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What equipment does your gym have that you are curious about using more often? Hula hoops are simple pieces of equipment that have a variety of uses beyond just hula hooping! All it takes is a bit of creativity. 

Here are three examples of physical activity and physical literacy games featuring hula hoops, from the School Physical Activity and Physical Literacy project’s PLAYBuilder—a free digital lesson-planning tool for B.C. K-7 educators. 


Hula Hoop Tag

Participants practice hopping in this fun game of tag.
Grades K-7


  • Hula hoops
  • Pinnies or a soft object to hold


  • Spread several hula hoops around the playing area.
  • Choose several participants to be taggers. Have them wear a pinnie or hold a soft object to identify them as taggers.


  • If a participant is tagged, they must go to three different hoops and perform a hop inside before re-entering the game.
  • Change taggers every few minutes.


  • Stand on one of your feet,
  • bend your knee on your standing foot,
  • bring your arms back like a superhero cape, and
  • bring your arms forward as you hop, and land softly on the same foot you started with, bending your knee.

Hoop Serve

Participants practice serving a ball into hoops.
Grades 3-7


  • Hula hoops
  • Balls suited to your students’ ages and abilities


  • Place participants into groups of five or six.
  • Place hoops on either side of the net/line.
  • Participants must try to serve the ball and land it inside the hoop. They can keep track of points and challenge other teams. Hoops that are further away can be worth more points.
  • Ask them what strategies they used to place the ball in the hoop? Did they move closer to the net, use more power with their striking hand, align their body toward the target, etc.?

Hoop Challenge

Participants must work together to move the hoop around the circle.
Grades 5-7


  • Hula hoops


  • Place participants into groups of six to eight.


  • The groups join hands, forming a circle with a hula-hoop hanging between two participants’ hands.
  • The challenge is to pass the hula-hoop around the circle without anyone letting go of hands.
  • The leader can add more hoops to the circle or make a race to see which group finishes first. 

Interested in accessing more activities like these? Sign up today for PLAYBuilder! It’s free to use for B.C. K-7 educators, and features 700+ activities and 100+ lesson plans aligned with the B.C. Physical and Health Education curriculum. 


As the winter weather starts, you might be looking for ways to keep physical activity a part of your daily class’ routine without needing to go outside between your gym blocks.

Physical activity and physical literacy aren’t just things you can work on when outside or in the gym. Here are four activities to encourage physical activity and physical literacy while in the classroom, from the School Physical Activity and Physical Literacy project‘s PLAYBuilder (a free, digital lesson-planning tool for B.C. K-7 educators, aligned with the B.C. Physical and Health Education Curriculum):

Animal Stretches

Participants stretch like various animals.
Grades K-3

No equipment is necessary!

Students form a semi-circle around the leader; alternatively, have students stand behind their desks.


  • Reach up to the ceiling like a giraffe. Stand on your tippy-toes, and reach with your arms. Pick some leaves off the trees, and place them at your feet to eat later. Reach from side to side.
  • Stand on one leg like a flamingo and hold your foot with your hand. Try the other foot.
  • Clasp hands behind your back and puff out your chest like an angry bear. Can you make a bear sound?
  • Sit on the floor, bend knees, open legs, and touch soles of feet together like a butterfly. Flap your butterfly wings by moving thighs up and down.
  • Pretend you are a turtle on its back. Clasp hands around the back of knees and bring knees to chest. Rock back and forth, and side to side.
  • Lie on your back like a sleeping snake. Close your eyes and breathe softly

Move to 10

Students practice their fundamental movement skills while counting to 10.
Grades K-3


No equipment is necessary!


The educator places the names of some fundamental movement skills (e.g., jumps, hops, balance) in a hat or in a website that randomly picks a movement (


  • The educator picks a skill.
  • The students and educator perform the skill while counting to 10 (e.g., 10 hops on the left, 10-second balance on one foot, 10 jumps, etc.).


  • Try counting backward.
  • Try counting by twos.
  • Add two numbers together and perform the skill to the sum.

Math True or False

Students perform a movement activity for true and false math questions.
Grades 4-7

No equipment is necessary!


  • The educator writes on the board, “True = Squats, False = High knees.”
  • Students stand up.


  • The educator states various math questions and provides an answer.
  • If students think the solution provided is true, they do squats; if they believe it is false, they do high knees.


  • Have students provide the math questions and answers.
  • Change up the movement activities (e.g., lunges, balance on one foot, jumping jacks).

Word Puzzles

Students work together to put a word puzzle together.
Grades 4-7


No equipment is necessary!


  • The educator prints out a word at their grade level and cuts it into pieces that can fit back together.
  • The educator places students into groups of three and lines them up on the end line.
    Each group has the same puzzle, which is on the opposite side of the play space.


  • When the educator says “Go,” the first person in line runs to the other side, grabs a piece of the puzzle, and runs back to tag the next person in line.
  • When groups have collected all puzzle pieces, they must work together to put the puzzle together and tell the educator the word.


  • Make it a race, and whoever finishes first wins.
  • Use different locomotor movements (e.g., skipping, jumping, hopping) instead of just running.
  • Use phrases instead of words.

For more activities like the above that align with the B.C. Physical and Health Education Curriculum, register for PLAYBuilder today:



Physical literacy is a competency in the B.C. Physical and Health Education (PHE) Curriculum. Students are expected to develop and demonstrate a wide variety of fundamental movement skills in various settings, using proper techniques.

But how can we as educators assess those fundamental movement skills to support our students’ development? The answer: Physical literacy assessment.

Why Is Physical Literacy Assessment Important?

By observing how your students move, you can plan your physical literacy activities and support your students’ learning over time. Assessment highlights gaps, directs instruction and builds a case long-term for physical literacy development.

Among other things, assessment of physical literacy gives you an idea of the broader picture of your students’ movement capabilities. It shows you where they are and where they need to go to be confident, competent and motivated to be active for life. In turn, this contributes to better self-esteem, self-awareness, self-regulation and social connectedness.

How Do We Assess Physical Literacy?

PLAYbasic for Educators is a resource available through the School Physical Activity and Physical Literacy project that allows educators to assess students based on a: run there and back, ball kick, overhand throw, hop and walk backward heel-to-toe.  While it is effective, it is not comprehensive in assessing other fundamental movement skills, components of physical literacy, or fitness levels.

It is, however, a quick and easy tool that requires minimal space and assesses your students’ competence, confidence and comprehension of those five fundamental movement skills mentioned earlier.

To support capacity building around PLAYbasic for Educators and assessment of students, the School Physical Activity and Physical Literacy project offers a Physical Literacy Assessment workshop and eLearning course available for free for B.C. K-7 educators.



In a classroom setting, you will likely have students at varying levels of ability. It’s important to provide them with opportunities to try an activity and challenge themselves, without the activity being too difficult for them. 

How can you support different levels of ability, while still focusing on one game or activity? Consider modifications and variations. The free, digital lesson-planning tool PLAYBuilder, offers over 700+ games and activities that are aligned with the B.C. Physical and Health Education Curriculum—many of which also provide modifications to suit each of your students abilities. 

Here are two activities you can try with your class, that feature some easy variations to change the level of difficulty: 

Lions and Leopards (Grade 3-7)


  • Leader divides the class into two teams and names one team the Lions and one team the Leopards.
  • Two teams face each other with two meters between them (marked by pylons/objects) and the leader marks a safety zone about 20 meters behind each team.

Instructions & Cues

  • Leader yells either Lions or Leopards.
  • The team name that is called must chase the other team until they reach their safety zone.
  • Any participants that have been tagged must now join the other team.
  • Leader should roll the “L” sounds before yelling the team name to increase anticipation.


  • Participants must hop on one leg, two foot hop, dribble a soccer ball, dribble a basketball instead of running
  • Leaders can change the animals and add variations to the call

Destroyers & Construction Workers (Grades 1-7)


  • 15-20 pylons/markers


  • Scatter 15-20 pylons/markers on the field throughout a 20 x 20 yard area (cans of food or drink, or plastic pop bottles and milk cartons filled partially with water or sand). These items should be standing up straight. 
  • Divide the group into two equal teams. One group is designated the Destroyers and the other group the Construction Workers and they start on opposite lines.

Instructions & Cues

  • On leader’s “GO”, the Destroyers attempt to tip over the pylons with their hands, while the Construction Workers attempt to repair the pylons by standing them back up. 
  • Set a time for this activity and at the end count the number of pylons that the destroyers have knocked down, then allow the teams to switch roles. 
  • After each group has had an opportunity being both a Construction Worker and a Destroyer, reverse their roles again.  


  • Participants must dribble a soccer ball and have their foot on top of the ball when they tip over/build up a pylon either as a Construction Worker or a Destroyer. Repeat so the participants have a chance at being a Construction Worker and a Destroyer.
  • Vary the body part that has to knock over the cone.

For more activities with variations to challenge all of your students, register for PLAYBuilder today!


Social emotional learning is a term used within the education sector today. But what exactly does it mean, and how can it benefit your students?

On October 22, 2021, from 11:00 – 12:00 PT, join the School Physical Activity and Physical Literacy project for “Social Emotional Learning 101: An Overview for K-7 Educators”.

This webinar will introduce K-7 educators to social emotional learning. Specifically, the five core competencies of social emotional learning will be presented, along with how these skills can be honed throughout the school day. Educators will be invited to identify areas in their current teaching practice that can be slightly adjusted to enhance students’ social emotional learning skill development.  

>>Register today 

This webinar will be presented by Dr. Amanda Stanec.

Amanda attended and played soccer for St. Francis Xavier University. She holds a Masters of Science with an emphasis in Physical Education and Sport Psychology from Virginia Commonwealth University, and a PhD in Kinesiology within the Curry School of Education at the University of Virginia. Further achievements include the publication of more than twenty articles as well as co-authoring several book chapters related to physical education, sport, and health education.

Amanda has led projects on behalf of the International Olympic Committee, the Association of the Summer Olympic International Federations, Jackie Joyner-Kersee Foundation, United World Wrestling, NFL Play 60, Boys & Girls Clubs of America, and PHE Canada.

This webinar will be held virtually on Zoom Webinar. It will also be recorded, and made available on the School Physical Activity and Physical Literacy project website following the presentation.

By definition, physical literacy is an inclusive concept that is accessible for all. In the class setting, that inclusivity is reflected in the games and activities we play with our students, that support the diversity of your class. 

Inclusion refers to the intentional, ongoing effort to ensure that diverse individuals fully participate in all aspects of play and learning throughout the school day. In this blog, we are focusing on diverse abilities.

There are things you can do as an educator when considering diverse abilities, to build those safe spaces for your students to learn — particularly within physical activity. Consider the following for your physical activity and physical literacy throughout the school day:

  • Adaptations are for everyone!
  • Make adaptations participant-centred by focusing on what students CAN do.
  • Use person-first language when referring to someone with a disability.
  • Ask respectful questions.
  • Don’t be afraid to try or ask. If one thing doesn’t work, try another!

Here are some modifications you can make to games and activities, to support your students’ diverse levels of mobility: 

  • Use bigger, lighter balls or bats.
  • Allocate more time for activities.
  • Reduce the space for students to travel.
  • Include ramps, steps, or assistants.
  • Adjust game rules.
  • Recognize increased energy demands caused by some disabilities.

And a few to consider for those with intellectual/cognitive diversity. Students with intellectual/cognitive conditions will benefit from:

  • clear and concise rules,
  • visual demonstrations of the skill with verbal explanations, and with permission, a physical prompt,
  • few transitions and extra time to make them,
  • active involvement of the student’s education assistant or student buddies.

Interested in learning more about how to adapt games and activities for your students, to support the diverse abilities in your classroom (including, but not limited to, autism, visual impairments and auditory impairments)? Book, or register to attend our open registration date for, the Physical Activity and Physical Literacy for All (Diverse Abilities) workshop! Or, register to view our recorded Physical Activity and Physical Literacy for All (Diverse Abilities) webinar here.

Mental well-being impacts how we think, what we feel, how we act, and how we manage difficult situations, handle stress, relate to others, and make choices. It’s also a curricular competency in the B.C. Physical and Health Education Curriculum, and leads to the development of emotionally and intellectually strong and engaged students.

How exactly is mental well-being connected to physical literacy and physical activity, though?

Being physically active, even for short amounts of time throughout the day, has been shown to have positive effects on students’ academic abilities, attention spans, physical health, and mental well-being. 

Physical activity helps students to:

  • build mental capacity, 
  • manage emotions, and 
  • develop adaptive coping strategies for the classroom and throughout their lifetime, among other things.

Simply put, physical activity and physical literacy leads to better mental well-being.

And, by incorporating physical activity and developing physical literacy throughout the school day, students will: 

  • improve their attention and self-regulation through regular movement breaks, 
  • spark their creative thinking and problem-solving skills, 
  • lower their anxiety and stress, 
  • increase their social-emotional well-being, and 
  • experience the fun and enjoyment of being active!

So look to incorporate both throughout your school day, not only to meet those curricular goals, but to support your students’ overall mental well-being.

For more information on mental well-being and its connections to physical activity and physical literacy, download our Making the Link resource today. And visit our website for more resources and professional development opportunities surrounding physical activity and physical literacy, including a webinar on Modelling Well-being as Educators.

The start of the school year is a chance to revisit your lesson plans and activities, and bring something new to the table for your students! For the 2021/22 school year, maybe you are revisiting the fun ways you engage with the B.C. Physical and Health Education (PHE) Curriculum, to promote physical activity and physical literacy in your classroom, and looking for some new ideas. 

PLAYBuilder is a free tool and digital learning resource that provides educators with 700+ games and 100+ lesson plans for Grades K-7, aligned with the PHE curriculum – perfect for finding those new games and activities your students will enjoy that meet curricular goals. 

And in terms of learning how to use PLAYBuilder, we’ve got you covered! 

On September 28 from 15:30 to 16:30 PT,  join the School Physical Activity and Physical Literacy project’s PLAYBuilder team for the webinar “PLAYBuilder Basics”.

>>Register today

In this one-hour webinar, learn how to register and access PLAYBuilder, and save and organize games, activities and lesson plans in your account. And, hear from an educator and PLAYBuilder team member about how they use the platform.

Sign up for PLAYBuilder beforehand at to take a peek at its activities and lesson plans. Then, connect with our team at the webinar so they can answer any of your questions.

This webinar will be presented by Billie Tes and Joe Flavel:

  • Billie is the Senior Coordinator of Digital Services for Sport for Life. She oversees the creation, implementation and progression of Sport for Life digital services, including the School Physical Activity and Physical Literacy project’s PLAYBuilder platform for B.C. K-7 educators. 
  • Joe Flavel is graduate of the University of Alberta, and has been a high school physical education teacher for 17 years. He is currently working toward a master’s degree in Athletic Administration. Joe is a learning facilitator with the School Physical Activity and Physical Literacy project, providing workshop facilitation and PLAYBuilder support to B.C. educators.

This webinar will be held virtually on Zoom Webinar. It will also be recorded, and made available on the School Physical Activity and Physical Literacy project website following the presentation.

Developing physical literacy is a central focus of the B.C. Physical and Health Education Curriculum. But what exactly is physical literacy, and how can you incorporate it throughout your school day? 

Find out in the hour-long eLearning course Developing Physical Literacy within the B.C. Curriculum. This course provides the theory behind physical literacy and time-tested methods to deliver physical and health education that equips your students to live a healthy, active life. Learn how to structure and adapt your lessons for greater student enjoyment, participation and skill development.

Here’s a sneak peek at what you can learn through the course:

Physical Literacy in the B.C. Physical and Health Education (PHE) Curriculum

Like all subjects, the PHE curriculum is based on the Know, Do, Understand (KDU) curriculum model.

This model starts with big ideas and proceeds to learning standards, which include curricular competencies (what students will do) and content (what they will know). Here’s where physical literacy fits in:

Curricular competencies are the skills, strategies and processes that students develop over time. They reflect the DO in the KDU model of learning. Curricular competencies are divided into four categories:

  1. Physical literacy
  2. Healthy and active living
  3. Social and community health
  4. Mental well-being

A curricular competency for physical literacy is to “develop and apply a variety of fundamental movement skills in a variety of physical activities and environments”. 

Content is the KNOW part of the curriculum model. For example, students are expected to know:

  • proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills;
  • movement concepts and strategies;
  • and more…

Those fundamental movement skills are the building blocks to physical literacy. Generally, physical literacy is developed through the execution of fundamental movement skills (FMS) in a confidence-building and motivation-enhancing way.

Interested in learning more about physical literacy in the PHE curriculum, and how you can further develop your students’ physical literacy with that curriculum in mind? Register for this eLearning today!

The pandemic has posed a challenge to educators in how best to keep their students motivated, engaged and active throughout the day. To ensure the safety and health of all those in the school environment, typical physical and health education activities have had to change. There are lots of fun games out there to keep students moving but how many are COVID-safe?

PLAYBuilder, a digital platform and tool that offers 700+ games and 100+ lesson plans for K-7 educators, hosts a variety of COVID-safe and entertaining activities for students and it’s free to use for all B.C. educators! All you need to do is register for an account.

Here are a few PLAYBuilder COVID-safe activities to try with your students:

5,4,3,2,1 – Brain Break (Grades K – 3)

What You’ll Need

No equipment necessary!


No setup necessary!

  • Have participants do 5 different movements in descending order. For example:
  • 5 jumping jacks
  • 4 squats
  • 3 hops on one foot
  • 2 laps around the classroom
  • 1 clap above the head

Movement Words

What You’ll Need

No equipment necessary!

  • The educator places the alphabet on the whiteboard.
  • Across from each letter is a number and movement (e.g. A = 5 squats, B = 10 second balance on one foot, C = 10 high knees (be creative!))
  • The educator tells class a word to spell (e.g., laugh).
  • Students must write down the word and then perform the actions for each letter.
  •  The educator asks a student to volunteer spelling it and then writes the word on the board so all students will know how to spell the word and perform correct movements.
  • Use some silly words and movements.
  • Ask students for words to use.
  • Ask students to provide examples of movements to use.

Rock, Paper, Scissors vs. Leader  (Grades 4 -7)

What You’ll Need

No equipment necessary!


No setup necessary!

  • At the same time, everyone plays rock, paper, scissors against the leader.
  • If you beat the leader you take one step forward. If you tie, you do not move. If you lose you take one step backwards.
  • Whoever reaches the leader first is the winner and they may take the leader’s place for a new round.

*For all activities, ensure that your students are maintaining proper social distance and are adhering to the current COVID-19 safety guidelines in your region and school. 

These activities, like all of those available through PLAYBuilder, can help build on your students physical activity and physical literacy — while also giving you, the educator, an opportunity to expand on your physical literacy knowledge and activity base.

Ready to explore more activities like these, for your students? Register for PLAYBuilder today: