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Motivating Students In PE – 5 Tips From Molly Collins 

‘Every student comes every day motivated and excited for class.’

If you think that statement rings true, then you can probably stop reading. If you are a teacher and found this statement almost laughable, then keep reading. 

Any class or subject is going to have its group of students that need a little nudge. Physical education class is no different. 

Molly Collins takes a positive approach when thinking about the challenge of motivating students in her weight training and fitness classes. Check out the full article below.

Molly Collins

Meet the Author: Molly Collins

Motivating Students In PE – 5 Tips From Molly Collins

Motivating students in Physical Education class is tough. It is something as a PE teacher, I honestly struggle with quite often. When you are teaching upwards of 50 students at a time, there are a lot of different variables to try and manage when it comes to motivation. 

As a teacher, one of my main goals is to help students develop intrinsic motivation. (Easier said than done when working with high school students. Trust me, I know.)

Try these five tips to help instill intrinsic motivation in students during Physical Education class.

1: Create A Welcoming Environment

As teachers, we need to create a welcoming environment by having a clean and safe space. Is the room boasting with color, light, and energy? No one wants to be in a space that is dirty, blah, or dull.

Students benefit from a clean facility that has structure and flow throughout the space. Having little things like phrases, pictures, or branding on display shows what you are striving for. 

For energy, is music playing to set the tone you are looking for? Go grab a speaker and get your kids feeling excited. 

While the space and music can be electric, we still need to meet the students as individuals. 

2: Establish A Relationship

As teachers, we should strive to greet each person by name each day.  A name is one thing that characterizes a person, so calling students by name is the first step to establishing a relationship. 

A lot of students feel a bit of anxiety when entering a physical education environment because they think they don’t belong. 

Let each student know that they belong here. Having someone welcome you and converse with you instantly can help put any student’s nerves at ease. 

3. Start With The Basics

No matter what level of students you are teaching, everyone should have a solid foundation of the basics. Starting with the basics sets the students up for success right away. It gives them that instant satisfaction needed to build confidence. 

From there, students will progress at the pace they are ready to challenge themselves. From this foundation, students can set their own goals for what they hope to achieve next. 

Goal setting helps to build confidence in a way that only they will understand. The goals should be driven by the student and no one else. As a teacher, you are there to help and guide. As they get some self-satisfaction within their goals, it will hopefully leave them wanting more. 

4: Think Outside the Box, Change is Key!

After that foundation is built, challenge your students to step outside the box. Once students are ready to step outside their comfort zones, growth and development can really flourish. 

I think about it like the muscular system and training. Anyone doing the same exercises or weight day in and day out will reach a plateau. When we look for muscle confusion by switching up exercises, weights, or style of training, we can see that muscle growth happen. 

That same idea of switching things up is what we are looking for with growth and confidence in different physical education activities.  To change it up, we do game days, obstacle course challenge, or team workouts. Sometimes different military branches come in to do cognitive and physical challenges with the students. We even just take breaks from the workouts to talk or watch a video. 

Being able to read your students need for change, but also know when to stay the course and challenge them is a balancing act. This balance will help your students remain motivated throughout the whole year. 

5: Find the ‘Why’?

It is not for you, it is for them! So, what type of activity is going to engage the intrinsic motivation to give them a ‘Why’ to pursue a healthy lifestyle? Is it a way to manage stress? Could it be a way to prove obesity or diabetes wrong? Do they want to make a sports team? Are they wanting a career in Kinesiology? Maybe they have been wanting to join a fitness center or a fitness class? 

Everyone’s ‘Why’ is going to be different, and it’s our job to help direct them to their why. PE is meant to engage and motivate students in a way that allows them to have fun when doing so. (Check out my breakdown of “Why” in my New Age Of PE Article)

For example, take the softball player doing weight glute bridges. I explain it so that the softball player in PE sees that strong  glutes will help transfer to a powerful swing. Something so simple, that ties the days activity or movements to the ‘Why’ goes a long way for each student. 

Patience is a virtue

Our goal as physical educators is to promote a positive, healthy lifestyle. A lifestyle that is healthy in all aspects including physically, mentally, emotionally, and spiritually.

In a society where instant satisfaction is constant, PE trains our students that patience is genuinely an important virtue when trying to be healthy. A healthy lifestyle is contagious. Once you take a bite, it leaves you wanting more. 

Its hard work to motivate students to participate and be motivated, but isn’t it ironic that it takes hard work to achieve success. 

Workset Complete at Canton High School

Fitness That Fits All – Fitness Education in Wellness Class

Adam Hughes Canton High School

Meet The Author:  Adam Hughes; B.S., M.S.Ed, CSCS, BMC, CPT

  • Health and Wellness Teacher
  • Head Strength and Conditioning Coach
  • PLT4M Coaches Club Ambassador

Check out Adam’s Bio to read more about his background in strength and conditioning and education.

Fitness That Fits All – Fitness Education in Wellness Class

At Canton High School in Massachusetts, each sophomore student is required to complete a ‘Personal Wellness’ course. The Personal Wellness course has evolved to help our students grow not only in their knowledge of fitness but in their own personal level of confidence, autonomy, and awareness of fitness education.  

Our sophomore personal wellness classes are comprised of a well-rounded mixture of students from every personal fitness level and interest.  As expected for any grade when it comes to fitness, we have students that range from the most beginner levels to students already at an advanced level of training. Finding a way to accommodate and fit each student at their own unique personal level proved to be an intriguing challenge from one class to the next.  

Establishing A Foundation 

To help with programming and scheduling, we decided to utilize a range of PLT4M’s Introductory Programs to structure our classes curriculum options. The progressional programs allow all of our students in class to work independently at their own pace. The intention is that each student can achieve and succeed in reaching their own personal wellness goals. 

We begin each semester with the PLT4M Fit101 program to help establish a strong foundation through well taught form and movement mechanics. Fit101 introduces and develops a variety of body weight and foundational movements like air squat, hinge, lunge, press and pull. (Check out a further description of PLT4M Fit101 here) 

Once we have conducted our first battery of fitness testing, students can then grow through their day to day workout choices. Doing so, they can begin to explore their fitness on an even more personal level.  

Students are asked to be self-driven and motivated to select the workout lesson of their choice. Each session, students must execute and complete their  workout in the allotted class time.

Fit 201

With each student being unique and different in their personal fitness level, some can move on from Fit101, while others stay and continue to develop baseline skills. In as little as 3 weeks, students who are ready can move to the Fit201 program. 

With Fit201 we move from body weight movements to the incorporation of important resistance elements such as a weighted barbell or dumbbells movements. Or in other words Fit 201 is an introduction to weight training.  (Check out a further description of PLT4M Fit 201 Here) 

This opportunity for transition to 201 allows students to structure themselves around reinforcing proper technique, form, and safety with the added element of resistance. 

Student Growth At Appropriate Pace

Students do not move on until they are comfortable, but the opportunity to advance for students that are ready is there. This is where students in every class begin to truly enhance their level of fitness and grow their understanding of fitness education. 

Students are not only tasked with finding the right fit of workout, but they are also given recommendations on how much resistance to add for each exercise. This leads to physical changes that they can see!

With this choice students can challenge themselves during their class regardless of being on the 101 or 201 program. 

In the same class, students who are more experienced and advanced in their training age and knowledge can continue their work towards attaining a high level of training through added and increased resistance. 

While all the students are in the same class, each and every student is receiving a fulfilling and challenging workout. 

Checking In – Fitness Assessments & Progress 

At the end of the semester we will conduct a post-fitness testing battery to measure and mark growth in our students. These tests include push-ups, situps, the PLT4M metcon, the mile, and for students in 201, a back squat test, and a bench press test.  

This battery of tests allows us to measure the direct impact of student driven choice around their workouts throughout the semester.  

Ultimately, it is these common assessments within PLT4M that have allowed us to provide the highest quality level of fitness based education for all of our students, regardless of the personal fitness levels or interest students may start with. 

With every element and level of fitness education provided throughout the personal wellness class, students gain a true sense of who they are and where they are physically. Students appreciate and understand what it will take for them to attain their own personal wellness.  

As students explore and grow throughout this course, student voice and choice are key and critical elements that drive the student experience.  Students have the chance to develop their own work ethic, self-motivation, and self-confidence throughout a semester. 

As wellness teachers, we know not every student is going to be equally eager and ready right from the start of a semester. However, through meeting students where they are, we can hopefully guide them to lead a physically driven and healthy life beyond class. 

Holistic Personal Wellness – More Than Just Fitness 

Because personal wellness class goes past just physical activity, we have incorporated other health elements within the class as well. 

We break down nutrition in detail. The goal is to help students take their activity and pair it with healthy eating habits. 

We include learning and evaluating target heart rate zones during fitness classes. This is done to build students awareness around not only being physically fit, but to work at heart rate levels that will actually impact notable change in their overall fitness and health.  

The culminating piece to this comprehensive fitness based course is an individual student driven project. The project prompts students to create and generate a 2 week workout program based off of their experiences throughout the semester. Students also design a heart healthy meal plan inclusive of breakfast, lunch, dinner and two snack options.  Finally, students write a reflective essay piece that explains how they believe they can achieve overall wellness through a fitness and nutrition lense.  

Personal Wellness – Reflections 

Our personal wellness course at Canton is one that truly embraces student growth and student voice in an incredibly unique way.  The elements of fitness based wellness and physical education continues to grow. The integration of PLT4M for programming and scheduling through the app has allowed our sophomore personal wellness students to grow and expand infinitely over the past three years. We have grown not only in student knowledge, but in the personal aspirations of students to lead a physically  healthy lifestyle.  

Incorporating PLT4M through the multitude of programs to welcome and invite personal fitness based growth for all students from a beginner training age to an advanced training age has helped each student within our building find the fitness fit for them. As a direct result of the unique element this class provides, students are inspired and motivated  to continue their active personal development and fitness journey beyond the dynamic of their sophomore personal wellness class.  

Chalk Talk EP 22 - Travis Lombardozzi

Chalk Talk – Episode 22 – Buy-In…To PE feat. Travis Lombardozzi

travis lombardozzi

Travis Lombardozzi

  • Brunswick High School Director of Strength and Conditioning
  • Physical Education Teacher
  • Full Bio Included Below

Chalk Talk – Episode 22 – Buy-In…In PE  – feat. Travis Lombardozzi 

“To get a high school strength coach job, you might want to consider getting an education degree as well.” This is what a young Travis Lombardazzi was told as he was finishing up his exercise science degree. 

Travis took this same two-pronged approach to build a high school strength program at Brunswick High School in Ohio. Build buy-in through PE and grow from there. 

Time Stamps: 
Part 1: Growing A Program – Step By Step 
  • From ‘football run’ to a school-wide approach (1:20-3:30)
  • Getting teams to train year-round, utilize the space we have (3:30-6:00) 
  • Building the buy-in- AD, Coaches, Athletes, Community (6:00-7:56) 
  • It started with teaching and kids started to talk (7:56-9:50)
  • Communication with coaches, getting kids into class (9:50-13:06)
  • Keeping teams together, creating identity (13:06-15:30)
  • Kids take notice of coaches showing up (15:30-17:10
Part 2: Female Buy-In and Community Building 
  • Giving everyone the same attention, make the weight room welcoming (18:20-21:20)
  • Changing the identity of the weight room-feel uncomfortable from your workout, feel comfortable showing up (21:20-24:30)
  • Getting Buy-In and Belief (24:30-26:50)
  • Benefits of booster clubs – fostering the community (26:50-30:10)
Here’s how to make sure you never miss an episode:
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  • Follow us on Facebook, Instagram, and Twitter to stay up to date on Chalk Talk updates. Use use #PLT4MChalkTalk to connect with us!

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Full Bio

travis lombardozzi

Travis Lombardozzi

Travis Lombardozzi joined the Brunswick High School athletic department in August 2013. He was hired as a full time Physical Education teacher responsible for teaching a variety of Weight Lifting, General physical education, and college credit plus courses. In his role as the director of strength and conditioning, he is directly responsible for the oversight for all Brunswick Blue devil athletic teams. 

Prior to Brunswick, Travis completed his bachelor’s degree in Health and Physical education at Cleveland State University. While at CSU, Travis was a four-year varsity member of the swimming and diving program. Travis began his career in strength and conditioning as an intern with the CSU S&C department working with Men’s and Women’s Basketball, Men’s and Women’s Swimming, Wrestling, Women’s Soccer, and Volleyball. In addition to his S&C internship experience, Travis was also a certified Personal trainer and Group Exercise instructor during his tenure at CSU.

While in his first two years as Strength and Conditioning Coach at Brunswick, Travis attended the University of Akron to obtain his Master’s degree in Exercise Science. During this time Travis also completed an internship at The University of Notre Dame working with Men’s Hockey, Men’s Basketball, Men’s & Women’s lacrosse, Men’s & Women’s Tennis, Softball, and Men’s & Women’s Swimming. In addition to his collegiate experience, Travis also served as an intern with the Milwaukee Brewers A league athletic training staff. 

Chalk Talk EP 21 - Brian Kight

Chalk Talk – Episode 21 – Brian Kight – Commitment Through Leadership

Brian Kight PLT4M

Brian Kight

“Discipline is the shortcut from where you are today to where you want to be in the future. Discipline is to study, learn, train, and apply a system of standards. Discipline compounds your talent & skill with effort & focus. “

Chalk Talk – Episode 21 – Brian Kight – Commitment Through Leadership

Event + Response = Outcome or (E+R=O). How can we take this equation and think about the weight room and strength training for high school athletes? 

Brian Kight, the founder of Daily Discipline, joins PLT4M to talk about setting up systems and structures for successful training. 

On the go? Listen to the full recording of our interview below! You can listen however you get your podcasts!

Time Stamps: 
Part 1: See It, Hear It, Feel It…But Wait, What is it? 
  • Introduction to Brian Kight, Founder of Daily Discipline (0:00-3:50)
  • Execution Is The Intersection Between Culture and Strategy – What does that mean for the weight room? (3:50-8:30)
  • Feel, See, Hear – 3 Senses To Experience People and Weight Room (8:30-15:34) 
  • Are You Seeing People Taking Responsibility For People Other Than Themselves (15:34-18:50)
  • Getting Culture Into Social Stream (18:50-22:30)
  • Recognize Standards, Ability To Act (22:30-26:30) 
  • Adults Struggle With Leadership: “If you are asking an athlete to do it, you should be pretty good at it.” (26:30-32:00) 

Go check out Daily Discipline and subscribe to the daily email from Brian Kight (32:00-33:27) 

Part 2: Structure Leads to Success 
  • We Thrive Inside Structure and Systems (33:27-36:30) 
  • E+R=O (Event + Response = Outcome) (36:30-43:06) 
  • Distractions Have Always Existed – ”Please point to me to the adult who has solved instant gratification in their life” (43:06-50:00) 
  • Young People Do Not Need Your Judgement – Stop Judging, Start Leading Them (50:00-52:53) 
  • RQ – Response Quality (Skill of Response and Speed With Which You Can Recognize and Act On It) (52:53-58:27)
  • Make The Structure Within E+R=O – Don’t Get Caught Up On Internals – Put In The Work Either Way (58:27-1:03:48)
Here’s how to make sure you never miss an episode:
  • Rate & review us to tell us what you’re loving and help us to reach more listeners.
  • Follow us on Facebook, Instagram, and Twitter to stay up to date on Chalk Talk updates. Use use #PLT4MChalkTalk to connect with us!

Have an idea or topic you would like us to cover? Feel free to send us along a suggestion!

Adam Hughes

Performance Stations: S+C That Builds The Total Athlete

Adam Hughes Canton High School

Meet The Author:  Adam Hughes; B.S., M.S.Ed, CSCS, BMC, CPT

  • Health and Wellness Teacher
  • Head Strength and Conditioning Coach
  • PLT4M Coaches Club Ambassador

Check out Adam’s Bio to read more about his background in strength and conditioning and education.

Performance Stations – Strength and Conditioning That Builds The Total Athlete

In my personal journey as a strength and conditioning coach, I have grown to appreciate the importance of training the complete athlete. This term, ”complete athlete” goes beyond the basic elements of strength, speed, agility, and conditioning training. Instead, training the complete athlete means developing an athlete to perform at a championship level for an entire season and career. 

As a strength and conditioning coach, I use ”performance-driven stations’ within each workout to help build the complete athlete. The concept of performance stations is an element I acquired through a strength and conditioning great and my mentor Mike Barwis CSCS of Barwis Methods. (You can see more about Barwis here.) 

These stations are intended to tap into unique elements of what athletes need to perform and stay healthy throughout a season. Most people would interpret performance solely as things connected to sport-specific or explosive movements.

However, in the case of this article, performance stations incorporate: 

1: Balance and Functional Training
2: Injury Prevention 
3: Core and Flexibility Training 
4: Plyometric and Impulse Training

Throughout the season, these stations help athletes maintain performance, health, and durability so that they can compete and perform at a higher level all season long.

SETTING THE STAGE

While the traditional elements of strength and conditioning are layered throughout our programs, utilizing these stations helps to fill in gaps and holes that complete our athlete’s performance. 

For context, each day within a three day, week-long training microcycle contains elements of these performance stations in some combination.  

Balance and Functional Training and Core and Flexibility Training are present within two of the three days. 

Injury Prevention and Plyometric and Impulse Training are incorporated within all three days during the cycle. 

Additionally, the Injury Prevention and Core and Flexibility Training elements are also done throughout the season on days either right before a competition for athlete preparation. They are also done on days immediately following competition for recovery.  

BALANCE AND FUNCTIONAL TRAINING 

The Balance and Functional Training station is an element that helps athletes learn how to adapt and adjust to constant changes within their sports. The focus of balance and functional work is to provide athletes with a stimulus that forces their central nervous system and musculoskeletal system to adapt and change while maintaining balance and stability.  

The use of these types of exercises helps athletes to react and respond to changes that occur during gameplay, such as falling or getting knocked off balance. In common situations where athletes get knocked off balance during gameplay, they typically struggle to regain equilibrium to continue their high level of play immediately. 

The use of constant balance and stability work helps athletes learn to adapt to change or loss of equilibrium quicker so that they can continue to play at a high level despite minor disruptions that can and do occur constantly.

Example of Balance and Functional Progression: 
  1. Sitting on a balance ball for time
  2. Progressing to kneeling on the ball with both knees
  3. Kneeling on the ball with one knee and placing one foot on the ball
  4. Eventually progressing to standing on the ball unassisted for set lengths of time
Other Examples of Balance and Functional Exercises:
  • Standing on a dyna-disc with one foot while performing single-leg squats, 
  • Walking and squatting on balance pods or stepping stones, 
  • Standing on vew-do balance boards
  • Performing single-leg exercises with medicine balls, 
  • Utilizing Bosu balls for both upper and lower body stability, 
  • Performing lightweight resisted exercises on balance balls, dyna discs, and Bosu balls.  

By varying elements and exercises, we help to provide our athletes with a continual and constant change within training. This helps them establish high-quality transferable sport-related balance and stability. 

In turn, these exercises prepare athletes to perform at their highest possible level despite constant changes within the environment of their sport.

INJURY PREVENTION

Perhaps the most critical element of our performance stations is our Injury Prevention Station. In this station, athletes go through a weekly regimen of exercises to help stabilize critical and commonly injured structures within their bodies (specific to their sports). 

While no exercise or regimen can 100% prevent injuries from happening, these specific exercises can help to reduce the severity of injuries when they do occur. 

Injury Prevention Exercise Examples: 
  • Band resisted ankle mobility and strengthening 
  • Manually resisted neck capsule strengthening to help prevent and limit the likelihood of concussions
  • Shoulder joint and rotator cuff strengthening 
  • Knee ligament strengthening

These specific exercises are done on set days within each microcycle to ensure quality and consistency around each structure. Throughout a macrocycle, athletes are exposed to thousands of repetitions for each structure to help solidify and brace the structure completely.  

The use of this station daily throughout each cycle, whether off-season or in-season, has dramatically reduced the severity of injuries and the total amount of injuries that our athletes could potentially encounter throughout the year.


CORE AND FLEXIBILITY 

Our Core and Flexibility Training are the two stations that take great importance on two days within a microcycle. These are intended to help expand our athletes ability to perform in all other areas of their strength and conditioning training.  

Core strength and stability correlates to athlete balance and strength within training and overall performance. Additionally, improving and enhancing flexibility corresponds to our injury prevention focus. The use of these two stations cannot be overstated when it comes to their integral importance in developing the total athlete.  

While most athletes would view these two stations as only doing some crunches and some static stretching before or after a workout, we take these things to a much more dynamic level. 

We do so by having multiple cycles and groupings of exercises to provide our athletes with a comprehensive focus around these two elements of athletic performance.  

Day 1 Core
  • Balance Ball Crunches
  • Medicine Ball Russian Twists
  • Medicine Ball Sit-ups
  • Balance Ball Hypers/Back Extensions
Flexibility Week 1 
  • Backward Lunge & Twist 
  • Cat & Cow
  • Walking Toe Touch
  • Bar Lat Stretch
  • Leg Swings Front to Back

Our core station revolves around an 8-day cycle that includes anywhere from four to six exercises that target the sagittal, frontal, and transverse planes of the abdominals as well as the lower back muscles.  

Our flexibility station derives from an 8-week rotating routine that highlights the unique elements of dynamic and static flexibility. The station utilizes a set of exercises that are not commonly performed during routine pre- or post-stretch routines.

PLYOMETRIC AND IMPULSE

The last and certainly the most dynamic performance station that our athletes go through is our Plyometric and Impulse station. This station is exclusively reserved for our off-season and pre-season training groups.

Beginning with focusing on proper landing technique and form, we progress athletes to a high explosion style of exercise. This station comprises a day of upper body driven plyometric exercises and a day of lower body driven exercises. Finally, we combine a combination of both upper and lower body plyometric exercises on our final day for each microcycle.

The start of a macrocycle begins with athletes establishing proper technique in conjunction with a higher volume. We balance higher plyometric volume with lower strength training volume.  

Our upper body plyometric days are paired with lower body strength training days. Inversely lower body plyometric days are paired with upper body strength training.  

We progress from using higher repetitions and volume at the beginning of a macrocycle to less volume and a combination style movements. The combination style of exercises focus on power transfer and helping our athletes prepare for the explosiveness and impulse for their sports. 

We use a wide variety of exercises during this station each day to help target maximum explosion and drive within our athletes upper and lower body. Depending on the timing during the macrocycle, athletes will perform anywhere from 5-8 exercises exclusively within this station.  

The timing of our training each week makes sure that because of the high intensity and impact that this station brings, our athletes have at least 48 hours between sessions for optimal recovery.  

Example of Plyometric Progression:
  1. Multiple Height Box Jumps 
  2. In-depth and rotational box jumps 
  3. Reactive box jumps into broad jumps

The progressions in each macrocycle aim to ensure that while athletes are becoming more explosive, they also increase and enhance their level of safety through proper technique and landing principles.  

It is the focus of this station that helps our athletes ultimately transfer all of their acquired strength in the weight room to the field, court, or ice athletically and explosively. 

This element of our training program is the culminating piece that helps shape our athletes into the most game-ready version they can be.


Performance Is Key

Our performance stations have become a key element in every workout throughout the year. Performance stations are used to ensure we are keeping our athletes healthy and at their best, always ready to perform at a championship level.  

While the typical elements of strength and conditioning help to develop our athletes, it is our performance stations that allow athletes to polish the layers of being a complete athlete. This polish enables them to not only shine in the weight room but on game days and throughout the season.

Chalk Talk EP20 - Garrett Keith

Chalk Talk – Episode 20 – Tier and Block System feat. Garrett Keith CSCS

Chalk Talk – Episode 20 – Tier and Block feat. Garrett Keith 

“The high school weight room is a slow cooker, not a microwave.” 

Coach Garrett Keith CSCS, breaks down the high school weight room using both Tier and Block on this episode of Chalk Talk. 

Coach Keith is the Head Strength and Conditioning Coach at Westminster Christian High School in Alabama and is the 2019 NHSSCA National Strength Coach Of The Year.

Time Stamps: 

Part 1: Tier, Block, and Chalk Talk

  • Introduction Coach Garrett Keith (2019 NHSSCA Strength Coach Of The Year) (0:00-3:30) 
  • Lifetime Fitness at Westminster Christian (3:30-7:15)
  • Time Management (Benefits of S+C During the Day) (7:15-9:20)
  • Tier System, Blocks, Joe Kenn (9:20-14:00)
  • Misconceptions of Tier and Periodization (14:00-15:30) 
  • Breaking Down Blocks – Modifications and No Intimidation (15:30-20:30)

Part 2: Slow Cooking – Take Time Before We Move On 

  • When Is Someone Ready For Next Block? (21:30-25:00)
  • Block 2 and Block 3 – Keep It Clean (25:00-27:57)
  • Slow Cook, Fred Eaves and NHSSCA (27:57-29:00)
  • Being Open, Building Each Other Up and Advancing S+C Profession (29:00-31:20)
  • Not Just Big, Bald and Bearded – Women in S+C (31:20-33:55)Want to talk to Coach Garrett Keith? Let us know and we are happy to share his contact info as he is more than happy to chat with anyone about all things S+C!
Here’s how to make sure you never miss an episode:
  • Rate & review us to tell us what you’re loving and help us to reach more listeners.
  • Follow us on Facebook, Instagram, and Twitter to stay up to date on Chalk Talk updates. Use use #PLT4MChalkTalk to connect with us!

Have an idea or topic you would like us to cover? Feel free to send us along a suggestion!