I’m thankful for the inclusion of ‘self and others‘ in the new SHAPE America National Health Standards). I was recently recognized as a ‘leader teacher’ at school, and providing evidence of my impact in the school and community was something included in the application.

I also think that the hugely successful 6th annual microblog event on this site is evidence of the community I have built and the space I have created for others to share their voice.

10. What would you change from last year if you were handed a re-do?
This prompt allows for honest self-assessment and invites thoughtful reflection on decisions or actions that didn’t turn out as planned. It provides a chance to learn from the past and consider how to approach similar situations differently in the future. I typically live life without regrets, but am aware of my shortcomings and changes that I need to embrace in order to live life to the fullest.

These prompts have served as a reflective anchor for me, and I hope they inspire you to take stock of your year and plan for the next. Reflection is not just about looking back; it’s about using what we’ve learned to move forward intentionally. Whether you’re looking forward to a well-deserved break or facing the season with mixed emotions, you are part of a global community of educators making a lasting impact, and for that, I am thankful. Here’s to a mindful and meaningful year ahead!

Last year I created a tongue-in-cheek gift guide for teachers. The suggestions are still great, and the links (including discount codes) are still valid.

If you’re looking for additional resources, the Calm blog recently shared their annual Holiday Journal, a mix of practical mindfulness tips and contemplation prompts to cultivate more peace and joy.

Here are some end of year recommendations for you:

I really enjoyed Christopher Pepper and Joanna Schroeder’s Talk To Your Boys book, both as an educator and as a father of boys.

My favorite podcast to guest on (alongside Megaera Regan) was the Meaningful Podcast Experience.

My soundtrack to 2025 (all of the songs that caught my ear this year).

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Now that you have read this post, here are five questions for you to consider. I’ll push these out on social media – slowchat style:

Q1. How often do you set aside time to reflect on your experiences? What do you gain from these moments? #slowchathealth

Q2. What advice would you give someone who struggles to make time for reflection? #slowchathealth

Q3. Was there a moment this year when you felt especially connected to your purpose as an educator? What made it stand out? #slowchathealth

Q4. If you could thank one person for their influence on your year, who would it be and why? #slowchathealth

Q5. Looking ahead to next year, what is one habit or mindset you’d like to carry forward from this year? #slowchathealth

Every semester, after introducing the content of my sexuality education unit, I conduct an anonymous question activity with my sophomore health class. I ask them to ask questions they have about any of the content, but I also take this a step further. I ask them to suggest content that they think their peers definitley need to hear. Perhaps they are advocates for greater consent awareness and have a resource to share, or a message that simply must be included.

This activity is simple, but it gives me a window into what my students actually need from me, beyond the curriculum guide, beyond the slides, beyond what any textbook says is “important.” It’s a space where they can ask the things they’re curious or confused about, and it’s always humbling to see how honest and thoughtful their questions and comments can be.

A few years ago, a group of girls submitted notes that encouraged me to expand my teaching content. They wanted me to include more information about menstruation, and not just the biology of it. They wanted boys to understand the changes girls go through during their periods, to be aware of mood changes, and to know how to support their peers. I took their feedback seriously and reshaped my lessons. Since then, the material has been received positively by all genders. And, honestly, it’s been one of those “why I teach” moments - proof that student voices can drive meaningful change in the classroom.

This week, following my menstruation conversations, I experienced student interactions that reminded me that the work I do is so invaluable.

In my Period 1 class, a boy casually mentioned that he carries a tampon in his backpack, just in case his girlfriend, or anyone he cares about, ever needs one. There was no fanfare, no joke, no awkwardness. Just quiet, considerate kindness.

The following day, during Period 5, after our menstruation lesson, another boy asked a question that warmed my heart:
“What more can boys do to support girls when they’re on their period?”

The reaction was instant. A murmur of approval rippled through the room, followed by clapping from the students - boys and girls alike. And then, as I began to answer, I realized something: they didn’t need my voice, they needed each other’s. So I opened the floor. Hands shot up, including from girls who rarely speak. They shared their personal experiences, their preferences, and what genuine support actually looks like. I sat back, a little awestruck, and let them talk. They shared their experiences honestly, courageously, and sometimes with a hint of humor.

Moments like this remind me why inclusive, non-gendered teaching matters. If these lessons had been the traditional, gendered type - boys in the gym, girls in the classroom - this conversation would never have happened. If I hadn’t worked to create a safe, affirming, student-centered environment over the past few months, these students wouldn’t have felt confident enough to speak.

And yet, despite the media narrative that boys are constantly under pressure to “act like men” or perform hyper-masculinity, these moments prove something hopeful: when we give young men space to be curious, compassionate, and open, they rise to it. They don’t need to impress anyone. They just do what human beings are capable of when they’re supported and trusted. The boys are going to be okay. And those who will share friendships, classrooms, and relationships with them? They’re going to be okay, too.

At the end of the lesson, I asked my students for feedback: “What was missing from my teaching?” A few students suggested I include a slide explaining the four phases of the menstrual cycle (menstrual phase, follicular phase, ovulation, and luteal phase) and the symptoms they experience during each. They wanted the lesson to be deeper, more complete, more reflective of what they actually go through. I left class that day thinking, I have work to do. I want to do better. I want all students to feel supported, seen, and understood.

Stories like this make me hopeful about the future of education and the possibilities when we truly listen to students. They remind me that empathy is teachable, that kindness is learnable, and that challenging outdated gender assumptions is happening, quietly, in classrooms across the country. And sometimes, it’s happening in small, wonderful, undeniable ways, like a boy carrying a tampon or asking a question that sparks an entire room of students to share, reflect, and support one another.

If anything, moments like this are proof that when we design lessons that are inclusive, safe, and centered on student voices, everybody wins. And that, more than anything, is why we teach.

This blog post reminds me of this photograph I shared on Instagram last week. I asked my school library to pull some books for a group of teachers attending a professional development I was leading. Along with books from my own collection, here are their titles:

Boy Mom by Ruth Whippman

Good Guys by Smith & Johnson

Talk To Your Boys by Schroeder & Pepper

Men Who Hate Women by Laura Bates

To Raise A Boy by Emma Brown

The Boy Crisis by Ferrell & Grey

The Future of Men by Jack Meyers

Rebels With A Cause by Niobe Way

Man, Interrupted by Zimbardo & Coulombe

All Boys Aren’t Blue by George Johnson

Why Gender Matters by Leonard Sax

Teaching Boys by Keddie & Mills

Dating and Sex by Andrew Smiler

Boys Don’t Try by Pinkett & Roberts

This Is So Awkward by Natterson & Kroll Bennett

Boys and Sex by Peggy Orenstein

For the Love of Men by Liz Plank

How good does it feel when someone tells you they loved something you created? Maybe it was a teaching idea you shared online, a presentation you gave, or even a simple resource that helped a fellow teacher. Those small words of appreciation can make your whole week.

Now imagine all the creators, writers, and podcasters out there who might never hear that feedback, even when people love what they’re doing.

Too often we can be guilty of reading, scrolling and listening, and then we move on. I suggest that it’s time more of us took a few minutes to lift up the work that adds value to our lives.

Why it matters

Many of the people in our professional circles have put enormous time and energy into creating podcasts, books, blogs, and projects that inform and inspire. A quick rating or review can help those creators reach new audiences, move up in algorithms, and stay motivated to keep going.

Regular readers of the blog know that I’m a big fan of small acts of kindness that feel good for everyone involved.

If you’ve ever benefited from a podcast that challenged your thinking, or from a book that made you rethink your teaching practice, now’s the perfect time to say “thanks” in a way that actually helps.

From easy to effortful: ways to give creators a boost

Here’s a tiered guide, from low lift to more meaningful, for supporting the people and projects that make your feed (and your thinking) better.

Quick Boosts (30 seconds or less)

• Like or favorite their post. It might seem small, but every tap tells the algorithm, “Show this to more people.”

• Reshare or repost their content, especially on Instagram stories, X, Threads, or LinkedIn.

• Save their post if it’s something you might want to revisit. That engagement matters.

These actions take almost no time but keep good work circulating.

Meaningful Moves (a few minutes)

• Leave a comment. Even a short “Loved this episode!” or “Such a helpful idea” reminds the creator they’re not speaking into the void.

• Tag them when you share their work or mention it in your own post. It helps others discover new voices.

• Recommend their podcast/book/resource to a colleague or friend. Word of mouth still matters more than algorithms.

Mighty Acts (a bit more effort, a big impact)

• Rate and write a review. On Apple Podcasts, Spotify, Goodreads, or Amazon. A thoughtful, specific review can make a huge difference. Mention what you enjoyed and who else might benefit.

• Feature them in your own content, wether that be a blog post, newsletter, or faculty meeting shout-out.

• Invite them to share their expertise at your school, conference, or online chat. Amplifying voices takes the work you already admire and gives it even greater reach. I still get comments from faculty who were present during Chris Pepper‘s online presentation to them last year.

Beyond books and podcasts

Our community is bursting with creativity. From conference sessions and wellness projects to YouTube channels, social campaigns and even classroom initiatives that deserve to be seen. Think of the last time you bookmarked something because it inspired you. Could you revisit it, share it, or drop a supportive comment?

Supporting creators doesn’t just help them, it strengthens the network of ideas we all learn from. When we champion each other, we make the entire field a little more vibrant and connected.

A five-minute challenge

Some time this week, why not set aside five minutes to show some love to a creator who’s made a difference in your world. Leave a podcast review, rate a book, share a post, or send a quick message of appreciation.

You might be surprised by how much joy it spreads, and by how it encourages the next great idea to keep going. Now, if you don’t mind, I’m off to review Dale Sidebottom‘s book, Jen Heebink‘s podcast, and smash the like-button on Andy Horne‘s You Tube channel.

If you enjoyed this blog post, you might also enjoy:

Writing the Perfect Teacher Appreciation Thank You by Andy Milne

The Happiness Boomerang by Dale Sidebottom

Bite-Sized PD by Andy Milne

Positive Phone Calls Home by Mike Chamberlain

Every October, educators, health professionals, and communities mark Health Literacy Month which is a time to shine a light on the importance of understanding and using health information to make informed choices. At its core, health literacy is about more than reading a pamphlet or following doctor’s orders. It’s about giving people, including our students, the confidence, knowledge, and skills to access reliable information, ask good questions, weigh options, and take positive steps toward making, and encouraging, health enhancing behaviors.

For schools, this focus couldn’t be more timely. Today’s students are growing up surrounded by a flood of health information from social media trends to wellness influencers to public health messages. This is likely to be a topic that you are considering talking to your students about. Helping students develop the ability to sort fact from fiction, and to apply what they learn to real-life decisions, is a skill that lasts well beyond the classroom.

Here are some practical, engaging activities to try this Health Literacy Month:

Read a blog post (or two). Adam Mullis wrote an awesome post for the SHAPE America blog, entitled 7 Ways to Turn Health Literacy Month Into a School-Wide Celebration. The post includes tips for pitching ideas to your administration, recruiting a team of like-minded people to help you plan, fundraise, and deliver fun and interactive events within your school community, and beyond.

If you appreciate Adam’s joy for promoting all things health as much as I do, then you’ll also appreciate his microblog post Why Your School Needs a Health Fair. In this post he shares the tips that worked for him when he organized ‘Health-A-Paloooza’, a school-wide community health fair designed to increase physical literacy in a fun, engaging way.

Listen to a podcast. At the risk of this becoming an Adam Mullis appreciation post, you’ll love the energy from Adam, Lennie Parham, and Melissa Quigley in the latest School Health Educators Podcast. Award winning educator, administrator and author Lori Reichel Ph. D., created the podcast as a positive forum to share best practices for K-12 health education teachers. In this episode, three members of SHAPE America’s National Health Education Council (HEC) share their mission, projects, ways you can get involved, and the importance of advocating for health education. Also covered is the importance of Health Literacy Month and how you can bring it to life in your school or community!

Print out awesome resources to share with your community. This Health Ed 101 Parent Flyer is just one of the excellent resources created by SHAPE America. This is a colorful overview of what students learn in health education and why it matters. It helps families (and other stakeholders) understand the goals, topics and benefits of health education while addressing common questions about health education class. I have this flyer printed and displayed in our office and I plan on sending it to families in advance of my new cohort of students in the new year.

Here’s the link to SHAPE America’s other health literacy printables. You’ll find materials on inclusive practices in health ed, appropriate practices in health ed for your administrators to look at, plus links to webinars and workshops.

Bring in Guest Speakers. Invite local health professionals such as nurses, dietitians, counselors, or even older students in health-related career pathways, to share how they use health information in their daily work. It gives students role models and real-world applications.

The 2023 Youth Risk Behavior Survey Data Summary & Trends Report made recommendations for the health of our youth, including the following: “Connect youth and families to community-based sources of care.” At my school, we invite a local organization to speak with our students, whose services include individual and group counseling, social skills groups, youth development and mentoring programs, health education, and crisis intervention. This opportunity connects our students with support services and also provides youth leadership opportunities within the community.

Invest in your own professional development. In addition to the SHAPE America webinars mentioned above, explore the likelihood of attending the next Health and PE conference*. This Justification Toolkit from SHAPE America is a great resource. It includes tips for speaking with your principal/supervisor, a needs/benefits table to help develop talking points about how attending the national convention will help you meet the needs of your school/district, and a pre-written and customizable justification letter to use when setting up a face-to-face meeting with your supervisor.

If attending a conference isn’t possible, make sure to subscribe to some great newsletters from health educators. I highly recommend Christopher Pepper‘s Teen Health Today. You might also like this newsletter from my good friend Scott Todnem. Another friend of mine, Jeff Bartlett shares great skills-based resources in his regular newsletter. Jeff was also involved in the creation of The HPE Collective, alongside Jordan Manley. It’s a dynamic platform built to serve health and physical educators and another free resource for you to consider.

Whether you’re hosting a guest speaker, sharing a podcast, or just sparking conversations in class, Health Literacy Month is a chance to connect students with skills that will serve them for life. Let’s keep empowering them to make informed, confident, and compassionate choices about their health and the health of those around them.

*If you’re attending NYSAHPERD in November, IAHPERD in December or #SHAPEKC or in March, be sure to come and say hi as I’ll be presenting health-related sessions at each of them.

If you enjoyed this blog post, you might also enjoy:

Helping Students Improve Their Health Literacy by Andy Horne

Five Questions I Asked My Middle School Students This Year by Emily Zien

Introducing The HPE Collective by Jordan Manley

A recent Instagram post summarizing the ‘impact of smartphone use on athletes’ sleep and performance’ caught my eye and got me wondering about the research that supports my internal suspicion that cell phones are harming the performance of athletes. As a coach and father of athletes, I was motivated to delve deeper into existing research so that I could better support the athletes in my care.

I’ve written extensively about the topic of sleep, sharing how underslept my students are, and the proven link between sleep and improved performance across all tasks is widely acknowledged. That said, my (admittedly limited) research suggests that cell phones hurt athletic performance in ways beyond the length, depth, and quality of sleep. Here are five science-backed ways cell phone use can hurt athletes, followed by some simple ideas for addressing the issue.

1. Impaired Sleep and Recovery. I tell students to consider making sleep their superpower, and for athletes, a good night of sleep is like an additional training session. It is during sleep that our body repairs muscles, replenishes energy stores, and locks in what we’ve learned or practiced. Scrolling before bed can interfere with all of that. In her book, The Sleep Revolution, Arianna Huffington quotes Dr. David Geier who states “Just as athletes need more calories than most people when they’re in training, they need more sleep, too.“

• The blue light from screens delays the release of melatonin, the hormone that helps us fall asleep.

• In one study, elite soccer players who used their phones for two hours before bed over five nights had shorter total sleep and worse sleep quality.

• Less sleep means less glycogen replenishment (the fuel your muscles need), which can reduce endurance the next day.

Takeaway: Late-night scrolling can lead to slower recovery and lower energy.

2. Increased Mental Fatigue. I’ve often wondered if passive scrolling on a cell phone before sports might put you at a disadvantage, and now I know the science behind my thinking. If you feel mentally drained before practice even starts, it might be due to your cell phone overloading your brain before training begins. Proposed by Ward et al. (2017), the ‘brain drain’ hypothesis is built on the principle that individuals have a limited pool of attentional resources.

• Athletes who used their phones before workouts reported higher levels of mental fatigue and felt training was harder than it really was.

• Just having your phone nearby can reduce your available focus—even if you’re not using it.

Takeaway: When your brain is tired, your body follows. That means less concentration in drills and slower progress in training.

3. Slower Reactions and Poorer Decisions. Quick decision-making separates good athletes from great ones. Unfortunately, excessive phone use can slow your reaction times, which in turn leads to poorer performance and an increased likelihood of injury.

• Research on volleyball players and boxers found that using social media before training hurt their decision-making performance.

• Another study with soccer players (referenced above) showed that five nights of pre-bedtime phone use made reaction times slower, especially during afternoon training.

Takeaway: In sports where every split second matters, even a small delay can be the difference between a win and a loss.

4. Stress, Anxiety and Distraction. I recently observed a soccer player come off the field following a victory only to go straight on their phone and excitedly declare that a new character had spawned in their latest favorite game. No reflection on the performance. No discussion with parents on the game. Phones connect us, but they can also distract us and lead to stress which can manifest itself in the following ways:

• Many athletes feel pressure to be “always available” to teammates and coaches.

• Fear of missing out (FOMO) on team info or social updates keeps athletes glued to their phones.

• Scrolling online after games to read the comments, instead of reflecting on the performance. “You see everyone looking like zombies getting to their phones, trying to see what’s going on and if they missed anything,” Caron Butler of the Sacramento Kings says of the postgame scene.

• Constant notifications pulling attention away from training and competitions.

Takeaway: This added stress can cause physical reactions too, like muscle tension or shaky focus under pressure. That’s a recipe for “choking” in big moments.

5. Team Disconnect. Sports are about more than individual performance—they’re about trust, connection, and teamwork. But when phones take over, athletes can disengage from the people right in front of them. (I feel this one when I’m driving my own athlete home after a practice!). In an article about NBA players checking their phones at half-time(!) New York Knick Kevin Seraphin, shared that friends ask him to turn off his phone at restaurants because he can’t control himself otherwise.

• Athletes report feeling isolated when teammates are absorbed in their screens.

• When phones become the default instead of conversation, team chemistry suffers. A quick scroll might not feel like much, but over time it chips away at trust, encouragement, and the shared experiences that build strong teams.

• When athletes are distracted or disengaged, it’s harder to build the trust and communication that strong coach-athlete relationships rely on. Over time, this disconnect can drain motivation and even contribute to burnout.

Takeaway. Being present with your team matters. Relationships built on eye contact, encouragement, and support are just as important as reps in the weight room.

So, What Can Athletes Do?

You don’t have to ‘break up with your phone’ (although that IS the title of an awesome book by Catherine Price), instead, you need to balance your relationship with your device. Consider some of the following strategies:

• Set a “phone curfew”. Put down your phone 30–60 minutes before practice and bedtime.

• Charge outside your bedroom. Keep your phone out of sight and out of mind.

• Use “Do Not Disturb” during practice or team events to stay focused.

• Check in with teammates face-to-face before checking your notifications.

• Spend time reflecting on your performance before checking your notifications.

• Track your screen time like you’d track your training—look for patterns and adjust.

Every practice, every game, every teammate deserves your full attention. Controlling your phone use helps you bring your best self to your sport. Good luck with your season.

If you enjoyed this blog post, you might also enjoy:

5 Tips for Better Sleep by Andy Milne

How Can Esports Impact Sleep? by Marc Lucente

Sleep by Nick Littlehales (sleep coach to international soccer teams, NBA and NFL players)

References

1. Mei, Z., Zhang, Y., Fan, Q., Luo, S., & Luo, S. (2024). The effects of mobile phone dependence on athletic performance and its mechanisms. Frontiers in Psychology, 15, 1391258. doi: 10.3389/fpsyg.2024.1391258

2. Dridi, N., Souissi, M. A., Dridi, R., et al. (2026). Evening smartphone exposure impairs sleep quality and next-day performance in elite soccer players: a randomized controlled trial. Biology of Sport, 43, 227–242. doi: 10.5114/biolsport.2026.152348

3. DesClouds, P., & Durand-Bush, N. (2021). Smartphones and Varsity Athletes: A Complicated Relationship. Frontiers in Sports and Active Living, 2, 560031. doi: 10.3389/fspor.2020.560031

4. Gocer, I., & Oniz, M. (2023). The Effect of Digital Addiction on Athletic Performance. Journal of Exercise Science & Physical Activity Reviews, 1(1), 57–69. doi: 10.5281/zenodo.8399841

A few years ago, I came across an image that resonated with me. It showed how Gareth Southgate, then the manager of the England men’s soccer team, draws on a network of thinkers to help shape his decisions. Not just football minds, but voices from rugby, cricket, sailing, cycling, even the military. A deliberate mix of perspectives.

Southgate calls this group his “brains trust.” It’s not a formal committee. It doesn't even get together to meet as a group. It’s a collection of people he can call on to stretch his thinking, challenge his assumptions, and spark ideas he might not arrive at on his own.

That got me wondering: who’s in my brains trust as a teacher?

What a Brains Trust Does

At its heart, a brains trust is simply this: people you turn to when you need your thinking sharpened. People who see things differently from you. People who ask questions you hadn’t thought to ask.

For Southgate, that means having Arsène Wenger (football), Stuart Lancaster (rugby), and Sir Dave Brailsford (cycling) on speed dial. Each brings a different lens on leadership, team culture, and resilience. None of them could pick his starting line-up, or lead his training sessions, but they could shape how he thought about leading them.

In education, we often do the opposite. We stay inside our subject bubbles, our silos. PE teachers talk to PE teachers. English teachers swap resources with other English teachers. And while that’s valuable, it can also be limiting. Sometimes the perspective that really shifts us forward comes from outside our usual circle.

Why Teachers Need a Brains Trust

A brains trust isn’t about copying someone else’s playbook. It’s about exposing yourself to fresh, even challenging, ideas.

Think about your teaching week. Who do you bounce ideas off when you’re trying a new unit? Who challenges you when you fall into “I’ve always done it this way”? Who encourages you when you’re tempted to play it safe?

If your answers are a bit thin, you’re not alone. Teaching can be isolating, even in a busy school. But here’s the thing: the act of finding your people, inside and outside your building, can completely change your practice.

Building Your Own Brains Trust

Southgate didn’t stumble into his group by accident. He sought out people with different expertise who could add something new. Teachers can do the same. Here are some ideas that have worked for me:

Look sideways in your school: What could you learn from the drama teacher about performance, or the science teacher about inquiry, or the art teacher about creativity? When I wanted to introduce role plays into my health classroom, I knew exactly which teacher to turn to for some ideas. And when I need a fresh perspective on a cerebral idea, there's a like minded strength and conditioning coach who has got my back.

Look outside your school walls: Professional learning networks on social media, podcasts, or subject associations can connect you with fresh voices. Through 10 years of blogging on this site, I am connected with teachers across the country, and beyond. If I need a creative idea on kindness and connection, I check the time in Australia, and reach out to a couple of educators doing great work.

Look beyond education: A coach, a musician, a parent who leads a team at work. All bring lessons about leadership, feedback, and growth that apply in classrooms too. I have people I can turn to for career advice and guidance who no longer work in schools. They serve as unofficial mentors and motivate me to take on professional challenges that initially seem scary to me.

Your brains trust doesn’t need to be a dozen people. Even two or three trusted voices can be enough to nudge your thinking in new directions.

A Question to Sit With

The brilliance of Southgate’s approach isn’t that he built a big advisory board. It’s that he chose to be open, he invited challenge and he listened. That’s leadership. And teaching, at its core, is leadership too.

So here’s the question worth carrying into your week:

Who is in your brains trust? And just as importantly, whose brains trust are you a part of?

Because teaching gets better when it isn’t done alone.

It’s another summer of sport, filled with athletes performing to their potential. European soccer teams are in town for their preseason tours, NFL athletes are at training camp, and NBA preseason dates were just released.

As summer winds down and the new school year looms, teachers, like athletes, can benefit from a well-structured preseason routine. Just as athletes prepare their bodies and minds for the demands of their sport, teachers can take proactive steps to ensure they start the year strong, energized, and ready to inspire their students. Here’s how to create your own teacher preseason training program.

Physical Preparation: Self-Care First

1. Prioritize Sleep: Athletes know that quality sleep is crucial for peak performance, and the same goes for teachers. Establish a regular sleep schedule to ensure you’re well-rested. Adequate sleep can boost your mood, energy levels, and overall well-being, making those early mornings and long days more manageable. Here are 5 tips for better ‘back-to-school’ sleep.

2. Maintain a Healthy Diet: The return to school requires a more focused approach to meal prep. Fueling your body with nutritious foods provides the energy needed to tackle a busy school day. Plan balanced meals and snacks that keep you energized and focused. Think of it as meal prep for your teaching marathon!

3. Exercise Regularly: Staying active isn’t just for athletes. Regular exercise helps reduce stress and maintain physical health. Whether it’s a morning jog, yoga session, or your favorite sport, find an activity that you enjoy and make it a part of your routine. I’ve started a new Peloton streak, mixing cardio with mobility sessions (why didn’t anyone tell me the importance of stretching when I was younger?) and meditation. I’ve blogged before about ways in which using the Peloton platform makes me a better teacher.

4. Practice Mindfulness and Relaxation: Incorporate mindfulness, meditation, or relaxation techniques into your day. These practices can help manage stress and improve mental clarity, allowing you to stay calm and focused, even during the hectic back-to-school period. My 90-minute (!) commute home is a perfect opportunity for me to reflect on the day, and look ahead to those lessons yet to come.

Mental Preparation: Professional Development

1. Read Around the Subject: Just as athletes study game strategies, teachers should stay informed about the latest developments in their subject area. Dive into relevant books, articles, and research to bring fresh ideas and insights into your classroom. Half of my summer reading has been subject realted.

2. Syllabus and Lesson Planning: Preseason is the perfect time to map out your curriculum and design engaging lessons. Outline units, create lesson plans, and prepare materials in advance. This proactive planning can make the transition into the new school year much smoother. I subscribe to newsletters from Christopher Pepper and Jeff Bartlett to help me continually improve my lesson planning.

3. Stay Updated with Standards and Directives: Keeping up with new state or government standards and directives is essential. Review new curriculum guidelines or attend professional development workshops to ensure your teaching practices are current and compliant. I need to check out ways in which to incorporate the new National Health education standards from SHAPE America into my teaching. Thankfully there is a great webinar and new printed resources to help with my preseason schedule.

4. Collaborate with Colleagues: Just as athletes train with teammates, teachers can benefit from collaborating with their peers. Share resources, discuss strategies, and participate in professional learning communities. This collaboration can enhance your teaching practices and provide a supportive network. Perhaps you attended one of the many summer professional development opportunities.

5. Reflect and Set Goals: Take some time to reflect on the previous school year. Identify areas for improvement and set specific, achievable goals for the upcoming year. This reflection and goal-setting can provide direction and motivation as you prepare for a fresh start. Check out my blog post containing 10 prompts to help look ahead to next year.

Call to Action

As you gear up for the new school year, remember that effective preparation isn’t just about lesson plans and classroom setup. It’s about taking care of yourself, both physically and mentally. Prioritize self-care, stay informed and connected, and set yourself up for success. By investing in your own well-being and professional growth, you’ll be better equipped to serve your students and create a positive, impactful learning environment.

So, fellow teachers, let’s embrace this preseason with the same dedication and enthusiasm as athletes. Here’s to a fantastic start to the new school year—healthy, prepared, and ready to make a difference!

If you like this post, you’ll also appreciate the following:

Claim Your Greatness: Why #OneWord Will Define Your Year

10 Prompts to Help Reflect on Your Year

Setting the Tone for the First Lesson of the Year via Edutopia

Free Posters for the Health Classroom

A Teachers Gift Guide