PLAY4 School and TEAM e3: Connecting PE Funding to Community Wellness


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The most at-risk students (academic, behavior, engagement, attendance and health/fitness) can lead and manage a classroom ExerLearning program that delivers the cognitive and academic outcomes schools measure every day.

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  • PLAY4 School: ExerLearning and TEAMe3 is a teacher implementation and training manual geared to the classroom teacher. The goal is to create a culture of physical activity advocates from among the largest majority of teachers in a school – the classroom teachers, administration and staff.
  • Research has proven time and again that regular participation in physical activity throughout every school day – even in bursts as short as 10 minutes can provide the cognitive development, academic success, behavior change, engagement, productivity and attendance classroom teachers and administration need and want for every student.
  • Too often we focus on the challenge of overweight and obesity among our students when we discuss and advocate for physical activity interventions.
  • For more than two decades Judy Shasek has ventured in to the academic classroom and the workplace. Field studies and observation have made the obvious connection between how similarly our schools and the workplace create the work-environment. How much wasted time, energy and productivity will we tolerate before we make the connection between regular physical activity and success?
  • With the less than adequate pot of K-12 school funding being split between diverse factions and toward diverse goals within a school we all suffer – especially our students
  • PLAY4 School connects ExerLearning and a student-driven resource called TEAM e3 to a strategy for unique success. Rather than trying to deliver a program for every student, PLAY4 School and TEAM e3 provides an easy-to-implement solution model that is led and managed by the most challenged, challenging and expensive students in a school. How are these students expensive? They take the greatest amount of funding and time, while delivering less than optimal outcomes.
  • Who are these students? They are the disengaged, the under-achieving, truant or regularly absent or acting out. They are the gifted and under-inspired.
  • The very same students who are the greatest challenge are also our greatest resource. The key is to understand how to connect physical activity participation they need to the outcomes teachers and administrators want – all the while making it as compelling and fun, turn key and easy to implement as possible. That is where PLAY4, ExerLearning and TEAM e3 come in.
  • Describe what TEAM e3 is
  • Why add exergames to the classroom?
  • Why train the most challenged or challenging students to lead and manage the program?
  • What are the deliverables for a school implementing the program? How does that help with the health and PE goals and agenda?
  • How can TEAM e3 students provide funding opportunities for the school? They can teach employers, HR, family members and wellness sponsors what they are doing at school, why they are doing it and share true stories about how they are changed.
  • Once community and wellness sponsors connect productivity and a community’s economic wealth with the outcomes students are providing at school – while the program reduces costs and improves academic success – funding will occur.
  • Our nation’s economic health depends on how our youth can lead wellness culture change – Health and PE leaders cannot do this alone – it takes the entire school community. Only then can the success feed benefits to the community and funding support back to the school
  • PLAY4 School and TEAM e3: Connecting PE Funding to Community Wellness

    1. 1. ExerLearning and TEAM e3<br />
    2. 2. Fitness is not the only great benefit<br />provided by regular physical activity<br />
    3. 3. Overweight is not the only health risk <br />alleviated by regular physical activity<br />
    4. 4. School-to-Work<br />What<br />Do<br />We<br />Teach?<br />What Life-skills<br />Do Our<br />Students<br />Already <br />Practice?<br />
    5. 5. If we had adequate funding for Health and PE <br />we could make important changes<br />
    6. 6.
    7. 7. How can our most challenging students alleviate a most challenging Health and PE need? <br />
    8. 8. Our Greatest Challenge<br />
    9. 9. Our Greatest Resource<br />
    10. 10.
    11. 11. ExerLearning<br />Entrepreneurship<br />Empowerment <br />21st Century Skills<br />Service Learning<br />Digital Expertise<br />Relevance<br />Self-worth<br />Community Connection<br />
    12. 12.
    13. 13. I am strong and capable<br />I can lead<br />My skills are valuable<br />
    14. 14.
    15. 15. Community Wellness<br />Is Economic Wealth<br />
    16. 16. A Cultural shift in Community Wellness -<br />Empowered – Entrepreneurial Youth Leading Wellness Change<br />
    17. 17. Participation in physical activity powers prevention: <br />Prevention is the solution to our nation’s wellness needs.<br />School<br />Workplace<br />Home<br />Community Wellness Is Economic Wealth<br />
    18. 18. Youth can deliver community wellness<br />And the community funding support that<br />health and physical activity programs need,<br />along with the outcomes “schools” measure every day!<br />
    19. 19. Contact: Judy Shasek<br /><br /><br /><br />Summary Video: ExerLearning at School and Work<br />Videos and Testimonial Links<br />ExerLearning and Faculty Wellness<br />FootGaming for family fitness<br />Generation FIT and student mentors for math and reading<br />What teachers say about TEAM e3<br />Family Night and GenFIT student mentors<br />Concentration, Balance and Exergames<br />Math Success and TEAM e3 – from the students<br />