Break down silos to engage seemingly “unconventional” partners

A story from Vermont

 

“Two years ago, at a Comprehensive School Physical Activity Program (CSPAP) training, we started talking about CSPAP and a participant stood up and said he was in the wrong training. He said, ‘I have nothing to do with this – I teach PE.’”

Jennifer Woolard
School Chronic Disease Prevention Specialist
Vermont Department of Health

When it comes to classroom physical activity, schools are often rich in resources and expertise. However, in order to tap into this richness, it is necessary to break down silos and engage “unconventional” partners who many not initially see their place in implementing classroom physical activity. The truth is, no partner is “unconventional” when it comes to school physical activity – everyone can have a role to play!

Key Takeaways

Break down silos between physical educators and classroom teachers through shared learning experiences. Physical educators can support classroom teachers to plan for classroom physical activity (e.g., creatively think about how to maximize space, assess and accommodate different needs, identify activities requiring minimal equipment, etc.) and align activities with what is being taught in PE. However, according to Ms. Woolard, “There can be a disconnect between classroom teachers and physical educators, both in content and connection; they can be so focused on their ‘space’ in the gym [or classroom].” To bridge this disconnect, Ms. Woolard used planning and professional development times to bring teachers together to collaborate and share expertise.

Engage school nurses and other school health champions to make connections. School nurses often work with schools on wellness policies and participate and/or lead Whole School, Whole Community, Whole Child (WSCC) teams. As such, they can be a liaison within the school to break down barriers between classroom teachers and physical educators.

Go beyond school walls. Engage volunteers, community organizations, and parents to support classroom physical activity. In Vermont, one school forged a partnership with a CrossFit program in the community to integrate it into the school day. Other schools engage parents or community members to teach yoga classes or facilitate activities. As Ms. Woolard said, “For teachers who don’t have the confidence or need support [for classroom physical activity], look to the community and to parents…they offer new perspectives and new skills.”

The greatest successes for classroom physical activity can come when partners representing the Whole School (e.g., physical educators, classroom teachers, and school nurses) and Whole Community (e.g., parents, community organizations) are engaged to impact the Whole Child.