13GEM is the first organization focused on improving the quality of Physical Education being provided for the general public.
Our innovative Online PE Curriculum is designed for students to practice and master sports and exercise skills at home in backyards, on driveways, and in living rooms. Students will be able to apply for and gain legitimate Physical Education credits from the comfort of their homes.
Building students knowledge base and confidence is just as important, if not more so than learning the purely physical skills so activities are designed to allow maximum practice time to achieve mastery and fun enough that students are intrinsically motivated to engage the curriculum.
We aim to reverse childhood obesity by providing future generations with the knowledge and skills necessary to maintain a healthy Lifestyle.
We also aim to reverse bullying by providing students with a proper social-emotional education that reinforces cooperation, teamwork, integrity, perseverance, competition with self, and positive communication.
Physical Education is our modality for Organizing, Uplifting, & Empowering the Collective!
This program is designed for students with physical, cognitive, and social-emotional adaptive needs. It is important to note that the Adapted PE program is based on the Least Restrictive Environment (LRE) philosophy that adaptive students should be in the most authentic learning environment ALONGSIDE their mainstream peers, not separate. However, adaptations of the learning environment will be made to provide any student with any needs a constructive Physical Education environment. Each child will be challenged to grow physically, cognitively, socially, and emotionally throughout the course. Students are separated to the least degree possible; any skill differentiation is dictated by safety measures rather than performance, skill, or expectations.
What is Physical Education?
There is a grave difference between Physical Education, physical activity, and athletics.
The intent of Physical Education is to help students learn the skills necessary for performing a variety of physical activities and understand the benefits of achieving and maintaining a physically active Lifestyle.
Physical Education is defined as a planned, sequential program of curricula and instruction that helps students develop the knowledge, attitudes, motor skills, self-management skills, and confidence needed to adopt and maintain physically active and healthy Lifestyles.
A quality Physical Education program includes:
Physical Educationprograms are the one place that:
Physical Education should be treated with the same level of professional concern as other essential academic disciplines and learning environments.
13 Generations Educational Mission, LLC
Organizing, Uplifting, & Empowering the Collective
Contact Coach Jacob - firstname.lastname@example.org
No score is kept, the only goal is to have fun, enjoy friendship, share the ball (implement), get some exercise, and gain some knowledge. This is an achievable goal for all students regardless of social-emotional challenges.
Ex: A student with Asperger’s Syndrome would be placed into a multitude of social situations- partners, triads, quads, small groups, teammates, opponents, part of a mass, etc. Each social situation will occur in a myriad of activities with multitudes of objectives. The challenge for a student with Asperger’s would be to learn how to adapt and socialize to each situation. The key to our social-emotional program is that we don’t teach “proper” behaviors, we teach how to recognize social context.
For example within the example: a student screaming at the top of his/her lungs is in actuality a neutral event; what makes it positive or negative is the social context in which it occurs. Screaming at the top of his/her lungs in a movie theater would be a negative social manifestation of the behavior of screaming. However, screaming (for joy) as another student chases him/her in a game of tag is perfectly acceptable. The screaming isn’t inherently “bad”, it is the context in which that behavior manifests that matters. This is the principle that we work to convey to all students in our program, but especially to our social-emotional adaptive PE students.
Why is Physical Education essential?
Inactivity is the leading cause of preventable death.
Physical activity and exercise is the application of what is learned in Physical Education class.
Quality Physical Educationprograms are important because they provide learning experiences that meet children's developmental needs, which in turn helps to improve mental alertness, academic performance, and enthusiasm for learning.
In the same way that exercise benefits the muscles, heart, lungs, and bones, it also strengthens key areas of the brain.
Children in daily physical activity have shown superior academic performance and more positive attitudes towards school.
A well-designed Physical Education program will promote a Lifelong physically active Lifestyle that can enhance longevity and Quality of Life.
Social-emotional adaptive needs: Our focus would be to provide a supportive and constructive learning environment devoid of win/lose, but focused on self-improvement as the standard of success. Group activities and games that require communication, collaboration, and teamwork to succeed will build and reinforce pro-social behaviors. Social skills between teams and healthy competition is taught because literally nothing is won or lost in this program except for one’s perception of win or lose. After games this typical conversation usually takes place between teacher and students which will help illustrate our philosophy and what we are trying to convey to these students:
Students: “Who won?” “What was the score?”
Teacher: “Did you have fun?”
Teacher: “Then it sounds like you won to me.”
This program has been purposefully designed to be capable of providing a constructive Physical Education environment for any adaptive need. Our Adaptive PE motto is “We will find a way!”
The purpose of the IEP meeting is to customize our program to specific adaptive needs for each student, however, there are some common adaptive needs that can be highlighted to show some of the solutions that could be implemented during an Adaptive PE class:
What is not Physical Education?
The terms "Physical Education" and "physical activity" seem to be used interchangeably by many people, however, they are quite different.
Physical activity is defined by the Center of Disease Control and Prevention (CDC) as any bodily movement produced by the contraction of skeletal muscles resulting in energy expenditure.
Exercise is a subset of physical activity that is planned, structured, and repetitive, and is done to improve or maintain physical fitness.
Recess provides unstructured play opportunities that allow children to engage in physical activities, however as normally provided, it cannot be used to meet the requirement of an average of 100 instructional minutes per week of Physical Education.
Athletics are nota replacement for Physical Education!
Athletics is defined as an active sport that requires physical exertion and competition and involves a contest between athletes.
While athletics typically focuses on one sport, Physical Education will teach knowledge of skills and concepts necessary for safe and healthy Living and in turn, for successful learning.
Athletics are optional and does not promote participation by ALL students.
Please note the following important cautions before using this product.
Not all exercises are suitable for everyone, and this or any exercise program may result in injury. Consult with your doctor before embarking on this or any other exercise program.
To reduce the risk of injury, never force or strain during exercise. If you experience pain or discomfort during exercise, stop immediately and consult your doctor.
Other special cautions may apply to individuals with specific health issues. For that reason, you should consult your doctor to find out if special restrictions apply to you.
The creators, producers, performers, participants, and distributors of this product cannot guarantee that this program is safe and proper for every individual. For that reason, this program is sold without warranties or guarantees of any kind.
Any liability, loss or damage in connection with any use of this program, including but not limited to any liability, loss or damage resulting from the performance of the exercises demonstrated here, or the advice and information given here, is expressly disclaimed.
Full inclusion refers to the fact that all children, regardless of current ability level and/or adaptive needs, should participate and succeed in sports and exercise. Everyone shares the ball with everyone because the point of this program is not to teach students how to dominate and win, rather how to use collaboration and sharing to achieve communal success. In PE for EveryBody, everyone participates the entire class period, nobody sits out unless a break is requested.
Ability perspective refers to the fact that all children possess inherent talents and skills and that those inherent abilities should be identified, strengthened, and highlighted by the Physical Education specialist to build confidence and self-esteem.
Potential seeking process refers to the fact that a great teacher should focus on a child's potential rather than current ability and/or deficiency. Great teachers should seek potential and draw greatness out of a child who did not see that potential or believe in that greatness. A great teacher should be able to teach anybody anything that he/she can do. Our focus is on what you can do and are capable of, not what you can't do.
The goal here is to dispel the popular misconception of "I can't play a sport(s) because I'm not good and don't know how" by teaching EveryBody "how".
Adapted PE for Everybody
Physical adaptive needs: Our focus would be on teaching modified forms of skills as needed while learning how to execute strategies using current circumstances.
Ex: A student in a wheelchair may need to modify the distance throwing form for a Frisbee; however, the mechanics of catching a Frisbee require no modification. A major focus would be on learning how to manipulate the wheelchair well enough to intercept Frisbee trajectories to be in the best position to make a catch. Also, learning how to manipulate the wheelchair to get open on offense and play space on defense would be another major focus. So in reality, there are very few accommodations necessary for a student in a wheelchair to play Ultimate Frisbee.
Ex: And the same principle applies to crutches, braced legs, motorized chairs, walkers, etc. All students can learn how to move themselves into the best position to succeed, then the magic of this class is in helping each student achieve that success.
Cognitive adaptive needs: Our focus would be to modify the learning environment by adapting the information flow and processing demands for each student while providing just enough of a challenge to facilitate growth in all domains.
Ex: A student on the Autism spectrum may be taught in a mostly static environment and if necessary solo activities to build skills and a proper comfort level with the Physical Education environment. Information flow and processing demands would increase proportionally to growth until the student has acquired all of the skills and knowledge necessary to participate in a full game with all peers. Whereas a student may enter the class barely able to look anyone in the eye and/or “play catch” with anyone; through our LRE philosophy, our “We will find a way!” motto, and our team of gifted and passionate PE Specialists, each student will developed the untapped potential of moving and playing with any and all of their friends!
Ex: A student with Attention Deficit Hyperactivity Disorder (ADHD) is perfect for this program. We aim to harness that raw and often unguided energy into play, learning, pro-social behaviors, and positive health benefits. The child who won’t sit still or relax will learn how to harness that energy through the Physical Education learning environment. The primary adaptive need for students with ADHD would be to learn how to control and harness themselves- when to let that energy flow and when to hold it back- as well as constructive methods of achieving both of those aims.
1. Help students develop confidence, self-esteem, Life skills, & positive health benefits through Physical Education.
2. Provide an all-inclusive physical activity environment that enhances all four human domains (social, emotional, cognitive, physical).
3. Provide students with the knowledge and skills necessary to enhance the health of self and others throughout a Lifetime.
4. Teach students with adaptive needs how to adapt to their environment and maximize their personal potential.
5. Provide a Physical Education program based on full inclusion, ability perspective, & potential seeking process.
6. Provide a sport and fitness environment focused on fun and learning while being founded on respect, teamwork, positivity, perseverance, honesty, communication, constructive feedback, etc.
7. Utilize Physical Education as a solution to social dilemmas of childhood obesity (physical/cognitive deficiency) and bullying (social/emotional deficiency).
8. Provide a Physical Education program that is affordable, accessible, and beneficial to all who wish to participate by eliminating barriers-to-entry