| Most of the time when you have a program for | | | | fun for the participants and fun for the audience to |
| parents in the elementary school it is comprised of | | | | watch. |
| speaking some lines and then singing a song. Or it | | | | The PE teacher being on the floor with a whistle as |
| might be speaking some liens and say a poem. Or it | | | | they are in PE class is very important. It is good for |
| just might even be speak a few lines and sing a song | | | | safety reasons and the teacher can monitor what is |
| and do a dance. It has been done over and over for | | | | happening and change things as needed. This also |
| many years and they are very enjoyable. It is fun | | | | gives the teacher a chance to see when it might be |
| and rewarding to all parents to see their child | | | | fun to invite the audience to come out on the floor |
| perform and shine in the spot light. | | | | for a few minutes and be involved in the activity and |
| Having produced many of those programs and | | | | then send them back. |
| enjoyed everyone of them I do not want to do | | | | Having the audience participate is important, also. Just |
| away with them, but I do want to see another type | | | | as in singing programs it is important to have an |
| of program started. Last year I produced a program | | | | audience participation number so it is with the PE |
| for a PE teacher who wanted to show the parents | | | | Program. Do not have the whole audience come out |
| what their students were learning in PE. She wanted | | | | just invite a few. |
| to do it as easy as possible and have fun in the | | | | Your gymnasium will determine how many students |
| mean time. | | | | you can have participate. We found that we could sit |
| After producing my first PE program I learned a few | | | | one class of parents on the stage and use the whole |
| things that will help others that want to do the same. | | | | gym floor. Because of this restriction we did three |
| First you do need a narrative to introduce each | | | | separate programs with three different classes on |
| activity so that parents understand what the PE | | | | the same grade level. |
| teacher is trying to accomplish with this specific skill | | | | Were the PE programs successful. Well the PE |
| or activity. It needs to be short and come before | | | | teacher tells me that the students are still talking |
| the activity. The narrative welcomes the audience | | | | about it a year later and want to do another one. |
| and holds the program together and then tells them | | | | And the current class is asking when they get to do |
| good-bye. | | | | the program because they have heard that it was so |
| The next thing that the PE Program should do is use | | | | fun. |
| the skills that the PE teacher is teaching not add to | | | | Fun is the key. The students, parents and teacher |
| their burden with other skills to stuff into their | | | | should have fun and if they do they you have |
| curriculum. The activities that are chosen should be | | | | yourself a successful program. |