It is that time of the year again. Summer has ended, and students and teachers are all returning from break with both nervousness and excitement to get back into their routines. How a teacher starts the year can truly set them up for success as it offers them the chance to implement routines, class norms, and expectations that can enhance the experience of both the teacher and learners.
Throughout my 17 years teaching adapted physical education, I have taught all levels from preschool through high school, and this year I will be working with middle schoolers and high school-aged students in my district.
A good portion of my current role is supporting and teaching students with adapted physical education services within their general education setting. This is done via a Unified approach where I support a larger group of students with unique needs (10 or more) or support 1-2 students within this setting, depending on their needs.
First Week Must-Dos
Given that this model requires me to work within larger group settings, I have a few things that are critically important to do during the first week of school. The first is that I lead various aspects of class. It can be anything from attendance to a game. This allows the students to recognize that I am an additional teacher for the class, and I am there to support everyone.
The next thing I do may seem like common sense, but I have found that the way I go about it has led me to build a rapport with the students: I make a point to learn everyone’s names and a few things about them.
I accomplish this by greeting every student as they enter and asking them a new question each day, such as “What is your favorite movie?” or “What is the worst day of the week?” Some of the questions generate quick responses, but more creative questions, such as asking about the worst day of the week, make students put some thought into it. Then, I share my answer so they can learn about me.
While this strategy is helpful, it’s not enough for me to learn everyone’s names. So, to ensure I meet my goal of greeting each student by name by the end of the first week, I use our student information system to print a report with the students’ photos so I can look it over before class and put a face to each name.
What Comes Next in PE
The first few weeks of school allow me to introduce icebreaker games that aren’t Two Truths and a Lie. Games such as Happy Salmon, Spot It, and Trash/Dumpster Dice may not be thought of as physical education activities, but they get people laughing, interacting, and laying the foundation for an inclusive culture that allows people to have a positive experience. Plus, with a few tweaks, these games can be accessed by most learners.
Lastly, my co-teacher and I use the first couple of weeks to gather student input on their expectations for the class, their teachers, and their classmates. We like to do a gallery walk where large pieces of paper are hanging up with questions such as “An understanding teacher says…” or “A quality PE class looks like…” or “I feel included when…”
It is very interesting to see the students’ responses and to work together to build the class norms. As the adapted physical education teacher, I have students who are unable to access this activity, and in that case, I approach it a few ways.
I use picture supports to help students identify activities they enjoy and what group sizes they prefer to work in (e.g., larger groups or smaller groups). Additionally, if a student can articulate their answer to a question but writing proves difficult, when appropriate, I may ask a peer to partner with them and provide the writing support necessary.
Communicate With Families
From the start of the year, it’s important to communicate with your students’ parents and caregivers. If done consistently, families may begin to realize that students are learning more than just games in physical education. They are learning strategies and skills that can lead to an enhanced life through healthy habits.
I am lucky that I see many of my families during dropoff and pickup time at my schools, and I use this in-person time to give them updates and reiterate the importance of the work we are doing. One goal of mine for this school year is to send a newsletter to my students’ families that will aim to educate them about the importance of our work and highlight our students’ wins throughout the year.
Don’t Forget to Have Fun
My biggest piece of advice is to have fun. We say it all the time in all walks of life, but do we actually do it? It is important to reflect and remind ourselves why we chose the best job in the world. Oh, and be sure to create space for you to be mindful and have a system in place for when life gets busy, so you don’t feel overwhelmed.
Additional Resources
- SHAPE America Back to School Resources
- The Talking Adapted PE Podcast (found on SoundCloud and Apple Podcasts)
- Just Adapt It (resources and digital tools for adapted PE)
- Answering Frequently Asked Questions About Adapted Physical Education (SHAPE America Guidance Document)
Chris Ahrens
Chris Ahrens teaches adapted physical education in the San Diego Unified School District. He is the 2026 SHAPE America National Adapted Physical Education Teacher of the Year. Chris played 9 years as a member of the U.S. Soccer CP Soccer Team and was a 2012 Paralympian. He has spent the last 12 years as a member of the U.S. Soccer Board of Directors.
