Rules and Expectations for a Successful Physical Education Class

Physical education plays a vital role in the holistic development of students, fostering motor skills, knowledge of movement concepts, social skills, and an understanding of the personal benefits of physical activity. Establishing clear rules and expectations is paramount to creating a safe, positive, and nurturing learning environment where students can thrive. This article explores various approaches to setting rules and expectations in physical education, drawing on insights from experienced physical educators and research-backed strategies.

The Importance of Clear Expectations

As a physical education teacher, setting clear expectations for what you want your students to accomplish and how you want them to act is an essential component of a highly successful PE program. It’s important to be clear, concise, and consistent with your expectations. When students are expected to come prepared, listen and follow directions, respect others, show good sportsmanship, and respect the equipment, they are more likely to meet those expectations.

Research suggests that using expectations in physical education is more effective than using rules. When clear expectations are set, students know what is expected of them and are more likely to meet those expectations. Furthermore, this approach teaches students valuable skills such as self-regulation, goal setting, and problem-solving, which are beneficial in all aspects of life.

From Rules to Expectations: A Positive Approach

Traditionally, physical education professionals relied on comprehensive lists of rules to manage student behavior. However, a shift towards using clear, relatable expectations has proven more effective in incorporating positive language and fostering a more conducive learning environment. This approach focuses on what teachers want students to do and how they want them to act, rather than dwelling on prohibited behaviors.

Sample Rules and Expectations

Here are some examples of rules and expectations used by physical educators:

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General Rules

On stop signal: Equipment down, eyes on the teacher.
Move carefully at all times.
Be kind to classmates and teachers.
Listen carefully and follow directions.
Use inside voices. No need to scream.
Be a good sport.
Come dressed to move.

Core Expectations

Be Safe
Do Your Best
Be Respectful
Hands/feet to self
Follow Directions

The "SIT" System

Some educators employ a progressive discipline system, such as the "SIT" method:

A violation of the rules results in an "S" (a warning).
A second violation earns an "I."
A third violation warrants a "T," resulting in the student sitting out of the activity for a specified time until they can articulate how they will return to the activity ready to learn.
Constant rule-breaking may lead to a note sent home to parents for review and signature.

The Three-Strike Rule

Another common approach is the "3 Strike Rule":

Strike 1: Verbal warning
Strike 2: Student takes a break to reflect and discuss with the teacher
Strike 3: Student sits out and the teacher follows up with parents and administration

STARS Expectations

Some teachers use the acronym "STARS" to define expectations:

Staying on task
Trying your best
Always moving
Respect self/others/equipment
Sportsmanship and responsibility

Safe, Responsible, Respectful

Another framework focuses on three key areas:

Safe: Self Control, Self Awareness, Follow Teacher Instructions, Positive Social Interactions
Responsible: PE Uniform, Proper Shoes, Following Routines and Procedures, Completing Tasks
Respectful: Following Teacher Instructions, Taking Turns, Helping Others, Following Activity Rules

Ten Teacher Expectations for Physical Education Students

Here's a more detailed look at ten specific expectations:

Be prepared to learn: Students should arrive ready to engage in activities with the appropriate attire, a positive mindset, good sportsmanship, and respect for others and equipment. This includes being ready to acquire new skills, learn new ideas, or understand game principles.
Have fun: Physical education should be a time for students to enjoy themselves while being active. Engagement and information retention are more likely when students are having fun.
Try your best: Students should attempt all activities and movement experiences, putting forth their best effort and attitude, regardless of their skill level. Teachers should motivate students to reach their full potential.
Be polite and respectful: Respectful behavior is essential for creating a positive learning environment. Students should be considerate of their classmates and the teacher.
Help others and cooperate: Students should be willing to assist classmates, cooperate with the teacher's instructions, and work together in group activities.
Attempt new things: Students should be encouraged to try new sports, learn new games, or explore different ways to move their bodies.
Demonstrate great sportsmanship: Good sportsmanship includes being a gracious winner or loser, setting a positive example, and treating everyone with respect.
Pay attention to instruction: Paying attention is crucial for understanding instructions, preventing injuries, learning from others, and showing respect.
Move safely and in control: Students should be aware of their bodies, their surroundings, and the potential impact of their movements on others. They should also follow the teacher's instructions.
Leave with a smile: Students should feel a sense of satisfaction from learning something new or improving their fitness level. Reflecting on accomplishments and expressing gratitude can help end the class on a positive note.

National Physical Education Standards

SHAPE America’s National Physical Education Standards provide a framework for ensuring quality in physical education programs nationwide. These standards define what a student should know and be able to do as a result of a highly effective physical education program, addressing the holistic development of students.

The standards are organized around several key rationales:

Motor Skills: Students develop motor skills across a variety of environments, which are foundational for child development and everyday movements.
Knowledge of Movement Concepts: Students use their knowledge of movement concepts, tactics, and strategies to become more versatile and efficient movers. They also apply knowledge of health-related and skill-related fitness.
Social Skills: Students develop the social skills necessary to exhibit empathy, respect, and maintain relationships.
Personal Benefits of Movement: Students understand how movement is personally beneficial and choose to participate in meaningful physical activities.

Visual Aids and Communication

Visual aids, such as posters displaying rules and expectations, can be highly effective in reinforcing desired behaviors. These posters should be eye-catching, simple, and student-friendly. Regular review of the rules and expectations, along with open communication with students and parents, is essential for maintaining a positive and productive learning environment.

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