LARGE CLASS, SMALL SPACE
STUDENT ENGAGEMENT IN PHYSICAL EDUCATION
Large class, small space
In todays world of
overcrowded schools, many
physical educators are finding
themselves dealing with larger
class size in smaller spaces.
Whether its a half gym, a fitness
centre, or a classroom; as class
sizes grow, we need to be more
creative with our strategies to
manage learning, games, and
behavior.
This document contains
information contained both
through primary and secondary
research. A ten-question survey
was sent out to physical
education (P.E.) teachers across
North America via personal
connections, Twitter, and
Facebook asking for their tactics
and strategies. The survey had
28 responses. Secondary
research was also conducted to
gather information.
Rachel Richards
Student
engagement
in Physical
Education
What is the optimal size Student
for a PE class?
According to the survey of
Engagement
Classes with less than 20
instudents
Physical
28 working physical educators, averaged 19.5%
46.3% teach classes of between of class time in
30-35 students. In comparison,
78.57% of those 28 respondents Education
management compared
with classes with 28.2%.
say a class size of 15-25 is their for classes with greater
ideal class size; and past
than 60 students.
research tends to agree.
Students engaged in less
In a 2012 study (Skala, than half their P.E. class
Springer, Sharma, Hoelscher, & time in MVPA (38%), while
Kelder, 2012) conducted in two
approximately 25% of
large urban areas of Texas, class time was spent in
researchers examined how
classroom management.
environmental characteristics (Skala, Springer, Sharma,
affect elementary school-aged Hoelscher, & Kelder,
childrens moderate-to-vigorous 2012)
activity (MVPA) during P.E. The
study found what most P.E.
teachers already know, as class
sizes increases, the proportion of
class time devoted to
management also significantly
increases.
LARGE CLASS, SMALL SPACE 2

According to Hasties,
Sanders, & Rowland, class size
has been shown to affect student
achievement. In an experimental
study of fifth and sixth grade
students it was found;
significantly more students
were off task in large classes
and
skill practice progressively
declined as class size
increased and
less time was devoted to
academic tasks in larger
classes.
This study recommended that it
was in the best interest of the
students and teachers to limit
class size to no larger than 25
students per P.E. class (Skala,
Springer, Sharma, Hoelscher, &
Kelder, 2012). This
recommendation correlates with
survey results where 78.57% of
respondents said 15-25 was their
preferred class size.
But despite the studies, the Two of the four typically can be
reality is that physical educators done no matter the size of the
must figure out the best way to space or number of students. But
work with large classes in a way in a large, crowded, noisy space,
to maximize learning and delivering the last three strategies;
engagement. organizing groups efficiently,
delivering instructions in 30
According to Emmer & seconds or less, having
Sabornie in the book Handbook of equipment ready can be a difficult
Classroom Management, there task.
are five key management
principles for the classroom. They
are;
1. the start and stop signals are
different and used consistently
(e.g., use a verbal command
to start and a sound, perhaps
a bell, to stop
2. use when before what in
directions (e.g., When I say
go, please . . .)
3. organize students into groups
efficiently
4. deliver instructions quickly
(e.g., 30 seconds or less); and
5. have equipment ready

Games & Equipment

WE ASKED
The survey asked the
following ten questions.
The survey asked respondent the
following ten questions.
1. What is the range of your
typical class size?
10-20
20-30
30-40
40-50
50+
2. What is your ideal class size?
Learning
3. How do you instruct when the
gym is extremely noisy and you
cannot control the noise levels of
the other half of the gym?
4. How do you conduct
assessments in a large
classroom?
5. What are some key strategies
to quick and effective transitions
between activities?
6. How do you promote learning in
large classrooms?
7. What are successful strategies
you have to make teams for
games quickly and efficiently?
8. With a large class in a small
space, what are some strategies
youve used to maximize activity
and engagement?
Behaviour
9. How do you balance instructing
your large class with managing
behavior problems?
10. What strategies have worked
for you to get students attention
during class?
LARGE CLASS, SMALL SPACE
LEARNING
In physical education, our goals
are not only to get students
moving and active, but that they
are meeting provincially set
outcomes, learning new skills, and
understanding the health benefits
behind what we do.
Survey respondents were asked
to share strategies they use to
increase student learning.
Popular strategies used to
increase student learning
include;
Small Groups/Group Work
This strategy is often used in
traditional classrooms but is also
very effective in the gym as well.
According to 5 Research-Driven
Tactics to Improve Your PE Class,
it is important to students lifelong
skills for functioning in group
situations. Good group
experiences can empower your
students as they work towards
team goals.
Strategies suggested from survey
respondents included:
o student leveled groups
o large group activities with
lower structure
o Rearrange grouping based on
self-assessed understanding
of outcomes.
o Peer teaching
o Class leaders
o I teach the skill that we are
working on to the entire group
and then either send them out
as a large group to work on it
in an activity or in smaller
groups down to pairs.
Embedding the skill or
knowledge that we have
looked at in a game type
scenario.
3
Stations
When working in a small
space with a large
number of students,
stations can be a great
way to maximize
engagement. Survey
respondents said they
design activities to fit the
space and stations allow
for independent, open
ended tasks.
We try our best to
whole group - partner skill
break our space into zones or
work - application in game
quadrants to keep kids active and
setting - real game
engaged.
o lots of repetition
o Lots of think pair share,
compare contrast.
Adjusting to student skill o Effective transitions
level/individualization o focused instruction
o Consider having alternative
Differentiation was a cited activities in case you finish
strategy for physical education. early or if an activity is not
One strategy was to use a Joes working. ("18 Ideas to Keep
and Pros strategy for games. This Kids Engaged in a Large PE
allows students choice and then Class", 2015)
they self-select where they want o Make the agenda for the
to play based on skill level. This lesson visible. ("Executive
Functioning Strategies in Physical
makes for better games in ALL
Education", 2014)
sports and games.
o Display lesson objectives
Other strategies included student using standard(s) and success
centered inquiry based projects criteria ("Executive Functioning
Strategies in Physical Education",
and celebrating the skills that
2014)
students have by allowing them to
run drills/games from their sport.
Motivations & Movement
Organization & Instruction
The best way to motivate students
Class and lesson organization can
is to create hands on games and
make a big difference in effective
activities that challenge and
teaching. Many respondents gave
motivate. Another strategy shared
strategies or structuring your
is to give them learning goals for
lesson and classroom in a way to
the day.
maximize engagement, these
included: Other
A few other suggestions included
o Quick transitions
being enthusiastic and making
o student understanding of
relationships/connections top
learning outcomes.
priority early on
o Whole-Part-Whole Strategies.
Talk or demonstrate to the
LARGE CLASS, SMALL SPACE
Transitions
In physical education, we
often scaffold our activities to
build up to a final activity or skill.
This means that we must stop one
activity, bring the students in for
instructions and send them out
again for the next activity. In large
classrooms, this can prove
difficult. Survey respondents were
asked to share their key strategies
to quick and effective transitions
between activities.
Cues
Whistle - stop - speak - listen -
questions and repeat - then
change activity
The number one cited strategy
was having cues such as whistles,
hand signals, or bells to grab the
classes attention. It was noted
that you must be consistent with
your cue throughout the year in
order to be most effective.
Another commonly cite cue was
the countdown. Some
respondents had consequences if
students did not come in on time,
others opted to use that as a fun
way to encourage students to
hurry.
Instructions on the Board
Have an outline of your class
activities with step by step
instructions on the white board
before the class begins and
encourage students to look at the
layout of the class before the
class begins. If your activity
requires teams, have them
premade and listed on the board
as well.
Instructions Delivery
How you give instruction is key to
an effective transition. Dont talk
too much, keep it quick, and
encourage the students to hurry to
where they need to be. Have an
assertive tone of voice and be
clear and concise with
instructions. Keep the instructional
space as small as possible and
dont send students to the next
activity without ensuring all
students understand whats
expected of them next.
Planning
If you haven't thought about the
progressions and the linking
between them before hand, there
are no effective transitions. One
should lead to another in an ever
more complex pattern. Plan not
only your games and activities,
but also the transitions between
them.
Time It
This is a slightly different strategy
from the countdown. In this
strategy, the instructor turns it into
a game by using timers. Without a
consequence, this may motivate
only the younger grades.
4
Student
Jobs/Responsibility
Give everyone a job and put some
of the responsibility on the
students before moving on.
Ensure students know clean up
and equipment storage
procedures and ask them to take
responsibility for taking down or
setting up the next activity.
Other Great Ideas
Checklist of big ideas,
performance task review, KWL
chart, prior knowledge
checklist
Management of equipment,
have teams already made or
pinnies already handed out.
While they are doing their
warm up activities, set up my
pylons or equipment for my
next activity.
SET EXPECTATIONS
AHEAD OF TIME
Setting expectations at the
beginning of the year is a key
factor in effective classroom
management and to enhance
student learning and it
expectations is a common
strategy cited throughout this
document. Have consistent
expectations and give constant
feedback on how students are
meeting or failing to meet those
expectations.
Set your routine early (ex.1
whistle=stop/look, 2
whistles=come in) as well as
consequences (ie. Wasted
time= exercises). One
respondent suggested
practicing coming in, listening
quickly, then going and doing.
Spend a whole class just
getting that down.
LARGE CLASS, SMALL SPACE
TYPES OF ASSESSMENTS
Self Assessment was the number
one cited form of evaluation.
Experienced teachers know that most
students not only assess themselves
accurately, but will sometimes give
themselves a mark lower than they
deserve. Letting students know that
you will go over their assessments
and adjust if needed will increase
your chance of accurate assessment.
Teacher Observation was the
second most cited strategy for
assessments. I primarily use
observation and anecdotal notes and
then compare them to rubrics that I've
created.
Peer Assessment/Feedback was
another strategy many respondents
listed as an assessment.
Use of all three types is the best
approach to assessing a large PE
class. One respondent said they use
a combination of those strategies.
Some might be formative (peer or
self), while others might be used as
summative (video, teacher evaluation
based on a rubric).
5
Assessments
Assessment in physical education skill and go back to it for
is an issue with many differing assessment later.
opinions. Some feel it should be a Use of iPads and Chrome Books
participation-based mark, others is a great way to bring technology
believe in marking improvements into your gymnasium for activities
in skills and other body such as Kahoot or Quizlet.
movements. Whatever your
assessment philosophy, a large
class can make that more
challenging as there is less time Other Suggested Tools:
for one on one with each student.
exit slips
Survey respondents were asked
what style of assessment they daily 5
prefer to use in their classrooms. skill tests
unit marks
written test
standardized testing
Assessment Tools weekly teacher
conferences
In physical education, we have an
Observation Checklists
increasing number of new tools or
assessment.
Rubrics are a tried and true way
to summatively assess. Many
respondents have rubrics that
they review with their class and
use to assess each student.
These provide clear guidelines for
students, teachers, and any
parents who may question their
childs assessment.
Technology is making its way
into the gymnasium to aid with
assessment. Particularly,
videotaping which is a great way
to capture a student performing a
LARGE CLASS, SMALL SPACE
STUDENT ENGAGEMENT IN PHYSICAL EDUCATION
GAMES & EQUIPMENT
Lack of space and
equipment means physical
educators have to get creative
when creating their games and
activities. According to 5
Research-Driven Tactics to
Improve Your PE Class, its
recommended that you maintain
activity at least 50% of the time in
class. If youll recall, in the Skala,
Springer, Sharma, Hoelscher, &
Kelder study, they found students
in large PE classes engaged in
less than half their PE class time
in vigorous physical activity
(38%).
This is where creativity
comes into play on the part of
teachers. Survey respondents
were asked how they maximize
engagement levels when they
have a large class in a small
space.
If you can find the fun, it
doesn't matter what activity you
do, most of the students will be
engaged in their own way.
Activities that Allow for
Maximum Participation
The most popular strategy was for
the teacher to plan ahead and
ensure activities allow for
maximum participation. Some
suggestions included;
Modify/adapt games for more
involvement
Pick an appropriate activity
Mini games
Circuits
Stations
Choose games where
everyone can play at the same
time.
Interesting relays. Relays that
challenge and incorporate
activity specific movements or
skills.
High activity drills - you don't
want big lines. Takes
purposeful planning.
Variety and movement level
appropriate activities and
diversity
modifications to the game that
minimize downtime, specific
rules to encourage equal
participation
ACTIVE SIDELINES
The "Live" Sidelines: Inactive
team(s) along the sideline. They
must actively move or side-shuffle
along the sidelines with the game
being played. They can receive
and/or pass the ball down the
court, but they may not score
directly. They can only assist from
the sideline.
Fitness or Health Center
Sidelines: Sideline teams work on
personal fitness at stations. Have
the sideline teams complete a mini-
circuit for a set amount of time.
(Shawley, 2016)
Rotations
The second most popular
response to planning appropriate
activities was to plan quick
rotations. When you have
students sitting off, its crucial to
keep the shifts quick to increase
Rachel Richards
the number of touches each
student has. The average shift
suggested was 3-4 minutes. If you
really want to increase the speed
and the engagement, play 1 min
or 2 min intervals or switch out
after a team scores.
If you are playing with subs,
control their rotation as the
teacher, dont ask students to
manage that as it might decrease
engagement for some students.
ON-OFF ROTATION
On-Off Rotation- If you win, you
stay IN. When its two-in-a-row, you
GO. Two teams are on the court or
field playing and a third is off. After
a short amount of time (e.g., a 3-4-
minute round) the winning team
stays in to play the waiting team.
However, a team can win and stay
two in a row only. This keeps things
moving and reduces student wait
time. Once a team wins two in a
row, it rotates off giving the other
two teams a fresh start. I enjoy the
rhyme because its something
students remember and allows
them to rotate quickly on their own.
The waiting teams complete a
strategy session or a task.
(Shawley, 2016)
Get Outside the Gym
If you have the ability, plan
alternative spaces for your large
class. Go outside, get off-campus,
or find alternative spaces.
Other:
Exit slips, peer & self-
evaluations, 5-scale daily
mark, formative assessment
(ie. thumbs up or down),
checklists
Random questions, videos
Open ended questions,
research driven, lots of peer to
peer sharing and evaluation,
parallel tasks, layered
questions
LARGE CLASS, SMALL SPACE
WE ASKED:
What are successful
strategies you have to
make teams for games
quickly and efficiently?
When you have a large class, it
can be difficult to make teams
quickly and efficiently. Survey
respondents shared a number of
strategies for doing so, but one
thing many said they never do is
allow students to choose their
whole team or pick with a captain.
As one respondent said; It's
detrimental to the healthy climate
of a class.
Randomly
The most popular answers were
to choose your teams at random.
There are a number of ways to do
so, but remember that in doing so
you may have teams split up a
little unfairly. Be sure to adjust
teams as necessary to make them
fair when fate stacks one team
over the others.
Numbering off
Team shake app
Birthdays
Popsicle sticks
Draw names
Colour of shirt
Tallest to Shortest
Gender
Hand out pinnies as they
come in before class starts
7
Teachers Choice
Pre-making the teams
ahead of times as the
instructor is a good way
to create fair teams if
you have a pre-
knowledge of your kids
skill levels.
Another way teachers
choose teams is to
create teams based on
their rows or squads. Some teachers like to have
Many physical educators have a students partner of without telling
system to help with attendance at them which method they are
the beginning of class and utilizing planning on using to mix it up.
these premade groups can be
helpful.
THEY SAID:
Students Have Input
How you choose teams is based Choosing teams is a skill that the
younger set need to be able to
on your students. One way to
figure out for themselves. It is OK
allow them to have input includes to sacrifice time at the beginning of
splitting themselves into the year and in Gr. 1 and 2 in order
competitive and non-competitive for them to learn how to do it in a
lines. You can either play two relatively efficient manner. I seldom
games (a Pros and Joes) or you choose teams for the students but
can use these lines to mix the two let one of them come up with teams
for equal teams. that will be equitable in terms of
skill or numbers.
Another popular strategy is to get
students into partners, but there Other Great Ideas:
are different ways of approaching
Using Class dojo
this.
Monthly teams
o Assign both to a team (helpful
with students who are shy
without a buddy on the team)
o Split them up
o Have them play Rock paper
scissors and winners go on
one team, losers on the other
o Make it more random, ie. Find
a partner with the same colour
shoes as you.
LARGE CLASS, SMALL SPACE
BEHAVIOUR
Behaviour management in
a large PE class is difficult but
very necessary to maximize
learning. Studies find that the
larger the group and the smaller
the space, the more misbehavior
was likely. A second behavioral
influence was how much students
enjoyed the activity. If students
did not like the activity, they were
more likely to misbehave or at
least not participate. (Emmer &
Sabornie)
As discussed earlier, while
physical educators cant control
the class size or space, they can
control activities that will engage
students to minimize misbehavior.
Survey respondents were asked
to share how they balance
instruction with managing
classroom behaviour/needs and
to provide examples.
Establish Expectations
A common strategy for all aspects
of running an effective physical
education class is establishing
expectations early on.
Create rules and stick to them.
ex. swearing is 5 push ups.
I believe class expectations
right off the bat is crucial. For
example, I tell my students
what a typical day in PE looks
like: Warm-up, skill
development, games.
Students always want to play
the game so I have found that
telling the students the harder
they work on the skill
component phase of class, the
more time for game play.
Set up your rules at the
beginning of the semester.
Create a whistle system, one
whistle means STOP, two
means find me and get there
within 10 secs. Do not speak if
someone else is talking. Set
up your expectations early and
students will follow. Think
about your instruction
formations as well.
Take care of the management
first, once students are used
to a routine they will be more
attentive during instruction.
focus on building a positive
space for students to learn in,
calm and controlled so they
understand instructions and
are able to complete the task
without having to be
redirected.
Relationship Building
Relationships are key in teaching
and its the same in physical
education as the traditional
classroom.
Relationship building is key,
this helps with this stuff before
it becomes an issue. kids who
respect you and what you are
trying to accomplish will
generally not waste your time
or others in class.
8
If instructions are clear and
concise and the teacher has
built a strong relationship and
rapport with students then
there truly should not be
behaviour concerns. However,
if there is, I always try to have
"up my sleeve" tasks for
students who disrupt or are
injured. Examples include:
bulletin board design &
research, equipment
organization and cleaning, or
a file with easy grab alternate
assignments.
Planning
Planning plays a large role in
maximizing engagement and can
also minimize behaviours.
A great idea given was to plan for
your weakest students when
planning activities. The students
who enjoy P.E. will participate no
matter what, plan for the ones
who are harder to engage or tend
to misbehave if bored or
uncomfortable.
Also, have alternative activities
ready in case the planned ones
dont go well.
Keep Instructions Short
Keeping instructions short will
also minimize the occurrence of
misbehaviour. (See page 4 for tips
on keeping transitions quick.)
Have a vision of how you want
the class to look and act prior
to letting them loose, and hold
firm to that.
LARGE CLASS, SMALL SPACE 9

Keep instruction as short as Designate an area of time

possible. Have kids who are
more prepared start the
activity sooner
Small chunks of direct
instruction
Instructions in stages. Teach
stage 1 and then work with
needs and behaviors, then
move on to stage 2.
Giving instruction with a lot of
energy, timers so students
know how long instruction is
going to be
Have a Presence in Class
You need to be in charge and
vigilant at all times. Having a
strong presence throughout class
will help you manage behaviours.
Move around the room and make
eye contact.
Get involved and play with the
students. They see you playing a
certain way and they will copy it.
Make games fun. Set clear goals -
we're going to get everyone
sweating vs. you need to win.
out for disruptive students.
("18 Ideas to Keep Kids
Engaged in a Large PE Class",
2015)
After having kids from K to
Gr. 4, there is an
understanding of what is
going to be OK and what
isn't. In elementary school,
kids want to be active and
participate. Time to Think
works well with my
students. Which of the rules
of gym was it that you
weren't following? What
could happen? How can
you show me that you
understand what needs to be
done. Then they can rejoin the
activity. This is all done
verbally between the student
and I.
Other Great Ideas
If the behaviour is a typical Use people as resources -
student arguing or wanting classroom assistant,
'their' way, I'll sit them off and classroom T.A. (work
deal with them when I have a experience student) Have
moment. If the child is a students move to a quiet
hazard to themself or space, wear headphones, etc.
classmates, I deal with them
right away and let the activity Project based classroom so
continue (yes, limiting my kids are all working at their
supervision but allowing me to own pace.
direct it to the immediate
threat).
Various student leaders.

Addressing Misbehaviour
No matter how well you plan, how
many relationships you build, or
how much you move around the
gym, youre bound to have
misbehaviours in class that may
need addressing.
Quick corrections with no time
for the student to try to
negotiate or disagree with me
You get the class going on an
activity then provide individual
feedback to those certain
individuals. If a student has
behavior's when in a team
activity, prep that student in
advance on what the activity is
going to be.
Splitting up students who are
misbehaving
Strategies such as placing
equipment on the floor
whenever I instruct, take a
knee during feedback or
instruction (is a cue), bring
them in to receive instruction (I
try to take less than 30
seconds to give feedback
before sending them back to a
task), etc.

Pick and choose what is most important because there isn't enough time to address
every behaviour and keep the class rolling.
LARGE CLASS, SMALL SPACE
7 Tips for Instructing in A Noisy Gym
Many of us share a gym with
another physical education class.
The curtain comes down, and
though we cant see the other
class, we can hear them. Survey
respondents were asked to share
their top tips for delivering
instruction in a noisy space.
1) Establish Routines Early
The best way is to establish
routines that students are familiar
with from the start. In the first few
weeks, reinforce the routine
extensively.
Ex. One blow of a whistle means
stop and look, 2 blasts means
stop and come in
2) Open Communication
with the Other Teacher
Working with the physical
education teacher on the other
half of the gym is a great way to
ensure you both are able to
deliver instructions clearly and
efficiently.
I have learnt to get to know the
teacher that I am opposite of. That
way I am paying attention to when
they blow their whistle, how long
instruction takes, and what their
typical classroom noise levels
are.
If you are working on the
same skills, there is an
opportunity to work out a team
teach.
Ask the other teacher how
much time he or she intends
to spend instructing in the
beginning and try to deliver
your instructions around the
same amount of time
Listen to the other side, if you
notice the teacher is bringing
10
them in for further instruction, 5) INSTRUCTIONAL SPACE
see if its a good time for you
to move on to your next
activity and deliver instructions
as well
Ensure you are loud enough
for students to hear, but not so
loud it disrupt the other
teacher
Far Corner
Try instructing in an opposite corner from
3) Visuals the teacher on the other side (this is
where that communication helps).
Demos- Demonstrate every
activity or game. When teaching a
new game, a physical demo not
only helps students understand,
but gives them a visual of whats
expected of them as well.
Posters- Stations are an efficient
way to maximize student
engagement during class. But in a
noisy gym, it can be difficult to
ensure students understand what
Whiteboard
the purpose of each station is.
Having the lesson plan and instructions
Have visuals such as with photos visually available will make a huge
or instructions at each station so difference to your students. They can
students can refer back to what is follow along as you speak, or refer back
expected of them. to it throughout class to clarify any
questions. Keeping this in mind, avoid
4) Bring Them In light colours, make sure your instructions
are visible
Depending on the age of your
students, many will try to sit as far
away from the rest of the group as
possible. In a noisy gym, this is
not conducive to learning. Several
respondents said using proximity
and bringing students in to hear
instruction was a key strategy.
Make Them Sit- Many teachers
have found that making students
sit is a great way to bring them in
closer and ensure they are Ensure Students Understand
listening, especially at the Ask your students to instructions to clarify
understanding. When teaching a skill, ask
beginning of class or when
students to demonstrate physically the
introducing a new skill. This is the execution of the skill before sending them
quietest setting for me. to the next activity.
Continued on Page 11
LARGE CLASS, SMALL SPACE 11

TIPS FOR INSTRUCTING IN A

NOISY GYM CONTD
6) Hand Signals/Non-
Verbal Cues
Establishing hand signals at the
beginning of the school year can
be an effective way to manage
students without having to make
much additional noise yourself.
Ex. A hand in the air means stop
and listen, a waving hand means
stop and come
Get Their Attention!
In large, shared spaces, the noise
levels can make it difficult to
capture the attention of all your
students efficiently. Respondents
were asked to share how they get
their classes attention and there
was one way that 60%
mentioned- using a whistle. But
there are more strategies to get
your classes attention than using
the whistle.
Whistle
One suggestion was to have
different tunes that have different
meanings. Different tunes for
different needs such as stop, stop
and come in, etc. Holding your
hands up and can be effective
while the whistle occurs to give
students a visual cue as well as
an audible cue.
Wait Silently
Be silent and raise my hand.
works 99.8% of the time. Waiting
silently is also a strategy shared.
Some will wait silently while
looking at their watch, or others
will have pre-set consequences if
they wait longer than 20 seconds.
Once you have attention, talk
about why they need to pay
attention quickly. You can talk
about losing play time in class,
about the goals of class being to
get sweaty, let them know that
they decide how their class is
going to be based on how well
they listen.

Good Gym Voice

7) Whistle
Probably the backbone of
classroom management in
physical education. But be aware
that your whistle wont disrupt the
other side of the gym.
. consequence wont have the
Another often cited strategy was
to yell or have a good gym voice.
Many respondents said they use
key words like freeze to
command attention. Just like with
the whistle, raising your hand as
you speak helps provide another
cue or your students.
Other Strategies
Count Down Use the buzzer on the
scoreboard
The countdown is a great way to
Lining up on a line or
create a sense of urgency and to
taking a knee/seat for
get students to hustle. But
instruction,
counting down without a
Standing in a circle
desired effect. One strategy is to Class selected chants,
begin counting up after you reach clapping, Simon says
your countdown and having every Speaking quietly so that
number you count up be a task students have to meet
such as seconds of waiting your volume in order to
silently, burpees, or other hear instructions
consequence.
LARGE CLASS, SMALL SPACE
STUDENT ENGAGEMENT IN PHYSICAL EDUCATION
CONCLUSION
The most common theme
found throughout research and
survey answers was that it is
crucial to establish expectations at
the beginning of the year and to
follow them through. Every
teacher has their own preferred
methods and they may change
based on the needs of individual
classrooms but letting students
know from the beginning
classroom procedures will help
make managing that class a little
easier.
Applying the Strategies
After gathering the information
and drafting this document, I
decided to try some these
strategies in my own classroom to
see what worked and what didnt.
PROS, JOES, & ROOKIES
One popular strategy shared in
the survey was to break groups
up into pros and joes. For our
basketball unit, I tried this method
but took it one step further by
creating a middle group called the
rookies.
Student would categorize
themselves in to one of three
descriptors; the pros being highly
competitive students, the rookies
being students who enjoyed
basketball but liked to play for fun,
and the joes being those that
were still learning basketball or
didnt like it.
This strategy proved extremely
successful. My competitive
Planning and organization is
crucial to ensuring that the
activities, transitions, and
instructions are well executed and
engage students. Plan for your
weakest students, plan your
transitions (including the time),
and have back up activities in
case something isnt working.
When planning games that
students have to sit off and take
turns, ensure they dont sit or too
long or give them a task to
perform on the sidelines.
students who have a tendency to
get frustrated with their less
skilled classmates were able to
play fast paced and highly
competitive games.
The biggest success I saw was
with the Joes. I had students who
frequently sit out of class games
and activities be actively involved
in game play. They didnt have the
pressure of upsetting or letting
down their competitive
teammates. The vibe was very
relaxed and my English Learning
Language students who didnt
fully understand the rules were
able to play fully because the rest
of the team didnt care if they
travelled or double dribbled. The
Joes had a very encouraging
energy and I had one student say
to me I didnt know basketball
could be fun!
This is an excellent strategy for
increasing engagement in a large
class.
Rachel Richards
But through all this research and
personal experience, the most
important way to manage a large
classroom is to approach it with a
positive attitude. Yes, it takes
more work to plan activities, yes it
can be frustrating to not have
enough equipment to do what you
would like, and classroom
management can be difficult- but
approaching these challenges
with a positive attitude and a lot of
energy will not only save stress in
the long run but will also inspire
your students.
Happy teaching!
POPSICLE STICKS
I also tried the popsicle method
during our basketball unit, using
popsicle sticks to create
tournament teams. In an effort to
make it fair, I asked students to
put themselves in one of three
categories, Pros, Joes, Rookies,
and had two from each category
draw a coloured popsicle stick.
The intent was that there would
be two from each category on
every team.
This was unsuccessful however
because there were more Joes
than any other category and some
highly skilled Pros were lucky
enough to draw on the same
team. This created very uneven
teams in terms of skill.
What works for some doesnt
work or others, which is why its
good to try every strategy possible
for the greater chance of success.
LARGE CLASS, SMALL SPACE
STUDENT ENGAGEMENT IN PHYSICAL EDUCATION Rachel Richards

REFERENCES
18 Ideas to Keep Kids Engaged in a Large PE Class. (2015, November 5). Retrieved November 01, 2017, from
http://www.sparkpe.org/blog/18-ideas-to-keep-kids-engaged-in-a-large-pe-class

5 Research-Driven Tactics to Improve Your PE Class. (2017, October 5). Retrieved October 20, 2017, from
http://www.sparkpe.org/blog/5-research-driven-tactics-to-improve-your-pe-class/

Emmer, E. T., & Sabornie, E. J. (2015). Handbook of classroom management (2nd ed.). New York: Routledge, Taylor &
Francis Group.

Hastie, P. A., Sanders, S. W., & Rowland, R. S. (1999). Where Good Intentions Meet Harsh Realities: Teaching Large
Classes in Physical Education. Journal of Teaching in Physical Education, 18(3), 277-289. doi:10.1123/jtpe.18.3.277

Shawley, J. (2016). Large Class Sizes? 4 Strategies to Keep Students Moving & Learning. Retrieved November 01, 2017,
from https://www.gophersport.com/blogentry/large-class-sizes-4-strategies-to-keep-students-moving-learning

Skala, K. A., Springer, A. E., Sharma, S. V., Hoelscher, D. M., & Kelder, S. H. (2012). Environmental Characteristics and
Student Physical Activity in PE Class: Findings From Two Large Urban Areas of Texas. Journal of Physical Activity and
Health,9, 481-491. Retrieved October 20, 2017, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3245768/.

Executive Functioning Strategies in Physical Education. (2014, July 29). Retrieved November 01, 2017, from
https://mrmetcalfpe.wordpress.com/2013/09/30/executive-functioning-strategies-in-physical-education/
LARGE CLASS, SMALL SPACE 14

APPENDIX A- SURVEY RESULTS

LARGE CLASS, SMALL SPACE 15

Q3 How do you promote learning in large classrooms?

Splitting the group, stations, celebrating the skills that students have by allowing them to run drills/games from
their sport
As in all classrooms, you do large group instruction, small group instruction and individual instruction. I teach the
skill that we are working on to the entire group and then either send them out as a large group to work on it in an
activity or in smaller groups down to pairs. Embedding the skill or knowledge that we have looked at in a game
type scenario.
PBL, inquiry based, small groups, enthusiasm!, management and excellent organization
Stations and group work
Get students working together.
differentiation
Hands on, student leveled groups, class leaders, different work spaces.
Reading aloud; peer groups.
we try our best to break our space into zones or quadrants to keep kids active and engaged
Group work, peer and self evaluation
lots of repetition
We use a Joes and Pros strategy for games. This allows students chocie and tehn they self-select where they want
to play based on skill level. This makes for better games in ALL sports and games.
Lots of movement - Quick Transitions
Whole-Part-Whole Strategies. Talk or demonstrate to the whole group - partner skill work - application in game
setting - real game
Organization and student understanding of learning outcomes.
Give them learning goals for the day.
Through a lot of group work
Rearrange grouping based on self assessed understanding of outcomes.
differentiation, student centered inquiry based projects
Movement. Super organization. Make relationships/connections top priority early on
Independent, open ended tasks. Lots of think pair share, compare contrast.
Group work and collaboration
large group activies with lower structure
games and activities that challenge and motivate
Design activities to fit the space!
Effective transitions, student modeling/peer teaching, focused instruction
Small groups and peer teaching
Lots of skill development and modified game play
LARGE CLASS, SMALL SPACE 16

Q4 In an environment where you cannot control noise levels (ie. a shared gym), how do you instruct
your students?
I've never shared a gym with more than my class
I don't have that unfortunate scenario in any of my classes. There are "quiet" games that we can play, but with 45
seven years olds in a room, you are going to have more noise than you'd like.
plan visible for students on white board, clear and concise instructions, efficient set up & take down,
communication with other teacher for opportunities to team teach
be proactive in setting guidelines and expectations for students to follow. Have a vision of how you would like the
class to look, act, noise levels, etc. Communicate that vision and be firm with expectations
Use proximity and visuals
signs, routines, etc.
PowerPoint, cues, showing.
Middle curtain goes down; meet as far away from noise-once the visual is gone I find kids can focus better on me
even if it is still noisy
bring in the group more and be sure your instructions are clear
Just loud enough my students hear me, but not so loud I disrupt the other teacher
call them closer, into a far corner
Whistle - voice. Just work with the other teacher before hand.
Whiteboard, and quick instruction at beginning
I make my students sit down for instructions, especially at the beginning of class or when introducing a new skill.
This is the quietest setting for me.
Through visual examples and pre-established learner outcomes
close proximity for instructions, use of whiteboard, use of demonstrations
Bring them in close for instruction
Hand signals to quiet them down.
I control the environment. There is no excuse to not have control of a class when you are instructing
Routine, clear and consume expectations, hand signals for things like coming back into the group
hand signals
Non verbal cueing
I have learnt to get to know the teacher that I am opposite of. That way I am paying attention to when they blow
their whistle, how long instruction takes, and what their typical classroom noise levels are.
routine and signals certainly help. First few weeks I reinforce routine extensively.
Quickly - before the other side of the gym gets too noisy.
emphasize attentiveness with students, ask for them to repeat instructions to clarify understanding, student
demonstrations, recognize success and have students demonstrate what that looks like
Bring them closer, move to a quiet space, go over instructions before hand in a quiet space
Re-write question
LARGE CLASS, SMALL SPACE 17

Q5 What style of assessment do you use for a large classroom? Ex. Self, Peer, Video taping, etc.

Self-assessment, monthly rubric

I primarily use observation and anecdotal notes and then compare them to rubrics that I've created. Assessment
for instruction tends to be all observation and response to what the students are doing. It would be nearly identical
to what happens in a regular classroom. Self assessment in 30 minute blocks is not worth the time it takes to
create, administer, collect and reflect on. I have used video taping of things like dance and gymnastics, track and
field and jump rope.
A varied approach is best (I feel). I would used a combination of those strategies. Some might be formative (peer or
self), while others might be used as summative (video, teacher evaluation based on a rubric)
Self, Peer, teacher observation
as many types as possible
Chucking assessments over time, online quizzes, exit slips.
Self (gym)
formative assessment strategies, and grading from rubrics mostly for summative assessments
Self, peer, observation
daily 5, skill tests, unit marks, written test
Self and Teacher. Self as in students use Joes and Pros to determine their skill level. Teacher through observation.
Self/Peer and Observation Checklists
Self, peer, rubrics
A combination of teacher observation, self evaluation, peer evaluation. I video tape more for feedback.
Video taping, self evaluations
Self, and teacher observation
Kahoot, quizlet, sticky notes
Self, Peer, Ipad, Rubric, Standardized testing
Self. Peer.
rubrics, peer feedback
Self, peer and weekly teacher conferences
Depends on what the unit is. If it is skill focused, I'll do more video recording so I can focus on skill development and
formative feedbac, leaving the skill assessment for afterwards. I also will focus more on cooperation and teamwork
or effort, rather than individual skills. This is due to my limited ability to provide neccessary essential feedback.
video taping has worked well. Usually a mixture of teacher and self.
Self / Teacher directed together
mainly formative, lots of feedback to help students understand skill sets. Summative assessment is done when all
students can perform the skills and i can focus on one on one assessment while the rest of the class are engaged in
the activities
Self eval and obersvatiom/verbal feedback
Formative observation
LARGE CLASS, SMALL SPACE 18

Q6 What are some key strategies to quick and effective transitions between activities?
Give everyone a job so they know what they are doing
If you haven't thought about the progressions and the linking between them before hand, there are no effective
transitions. One should lead to another in an ever more complex pattern.
Have a cue and be consistent with it throughout the year (i.e. when whistle goes in basketball, all kids put ball on
floor. This is non-negotiable
Have it listed on the white board before the class begins and encourage students to look at the layout of the class
before the class begins
visual, audio (paired) instructions.
Door bells, step by step instructions on the board, hand signals, turning it into a game by using timers.
Quick instructions
don't talk to much, counting, expectations
Controlling whats happening. Loud whistles.
out line your class activities, keep instruction quick, encourage them to hurry to where they need to be.
Whistle - stop - speak - listen - questiosn and repeat - then change activity
Having teams up on whiteboard, lesson plan on whiteboard
Count down 10,9, 8... to bring group in, lots of encouragement to quickly get to next activity. Also sometimes I will
use the score clock to time activities - when students know how much time (i.e. 2 minutes) you can get the
intensity you need. If students don't know how long a drill will last on the other hand, they may save themselves.
Classroom management strategies include: students know where the boundaries are, when they are released,
teacher expectations, noise ques
management of equipment, have teams already made or pinnies already handed out. Countdowns
Keep the instructional space as small as possible
Clear instructions, time limits, timer,
Planning, organization and knowledge of material/facilities/students
Count down. Clear expectations before activity
Checklist of big ideas, performance task review, KWL chart, prior knowledge checklist
Be prepared
blow the whistle and bring them in quickly. While they are doing their warm up activities, I'll set up my pylons or
equipment for my next activity.
count-down. hand signal.
Practice coming in, listening quickly, then going and doing. Spend a whole class just getting that down. Count
down... students run like crazy if they're being timed.
assertive tone of voice, clear and concise instructions, consistent expectations and constant feedback on how
students are meeting or failing to meet those expectations
Set routine (1whistle=stop/look, 2whistles=come in), wasted time = exercises
Have students know clean up and equipment storage procedures
LARGE CLASS, SMALL SPACE 19

Q7 What are successful strategies you have to make teams for games quickly and efficiently?
Apps, table groups become teams. Pick a partner and combine partnerships
Choosing teams is a skill that the younger set need to be able to figure out for themselves. It is OK to sacrifice time
at the beginning of the year and in Gr. 1 and 2 in order for them to learn how to do it in a relatively efficient
manner. I seldom choose teams for the students but let one of them come up with teams that will be equitable in
terms of skill or numbers.
A varied approach once again. Sometimes I allow students to choose a partner and I'll assign them to a team, other
times I count 1,2, ..., while sometimes I simply split a larger group into smaller groups, assign rows of kids to teams,
etc. What I never do is let captains choose teams. It's detrimental to the healthy climate of a class
Teamshake (ipad app)
draw names
Using Class dojo, monthly teams.
Tallest to shortest; colour of shirts
numbering, clothing colours, pinnies before class starts, birthdays
Numbering or I pre make teams
count off, team shake app, get with a friend play rock paper scissors winners and losers
Joes and Pros. I often have students DIVIDE teams evenly for leadership skill development. I DO NOT ALLOW
"picking of teams".
Split by Gender, Birthdays, competitive and non competitive, team shake app
Draw them up beforehand. This is good if you know skill level but at beginning of unit you may not. I organize my
classes in four attendance rows that I expect my students to quickly get into when I enter the gym and sometimes
for quickness sake I will use these as teams to begin with.
Partnered warm up then followed by a rock/paper/scissor type game. Winners on one team, losers on the other.
Pre-made teams/tournament draws/pools. Never let the students pick by using captains.
numbering off, make the teams ahead of time and read names off the list
Rows, partners that rock paper scissors (then are on opposite teams),
Popsicle sticks. Random then quickly adjust
Partner stay with partner/ Partner play against partner/numbers/ping pong balls/randomize apps/squads
Preknowledge of who the kids are and skill level. Make partners and then split
popsicle sticks, random# generator, random groups.
Kids line up silently in birth month order
Sit them feet to feet with a partner. If I need groups of three or four, I will ask them to touch feet - ie: play a warm
up game where they need to find feet to touch - 4 feet. When I get to the desired number I sit them down and tell
them those are their teams.
partner up, then allow to keep or sometimes split. I don't tell them which method Im going to use. I've also made
groups for the week ahead of time to ensure its balanced and achieves high motivation.
Popsicle sticks, pick a partner then I put the two of you on a team, find a partner with the same colour shoes as
you, etc.
number kids off, split them by pairs, allow students to self-form their groups, use already existing groups ie. squads
Group of 4 - number off 1-4 and each person goes to that team
Have students make groups of 2,3,4 depending on needed # of teams.
LARGE CLASS, SMALL SPACE 20

Q8 With a large class in a small space, what are some strategies youve used to maximize engagement
levels?
I "get" to do dance in a small space during Christmas time as the gym is being used for concert practice. While
dance can be a boring part of the curriculum, it is only so if you don't have fun with it. If you can find the fun, it
doesn't matter what activity you do, most of the students will be engaged in their own way. I'd love to say that all
students are engaged all the time, but that would be a bald-faced lie.
exit slips, peer & self evaluations, 5-scale daily mark, formative assessment (ie. thumbs up or down), checklists
Stations, group work, alternative units (go outside, off-campus, etc.)
Ensure activities allow for maximum participation
adapted games
Farming students out to different areas within the school, rotating space with fast pace games.
Peers working together
Be in control at all times
not an issue
Quick 4 minute shifts for games, smaller groups with more touches
High activity drills - you don't want big lines. Takes purposeful planning.
Pick an appropriate activity
choose games where everyone can play at the same time. If you need subs, do quick shifts and you control the
subs (who's off and who's on)
Short game times, larger groups, games that transition quickly
Random questions, videos
Variety and movement level appropriate activities and diversity
Circuits. Rotate. Peer teaching. Planned pairing
Open ended questions, research driven, lots of peer to peer sharing and evaluation, parallel tasks, layered
questions
Meetings in the round
quick transitions/game play - 1 min or 2 min intervals - 1 goal switches.....
interesting relays. Relays that challenge and incorporate activity specific movements or skills.
Quick shifts - you participate hard... no breaks for 3 or 4 minutes, then the next group is on. You get to rest and get
a drink / bathroom when you are off.
quick rotations of students who are playing, modifications to the game that minimize downtime, specific rules to
encourage equal participation
Group/partner motivation, quick rotations with small teams, smaller modified games to get more touches
Mini games and group stations
LARGE CLASS, SMALL SPACE 21

Q9 How do you balance instruction with managing classroom behaviour/needs? Could you provide
some examples?
After having kids from K to Gr. 4, there is an understanding of what is going to be OK and what isn't. In elementary
school, kids want to be active and participate. Time to Think works well with my students. Which of the rules of
gym was it that you weren't following? What could happen? How can you show me that you understand what
needs to be done. Then they can rejoin the activity. This is all done verbally between the student and I.
if instructions are clear and concise and the teacher has built a strong relationship and rapport with students then
there truly should not be behaviour concerns. However, if there is, I always try to have "up my sleeve" tasks for
students who disrupt or are injured. Examples include: bulletin board design & research, equipment organization
and cleaning, or a file with easy grab alternate assignments.
Have a vision of how you want the class to look and act prior to letting them loose, and hold firm to that. Strategies
such as placing equipment on the floor whenever I instruct, take a knee during feedback or instruction (is a cue),
bring them in to receive instruction (I try to take less than 30 seconds to give feedback before sending them back
to a task), etc.
Ensure the activity is engaging and behavior issues dont occur.
use people as resources - classroom assistant, classroom T.A. (work experience student) Have students move to a
quiet space, wear headphones, etc.
Plan for my weakest students, spend time putting classroom management practices in place, giving instruction
with a lot of energy, timers so students know how long instruction is going to be.
Quick corrections with no time for the student to try to negotiate or disagree with me
relationship building is key, this helps with this stuff before it becomes an issue. kids who respect you and what you
are trying to accomplish will generally not waist your time or others in class.
We have shorter classes so instruction is short and management is extremely important
create rules and stick to them. ex. swearing is 5 push ups.
You need to be in charge and vigilant at ALL TIMES
Splitting up the behaviors surrounding them with athletes, having alternative activities ready just in case.
I believe class expectations right off the bat is crucial. For example, I tell my students what a typical day in PE looks
like: Warm-up, skill development, games. Students always want to play the game so I have found that telling the
students the harder they work on the skill component phase of class, the more time for game play.
You get the class going on an activity then provide individual feedback to those certain individuals. If a student has
behavior's when in a team activity, prep that student in advance on what the activity is going to be.
Set up your rules at the beginning of the semester. create a whistle system, one whistle means STOP, two means
find me and get there within 10 secs. Do not speak if someone else is talking. Set up your expectations early and
students will follow. Think about your instruction formations as well.
Keep instruction as short as possible. Have kids who are more prepared start the activity sooner
Move around the room, eye contact, special seating for behaviour issues
proximity, direction, organization,
Relationships are key. Clear expectations. Fitness. Various student leaders.
small chunks of direct instruction, keep them engaged/challenged
Project based classroom so kids are all working at their own pace.
If the behaviour is a typical student arguing or wanting 'their' way, I'll sit them off and deal with them when I have a
moment. If the child is a hazard to themself or classmates, I deal with them right away and let the activity continue
(yes, limiting my supervision but allowing me to direct it to the immediate threat).
instructions in stages. Teach stage 1 and then work with needs and behaviors, then move on to stage 2...
Get involved. Play with the students. They see you playing a certain way and they will copy it. Make games fun. Set
clear goals - we're going to get everyone sweating vs. you need to win
LARGE CLASS, SMALL SPACE 22

take care of the management first, once students are used to a routine they will be more attentive during
instruction. focus on building a positive space for students to learn in, calm and controlled so they understand
instructions and are able to complete the task without having to be redirected.

Pick and choose what is most important because there isn't enough time to address every behaviour and keep the
class rolling
Stress management in the beginning to establish routines so there is less behaviour needs throughout the year.

Q10 What strategies have worked for you to get students attention during class?
I work with whistling. Not a Fox 40, but my lips and fingers (if it is really loud). Holding my hands up and can be
effective while the whistle occurs, too.
Count downs, having students take a knee for instruction, wait time, speaking quietly so that students have to
meet your volume in order to hear instructions. GET INVOLVED with the activities & students as much as possible.
Timed activities followed by quick water/high 5 & chat breaks.
a whistle, yelling "freeze" are my two "go-to's". I keep it consistent so when they hear it, they know what the cue
means and what to do
Ensure they understand the structure from the beginning. Squads for attendance, lining up on a line for
instruction, standing in a circle, etc. Be consistent.
I ring a bell.
Class selected chants, clapping, Simon says
Keep a level voice at all times.
counting, yelling, whistles,
I whistle very loudly
whistle, good gym voice to get students to stop and "freeze"
Whistle. Have different tunes that have different meanings. All of the PE students at my school know what my
whistle tune is for: I need your attention and the end of class. LOL! Train them like dogs and your job is way
easier!!!
Whistle, key words like "freeze", use of the scoreboard
Whistles, loud voice "freeze", waiting silently until everyone notices that you are waiting - then comment with
something like: "Man it really takes a long time to get your attention - the longer it takes on this the less time we
have to play".
Look at my watch. Stay quiet. They know what will happen if I don't get their attention in 20 seconds :-) Or I use
my voice to command attention. I don't use a whistle. I find it offensive.
Countdown, Whistle mostly, turn music off.
Whistles, count downs
Excuse me with my hand up
whistle, voice, buzzer
Count down and then count up ever number you get to while counting up is x number of x
be silent and raise my hand. works 99.8% of the time.
Turn off the electricity to all machines
Whistle. Firm Voice. Loud stern voice. countdown.
stop time. Wait. Hand signals.
Be quiet. Students will quiet down in order to hear you. Don't talk over the students. Wait for quiet, and then
speak... tougher to do in a divided space. Explain that I want them to get sweaty - we can do it the fun way by
playing some games, or the not as fun non-stop jogging way. They decide based on their listening which one they
choose.
verbal cues... saying the students name, asking for attention and quiet. non verbal cues... stand near the students
who are talking/disruptive. Eye contact with distracted students... wait time.
Whistle, wait time, verbal or non verbal cues, set expectations of respect and listening skills
LARGE CLASS, SMALL SPACE 23

Earning student respect.