Slide 1
Module 5
TIRE
Welcome to Module 5 of the SHAPES training!
Slide 2
Introduction
Before we continue with Module 5, let’s review what you learned in Modules 2-4 . First, read
each question and think about what you have learned. Then, click the question to reveal the
answer.
What are the three physical activity environments targeted by SHAPES?
SHAPES targets three physical activity environments: inside, outside, and educational. SHAPES
calls these environments Move Inside, Move Outside, and Move to Learn.
What is Move Inside?
Move Inside is physical activity that takes place indoors. Children should participate in at least
10 minutes of indoor physical activity each day.
What is Move Outside?
Move Outside is physical activity that takes place outdoors. Children should participate in at
least 40 minutes of outdoor physical activity each day, including 30 minutes of free play and 10
minutes of teacher-led physical activity.
What is Move to Learn?
Move to Learn is physical activity that supports existing learning objectives. Children should
participate in at least 10 minutes of learning-based physical activity each day.
How many minutes of physical activity should you provide to the children in your care?
Based on the time recommended for Move Inside, Move Outside, and Move to Learn, you
should provide at least 60 minutes of physical activity per day for the children in your care.
Great Job!
Great. Now that you have reviewed, let’s continue with Module 5.
Slide 3
In This Module
Identify and describe the four parts of TIRE.
Recognize the four components of TIRE in
example activities.
Identify barriers to achieving TIRE.
In this module, you’ll learn about TIRE.TIRE is a strategy that SHAPES teachers use to help
children participate in physical activity throughout the school day. Upon completion of this
module, you’ll be able to:
Identify and describe the four parts of TIRE.
Recognize the four parts of TIRE in example activities.
AND
Identify barriers to achieving TIRE.
Slide 4
SHAPES Quality
This slide will be
animated, where each
of the letters pop up
when we talk about
each component
Time. Intensity. Reach.
Encouragement.
In previous SHAPES modules you learned about Move Inside, Move Outside, and Move to Learn
activities. SHAPES knows it’s not enough just to provide physical activity opportunities. TIRE is a
strategy used by SHAPES teachers to help maximize physical activity opportunities provided in
the classroom. It helps show teachers how to implement high-quality activity that provides the
most active time for each child while working with existing classroom schedules and standards.
From this point on, you’ll learn how to upgrade your students’ activity with TIRE. .
TIRE stands for:
Time: Be active every day! Make physical activity part of the daily routine and strive to keep
children in motion throughout Move Inside, Move Outside, and Move to Learn times.
Intensity: Strive for moderate-to-vigorous activity! While any physical activity is good activity,
the best level for heart health is moderate-to-vigorous physical activity.
Reach: Physical activity is for everyone! Having options that appeal to many preferences makes
sure that there is something for every student. To keep everyone moving, reduce time waiting
to take turns or transition, provide options, and never withhold or use activity as punishment.
Encouragement: Children perform better when they receive encouragement. Verbal praise from
teachers and opportunities to participate in physical activity with teachers encourage children
and pave the way for creating a classroom of confident and successful movers.
Slide 5
TIME
Provide purposeful physical activity every day, and strive for 5minute sessions to add up to the recommended amounts.
Strive for 5!
Move Inside
Move
Outside
Move to
Learn
Let’s talk first about the Time component. Your daily schedule is full. You may think there is no
room to be active…but kids need to move, and every active minute adds up!
Make physical activity part of the daily routine and strive to keep children in motion throughout
Move Inside, Move Outside, and Move to Learn times.
Strive for at least 5 minutes of physical activity at a time. These five-minute physical activity
breaks will allow you to quickly incorporate active time into your schedule, and will add up to
SHAPES recommendations for Move Inside, Move Outside, and Move to Learn before you know
it!
Slide 6
Introduction
To make the most out of your physical activity time, be sure to have a plan, and make every
minute count.
Click on the tabs to the right to learn more.
Have a Plan
Have a plan and a back-up plan. Make physical activity a priority so it becomes part of your daily
routine. This means that it is important to make up physical activity whenever the unpredictable
happens and your schedule has to accommodate.
For example, if afternoon showers rain down on Move Outside activities, classrooms can
compensate that same day with more Move Inside and/or Move to Learn activities. Consider
holding recess inside.
Make Every Minute Count
Make every minute count. Even if you only have 5 minutes to be active, do your best to lead so
that children can and do move throughout every movement — including those who are slow to
join the group, those who get distracted midway, and those who are more likely to be active the
entire time.
Slide 7
Introduction
Now that we have described the first component of TIRE, Time, let’s review some of the
challenges, or barriers, you may face when trying to find time for physical activity.
Click on the tabs to the left to learn about some potential barriers, and tips on overcoming
them.
Prioritizing
Perhaps the biggest barrier to ensuring that “Time” is achieved is committing to a schedule that
includes physical activity as a priority, along with all of your other classroom priorities and
objectives.
Changing Beliefs
The first SHAPES teachers perceived that lack of time was a barrier to increasing physical activity
in preschools. This perception suggests that other objectives take priority over physical activity
or that SHAPES activities aren’t compatible with school objectives. These concerns are
understandable, but they don’t have to be true.
As you learned in the previous modules, SHAPES activities are designed for the major
environments in which preschool activity takes place, through Move Inside, Move Outside, and
Move to Learn times.
None of these activities are based on a script to which classrooms must conform, but instead
depend on teachers to adapt activity to classroom interests and goals. This means that you
choose which activities you provide and how you provide them. You know your students and
your classroom schedule better than anyone, so use physical activity to help you achieve other
classroom objectives.
School Support
You, other teachers, and directors must be on the same page when developing new goals. The
same applies to SHAPES. You can help other teachers and directors understand what SHAPES is,
as well as what it takes to successfully implement and provide enough time for physical activity
in your classroom.
In the past, SHAPES schools that demonstrated better communication between teachers and
administrators also had a clearer, quicker start to adopting SHAPES practice. School compliance
comes much easier when teachers have confidence in the organizational support for their
efforts.
Slide 8
TIME
 It’s easy to take time for granted
 The minutes in activity are what counts
 Stick to moves that make your class smile
How your classroom chooses to participate in the Move Inside, Move Outside, and Move to
Learn minutes is up to you. Each teacher sets his or her own schedule or order of activities.
Keep in mind that it’s easy to take time for granted. In the heat of a physically-active moment,
you might find that time flies from all the excitement and fun your class is having, or you may
feel as if the minutes are dragging on forever. These feelings may change from day to day and
from activity to activity, but never rely on your feelings alone. Every minute in physical activity is
important. You might find it helpful to keep a clock, watch, or timer nearby so you never
accidentally go overtime, or especially under time. As a general rule, stick with moves that make
you and your class smile, and time – and physical activity– will always be your friend!
Slide 9
SM1
We’ll do this slide with images, and
animate them as the narration happens
Intensity
Get on the way to MVPA!
Flushed. Panting. Sweaty. Smiling.
“I’m tired”
•
•
•
•
•
Skipping
Running
Jumping
Climbing
Tricycle racing
•
•
•
•
•
Dancing
Tag
Soccer
Roller skating
Swimming
The next part of TIRE is Intensity. Remember, intensity is how much effort it takes to perform
physical activity. ),
Whether light, moderate, or vigorous, the intensity of activities in a SHAPES classroom can vary
throughout the day. SHAPES encourages teachers to provide activity at multiple intensity levels
throughout the day, but to focus on providing moderate-to-vigorous intensity. But how do you
know when children are moving at that level?
When we move, the body shows it. Recognize cues for the intensity that best promotes healthy
hearts. These cues include flushed faces, panting, sweaty bodies, smiling students, and
comments like, “I’m tired.”
What are some examples of moderate-to-vigorous physical activities? Skipping, running,
jumping, climbing, tricycle racing, dancing (with lots of full-body, up and down, jumping moves),
tag, soccer and other running games, roller skating, , and more.
Slide 10
Learn to recognize cues for reaching moderate and vigorous physical activity.
Click below to learn more.
Boom-Diddy-Boom-Diddy-Boom
Listen to, feel, and count heartbeats. The heart beats faster in moderate-to-vigorous physical
activity. Ask students to feel their heart beats before and after activity. What’s the difference?
Temperature Test
The body also gets warmer during moderate-to-vigorous physical activity. Ask children to feel
their foreheads and describe what they feel.
Damp Factor
When the body works harder, we sweat to cool off. Dab a piece of paper towel on the back of
students’ hands or brows. Talk about how bodies react to exercise in different ways.
Cool Stuff
Have students place a hand in front of their mouth to feel their breath. When is it hotter and
faster?
Summary
Can you think of any other ways to check intensity?
Slide 11
Intensity
Insert video of various MVPA activities.
Shots may include:
- Some kids running, skipping, jumping
- Close ups of kids all sweaty and breathing heavy
- Kids smiling and having fun doing activity
Narration during the video:
Keep your students engaged in moderate-to-vigorous activity as much as possible. It’s important
to strive for this intensity because it provides the greatest health benefits from heart health to
muscle and bone development. Remember what you learned in Module 1: moderate-tovigorous physical activity can be achieved by quick or full body motions, and results in heavy
breathing, sweating, faster heart beats, and lots of smiles from your students. To determine if
your students are participating in moderate-to-vigorous physical activity, ask yourself the
following questions:
Are they sweaty?
Are they breathing heavily?
Can they feel their hearts beating faster?
If you said yes to these questions, that’s great! Your students are participating in moderate-tovigorous physical activity!
Are you providing opportunities for students to engage in physical activity at the different
intensity levels? Do you place a greater focus on moderate-to-vigorous activity?
What are your students’ favorite types of moderate-to-vigorous physical activities?
Slide 12
Introduction
The next component of TIRE is “Reach.” When providing physical activity opportunities, keep in
mind that physical activity is for everyone! To keep everyone moving, reduce wait time, provide
options, and never withhold or use activity as punishment. Life is competitive enough, make
sure ALL preschoolers get their play and that everybody moves!
Here are four key words to remember during Move Inside, Move Outside, and Move to Learn
activities that will help you reach more children. Click on the images below to learn more.
Engage
Some students are naturally drawn to highly active activities, while others tend to be drawn to
more sedentary activities. This influences the amount of physical activity children accumulate
during the day. For example, children who play in the sandbox every day are likely to get less
physical activity than children who play tag with their friends. Sometimes all it takes to get a
child up and moving is engagement from their peers or teachers. Ask children to participate in
an active game with you to engage them in physical activity.
Modify
Modify activities in order to maximize activity times. When you have 20 students and only 5
minutes for physical activity, taking turns on equipment or in games can result in actual active
time of less than 15 seconds per child. Encourage the entire class to move whenever you can
and modify activities to avoid wait time. For example, if students are waiting for a swing, start a
jumping competition, or see how long students can run in place before getting tired-- Try
anything that keeps those in line moving the whole time.
Provide
Portable equipment keeps play interesting and new. Provide a variety of portable equipment
such as balls for bouncing and throwing, hoops for jumping and rolling, and scarves for waving
and dancing to add interest to routine activities. Offer children equipment regularly, move it
around, and use equipment in different ways to keep things fun and exciting.
Include
The best physically active games include all children in the classroom.
Some popular childhood games are what we call “elimination games”. During these games, such
as tag, musical chairs, and Duck Duck Goose, children are eliminated from the game one by one.
Try to avoid elimination games as much as possible because they exclude children from physical
activity opportunities.
If you do choose to play an elimination game, plan an additional activity for children to engage
in when they are eliminated so they still have an opportunity to be active. For example, provide
scarves or other props and encourage kids to cheer, jump and wave for friends who are still in
the game. This keeps all children moving even if they are no longer part of the game.
Slide 13
Here are some other great tips you can use to make sure everybody is moving!
Small Groups
If you don’t have enough space for everyone to move at once, move in small groups! For
example, send a group of five children around the classroom on an active challenge, while the
rest of the group performs an active challenge in place (such as jogging in place). After the
group returns from their active travel around the classroom, they will return and tag another
group to perform the same challenge - so everybody moves! You can use a small group
approach in the classroom, hallways, or outside.
Talk Less, Move More
Minimize the amount of time you spend giving instructions in order to maximize the time for
activity. Don’t worry about rules, scoring or “winning.” The goal is for children to move and
have fun.
Call the Shots
No setup needed. Challenge students to any activity you (or they) can come up with: How fast
can you run from the swing to the slide? How many skips can you do? How long can you jump
on one foot? Call out several challenges, then let students take turns calling them out. Jump,
run, GO!
Behavior Management
Preschoolers are only beginning to develop dispositions, health habits, and selfcontrol/regulation. When safety isn’t an issue, help students manage their behavior by keeping
them in play. If you see students misbehaving, redirect their behavior to an active game or
physical activity challenge.
Slide 15
For the following scenarios, select the best response to achieve the TIRE component “Reach”.
Scenario 1 :
You only have 10 minutes between two lessons to provide a Move Inside activity. There is a new
game you would like to try with your classroom but you worry that you will have to provide a lot
of instruction in the beginning. How can you provide Move Inside activity to make sure your
class participates in 5 or more active minutes?
a) Gather your students and give them instructions on how to play the new game.
b) Don’t provide Move Inside activity because clearly there is not enough time or space.
c) Play an active game of Simon Says where you are the leader.
d) None of the above.
[The answer is C, play an active game of Simon Says where you are the leader. If you have
limited time between lessons, it’s best not to try and teach children a new game. The amount of
time you spend providing instruction will be greater than the amount of time your class spends
in active minutes. Save the new activity for another day, and do not be discouraged about your
time limit. Instead, adapt or provide a game your students are already familiar with. Remember
the TIRE teacher tip “Call the shots”. In the moment, think of an activity that is easy to do with
your class and involves very few, if any, supplies. You’ll be surprised how easy it is to challenge
children to jump as many times as they can, or run in place for 30 seconds, which adds up to
very active minutes and is still fun for the children!]
Scenario 2:
Whenever you provide Move Outside free play opportunities, you notice some children are
more interested in playing in the sandbox than playing tag with other children. What can you do
to make sure the children who prefer the sandbox participate in more moderate-to-vigorous
physical activity?
a) Do nothing. The children will eventually get up and be more physically active.
b) Interact with the children and modify sandbox play.
c) Prohibit the use of the sandbox during Move Outside time.
d) None of the above.
[The answer is B, interact with the children and modify sandbox play. Move Outside time should
include time for free play when the children may independently choose activities. Some
children may prefer to play in the sandbox, and that is okay. The “Reach” component of TIRE
recommends that teachers engage with the children and help to modify activities. Instead of
prohibiting sandbox play altogether, create fun, active games that include their sand creations.
For example, if children enjoy piling the sand to create mountains use those “mountains” as an
obstacle that children have to jump over, run around, or dance around. Engage with the
children- if they see you playing and enjoying the new game, they are likely to participate, too!]
Scenario 3:
During Move Outside time, you provide many different types of play equipment, including balls,
scarves, and hula hoops. Despite the variety of equipment, Tommy and Jacob keep fighting over
a green ball. How can you best maintain high levels of physical activity while handling this
situation?
a) Challenge the children to an active partner game where they both get to play with the ball.
b) Take the ball away and tell them to find another activity.
c) Do nothing. Let the children work through the situation on their own.
d) None of the above.
[The answer is A, challenge the children to a partner game where they both get to play with the
ball. Physical activity is a great strategy for behavior management and by engaging the children
in an active game where they have to work together with the ball, you not only help them stay
physically active, but you are also helping them develop social and problem-solving skills.
Scenario 4:
Your class loves to include Move to Learn activities in your lessons, but your numbers have
increased and you now have very little space to move your whole class around the classroom.
How can you best provide opportunities for active minutes in your cramped classroom?
a) Ask the students to remain in their seats, you can do activities to move arms and feet.
b) Break the students into small groups and position groups in different areas of the
classroom.
c) Don’t include Move to Learn activities, there’s no way the kids have enough room to move
during lessons.
d) None of the above.
[The answer is B, break the students into small groups and position groups in different areas of
the classroom. It is challenging to move children when space is limited, but by breaking the
children into small groups, you spread them out across the room and limit the number of
moving bodies in one small space. Try creating four groups of children- one for each corner of
the classroom. If you are teaching children how to count, ask one group to do 5 jumping jacks,
another to do 6 hops, another to run in place while counting to 7, etc. Once you become more
SHAPES-minded, it will be easier to think of strategies to move your children no matter the
space, time, or resources. You can do it!]
Slide 16
Introduction
We all perform better when someone encourages us, which leads us to our final TIRE
component, Encouragement. Let adult praise and participation pave the way for a classroom of
confident and successful movers. Physical activity, like other skills, is learned behavior.
Encourage appropriate social skills and physical activity with these easy encouragement tips!
Click on the tabs to the left to learn more.
Be Immediate
When you see a child working really hard at a new activity, praise and encourage him or her in
the moment, rather than waiting until the end of the activity to say “good job ”.
Be Frequent
Praise children often for being physically active. They will learn that this is a positive behavior,
especially during Move Inside, Move Outside, and Move to Learn times.
Be Enthusiastic
Be enthusiastic with your encouragement and praise. Make sure children know you are really
excited and happy that they are being physically active by smiling and using lots of positive talk.
Use Eye Contact
Use eye contact and say their names when praising children so they know that the praise is
directed at them. This makes the praise more personal and gratifying.
Be Descriptive
Be descriptive of the praiseworthy behavior. It’s important to praise a child for good behavior,
but it’s also important to be very specific about the behavior. Instead of saying “good job” to a
child who is trying really hard at a racing game, tell him, “I really like how you are running, you
are going so fast!”
Participate
Model positive behavior and encourage children to get involved by actively participating with
them. Seeing a role model (you!) participate provides highly effective motivation for children to
join the fun.
Slide 17
We’ll do this slide with the red words, and
some images, and animate them as the
narration happens
Encouragement: Teacher Tips
 Try this!
 How high can you (jump, bounce, leap)?
 How low can you (crawl, slither, hop)?
 How many (jumps, stretches, laps) can you do?
 How fast can you (run, gallop, jump)?
Outstanding
effort!
Two thumbs up!
Use a variety of phrases and words of encouragement with your children.
If you spot some children who need a little extra motivation, try challenging them in a positive
way to see how high they can jump, how fast they can skip, or how many laps they can run
around the playground. Show kids how fun it is by participating in the challenge with them!
Positive, gentle encouragement can go a long way, and remember to be specific!
Slide 18
For this activity, identify the six easy encouragement tips we just described.
Check the correct answers. When you are finished, click Submit.
(Correct feedback: Correct! Great job!)
(Incorrect feedback: The correct answers are: Be Immediate, Be Frequent, Be Enthusiastic, Use
Eye Contact, Be Descriptive, and Participate!)
Slide 19
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
These pages will be animated. We can
also add more activities, so we can fill out
more of the sheet.
Midday
Afternoon
Total
Time:
Now let’s incorporate what you have learned about TIRE with the SHAPES goals from previous
modules to design a schedule and track time spent in activity to see how your classroom’s
activity adds up. You can download this form by clicking on the resources button, in the upper
right-hand corner of this course.
This form will allow you to track the time you are spending in each SHAPES component, and
may show you areas in need of improvement. We will walk through the activity together.
Use this worksheet found in your SHAPES guidebook frequently to help you assess the amount
of physical activity opportunities you are providing for your students and to estimate how much
time your students are actively engaged in physical activities. It is a great resource to help you
achieve the SHAPES goals while incorporating helpful TIRE tips!
Slide 20
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
Midday
Afternoon
Total
Time:
Now let’s incorporate what you have learned about TIRE with the SHAPES goals from previous
modules to design a schedule and track time spent in activity to see how your classroom’s
activity adds up. You can download this form by clicking on the resources button, in the upper
right-hand corner of this course.
This form will allow you to track the time you are spending in each SHAPES component, and
may show you areas in need of improvement. We will walk through the activity together.
Use this worksheet found in your SHAPES guidebook frequently to help you assess the amount
of physical activity opportunities you are providing for your students and to estimate how much
time your students are actively engaged in physical activities. It is a great resource to help you
achieve the SHAPES goals while incorporating helpful TIRE tips!
Slide 21
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
Classroom Track
Stars
X
Midday
Afternoon
Total
Time:
Envision your typical preschool day, from arrival to dismissal. Using what you’ve learned about
Move Inside, Move Outside, and Move to Learn, use the table to list classroom physical
activities at different times during the day (morning, midday, and afternoon). Select activities
that fit your class schedule, and indicate whether each is a Move Inside, Move Outside, or Move
to Learn activity.
Slide 22
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
Classroom Track
Stars
X
12-12:05pm
(5 minutes)
3 minutes
Midday
Afternoon
Total
Time:
Next, let’s see how physical activity time is represented in your day. First, make a note of how
long each Move Inside, Move Outside, and Move to Learn activity will be scheduled to last (e.g.
from 12-12:05pm = 5 minutes). Then estimate the number of active minutes. What is an active
minute? It’s the number of minutes accumulated when at least half of your class is moving
while engaged in a physical activity opportunity. It may be difficult to estimate the exact number
of active minutes, so use your best judgment here. Your observations do not need to be perfect,
just be aware that not all children maintain active levels throughout a physical activity
opportunity.
When providing these opportunities, you may find that many of your children are inactive.
Inactive minutes can add up when over half of the class gets distracted, bored, or tired and
momentarily or permanently check out of participation. Use what you’ve learned from the
Encouragement section of TIRE to inspire children to participate in physical activity.
Slide 23
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
Classroom Track
Stars
X
12-12:05pm
(5 minutes)
3 minutes
5 minutes
3 minutes
Midday
Afternoon
Total
Time:
Next, add up your total daily scheduled minutes and your total daily active minutes in the box
provided. Don’t be alarmed if these totals are different.
Slide 24
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
Classroom Track
Stars
X
12-12:05pm
(5 minutes)
3 minutes
5 minutes
3 minutes
Midday
Afternoon
Total
Time:
Now that you have completed this activity, let’s reflect:
In TIRE, the first priority for Time is to have scheduled minutes that add up to 60 minutes every
day. Does your classroom currently meet or exceed this goal?
If yes, this is a big accomplishment. Congratulations! If not, you are on your way! What do you
think is the biggest reason that your classroom time does not add up to 60 minutes of physical
activity opportunity each day?
Slide 25
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
Classroom Track
Stars
X
12-12:05pm
(5 minutes)
3 minutes
5 minutes
3 minutes
Midday
Afternoon
Total
Time:
Next, how do your scheduled minutes for each component, Move Inside, Move Outside, and
Move to Learn add up? Are you currently meeting the recommended time goals of each
component: 10 minutes for Move Inside, 40 minutes for Move Outside, and 10 minutes for
Move to Learn? You may find that you miss, meet, or exceed the recommended goals for
scheduled activities in each of those three components. If you are meeting or exceeding the
recommended time goals, way to go! If not, what do you think is the biggest reason that the
goals are not being met for each component? Think of strategies you can use to make sure you
are meeting each goal.
Slide 26
Time of
Day
Classroom Activity
Move
Inside
Move
Outside
Move to
Learn
Scheduled
Minutes
Active
Minutes
Morning
Classroom Track
Stars
X
12-12:05pm
(5 minutes)
3 minutes
5 minutes
3 minutes
Midday
Afternoon
Total
Time:
Now let’s look at active minutes. Active minutes are important because children’s participation
in the physical activity opportunities provided is critical to achieving positive health outcomes.
To increase effectiveness of SHAPES, classrooms should strive for children to be actively
engaged for the majority of the time scheduled for each physical activity opportunity. How do
your active minutes add up? Are you reaching all the students in your classroom?
What are some ways you can make sure your students accumulate more active minutes?
Slide 27
Module 5 Review
In this module you have learned how to:
- Identify the four components of TIRE (Time, Intensity,
Reach, and Encouragement).
- Describe the four components of TIRE.
- Recognize the four components of TIRE in example
activities.
In this module you learned how to:
Identify the four components of TIRE (Time, Intensity, Reach, and Encouragement).
Describe the four components of TIRE.
Recognize the four components of TIRE in example activities.
Slide 28
Congratulations!
You have now finished
Module 5
TIRE
Congratulations! You have now completed Module 5. You are well on your way to increasing
physical activity in your classrooms!