Back to School in 2021-22: Physical Education COVID-19
Recommendations and Resources
Contents
Back to School in 2021-22: Physical Education COVID-19 Recommendations and Resources..................................1
Minnesota Physical Education Requirements........................................................................................................2
Equity, Diversity and Inclusion ...............................................................................................................................2
Instructional Considerations ..................................................................................................................................3
Instructional Strategies.......................................................................................................................................3
Instruction and Classroom Management during Sport (Game) and Physical Activity to Prevent Spread of
COVID-19 ............................................................................................................................................................3
Masking ..................................................................................................................................................................4
Equipment and Facilities ........................................................................................................................................5
Cleaning and Disinfecting ...................................................................................................................................5
School Facility Equipment: Gymnasiums, Weight Rooms, Dance Studios .........................................................5
Ventilation ..........................................................................................................................................................5
Resources and References .....................................................................................................................................5
Back to School in 2021-22: Physical Education COVID-19 Recommendations and Resources
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The goal of physical education is to develop physically literate individuals who have the knowledge, skills and
confidence to enjoy a lifetime of physical activity. To fulfill a lifetime of physical activity, a physically literate
individual:
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Has learned the skills necessary to participate in a variety of physical activities;
Knows the implications and the benefits of involvement in various types of activities
Participates in regular physical activity;
Is physically fit;
Values physical activity and its contribution to a healthful lifestyle.
The impact of the Covid-19 pandemic does not change the goal of physical education; however, there are
considerations that apply in implementing programming. Because the Covid-19 situation is fluid, it’s important
to keep in mind that this is a living document and will be updated as we learn more about how to successfully
serve our students through physical education programs.
Minnesota Physical Education Requirements
School-based early childhood programs should have instruction aligned to the Minnesota Early Learning
Indicators in Physical and Movement Development.
K-12 schools are required to implement the Minnesota 2010 Physical Education Standards, and develop their
own grade-level benchmarks, curriculum and assessments to meet them. All students must receive instruction in
physical education K-8 every year. High school students must receive instruction in physical education at least
once. The amount of credit and graduation requirement is determined at the local level.
It’s important to note that K-12 physical education standards are changing. The 2018 Minnesota K-12 Academic
Standards and Grade-Level Benchmarks are to be fully implemented in all Minnesota school districts by the
2021-22 school year. Full implementation is defined as:
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By the 2023-24 school year, instruction in physical education in grades K-8 must include all the 2018
Minnesota Academic Standards and Grade-Level Benchmarks.
Courses at the high school level through which students meet physical education graduation
requirements must include the 2018 Minnesota Academic Standards and Grade-Level Benchmarks
All school districts are required to develop assessments to ensure students are meeting the benchmarks.
Equity, Diversity and Inclusion
Educational equity is the condition of justice, fairness and inclusion so that all students have access to
opportunities to learn and develop to their fullest potentials. Schools play critical roles in promoting equity in
learning and health, particularly for groups disproportionally affected by COVID-19. Differentiated instructional
strategies will result in meaningful participation of all students in physical education, regardless of background,
identity or ability, and is essential for optimal learning. The Covid-19 pandemic has caused stress, trauma, and
disruption in routine for students that may have resulted in complex learning support needs. Social Emotional
Learning informed practices have always been foundational in physical education standards and outcomes, but
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are now more important than ever. Awareness of these conditions will assist physical education teachers in
program implementation in the fall. While planning, consider the following:
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Due to varying experiences with COVID-19, students may move, think, feel or act differently and may
need time to relearn skills. Be patient with them. Students learn best when they feel competent and
confident in fundamental movement skills.
Adapt learning expectations to meet the students’ current conditions. By modifying programming so
students of all abilities can participate in movement meaningfully.
As much as possible, one-on-one communications with students will provide a needed connection that
fosters a sense of belonging. Encourage students to be active. Promote autonomy in activity selections.
Get to know your student’s pandemic experiences. Stress and trauma can inhibit learning. Meet
students where they are and adapt accordingly. Appropriate movement selections can help relieve their
stress.
Be creative about how students can connect with each other emotionally and build skills like
communication, cooperation, teamwork and responsibility while following distance learning guidelines.
Instructional Considerations
A quality physical education program provides students with a planned, sequential, K-12 standards-based
program of curricula and instruction designed to develop motor skills, knowledge and behaviors for active
living, physical fitness, sportsmanship, self-efficacy and emotional intelligence. Whether students are in the gym,
at home, on a playground or in a field, the goal in physical education is to develop physically literate students
with the knowledge, skills and confidence to be active for a lifetime. The impact of the Covid-19 pandemic has
created a new educational challenge for physical educators to determine the most effective instructional
strategies that can reach all students.
Instructional Strategies
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Review the curriculum and ensure it is aligned with current Minnesota 2010 Physical Education
Standards and the Early Childhood Indicators of Progress; or the 2018 Minnesota K-12 Academic
Standards and Grade-Level Benchmarks that are to be fully implemented in all Minnesota school
districts by the 2023-24 school year.
Analyze delivery methods to include flexible, student-centered options.
Analyze learning outcomes to ensure they focus on four domains equally – physical, cognitive, affective
and behavioral.
Include more individual pursuits rather than traditional team activities such as dance and rhythms;
outdoor pursuits such as orienteering or hiking; target games such as golf or bocce ball; or aquatics.
Assess all state standards including both formative and summative assessment
Determine how to best serve students with Individual Learning Plans.
Instruction and Classroom Management during Sport (Game) and Physical Activity to Prevent
Spread of COVID-19
Physical activity helps students learn and achieve, and supports social, emotional and mental health. Due to
increased exhalation that occurs during physical activity, some sports (games) can put students, teachers and
Back to School in 2021-22: Physical Education COVID-19 Recommendations and Resources
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staff at increased risk for getting and spreadingCOVID-19. Prevention strategies during physical activity remain
important and should comply with school day policies and procedures. When planning for physical activity,
follow the CDC Considerations for sport (game) and activity selections. These include:
• Setting of the sport (game) or activity. In general, the risk of COVID-19 transmission is lower when
playing outdoors than in indoor settings. Consider the ability to keep physical distancing in various
settings during game play.
• Physical closeness. Spread of COVID-19 is more likely to occur in sports (games) and activities that
require sustained close contact.
• Number of people. Risk of spread of COVID-19 increases with increasing numbers of students, teachers,
and staff.
• Level of intensity. The risk of COVID-19 spread increases with intensity of sport (game) or activity.
• Duration of time. The risk of COVID-19 spread increases the more students, teachers and staff spend in
close proximity to each other in indoor group settings.
• Consider grouping (cohorting) students in the same groupings during physical education classes.
• Modify layouts of teaching spaces using physical and visual guides, such as tape, rope of floors, cones, or
signs on the walls to ensure accurate social distancing.
• For small-sided games, use visual guides to define space and ensure social distancing is maintained.
• Clearly communicate new rules and expectations on social distancing to students.
• Consider outdoor teaching stations when possible.
• Incorporate proper hand-washing and personal hygiene routines.
• Stagger scheduling to ensure smaller classes.
• Ensure safe, healthy equipment management.
• Give special consideration to locker room usage. Is it necessary to have access?
• This is a perfect time for physical educators to re-evaluate dress requirements for participation in
physical education. Consider simplifying dress requirements that don’t require changing areas.
• During times when students may not be actively participating maintain social distancing on sidelines or
set up stations for individual skill-building work.
• Replace physical contact such as high fives, handshakes or fist bumps and replace with verbal or physical
displays following social distancing.
• Continue formative and summative assessment practices aligned with learning outcomes.
Masking
Both CDC and the Minnesota Department of Health recommend universal masking for all people in a school
setting; however, masking policies and practices are made at the local school district level in Minnesota. Physical
Educators should follow their local school districts masking policy. When outdoors, generally, people do not
have to wear masks. However, particularly in areas of substantial high transmission, such as sustained close
contact with unvaccinated people, masking is recommended.
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Equipment and Facilities
Cleaning and Disinfecting
In general, cleaning once a day is usually enough to sufficiently remove potential virus that may be on surfaces.
Disinfecting (using disinfectants on the U.S. Environmental Protection Agency COVID-19 list) removes any
remaining germs on surfaces, which further reduce the spread of infection.
School Facility Equipment: Gymnasiums, Weight Rooms, Dance Studios
All surfaces that come into contact with students or staff should be cleaned and disinfected regularly. In
gymnasiums, this would include all sports balls, paddles, rackets, and other gear; any seating such as bleachers,
benches, and chairs; flooring; wrestling or gymnastics and dance mats; volleyball nets and upright padding;
basketball rims; keypads and touch screens for electronic equipment; storage carts such as carts, ball racks, and
shelving; and all gymnastic equipment. In fitness areas, this includes treadmills and elliptical machines; weights
and weight machines; and other exercise equipment. In locker rooms this includes locker handles, shower
handles, bathroom stall handles, toilets, sinks, and soap and towel dispensers.
If a facility has had a sick person or someone tested positive for COVID-19 within the last 24 hours, clean and
disinfect the space. For more information on cleaning a facility regularly, when to clean frequently or disinfect,
cleaning a facility when someone is sick, safe storage of cleaning and disinfecting products, and considerations
for protecting workers who clean facilities, see the CDC document Cleaning and Disinfecting Your facility.
Ventilation
Improving ventilation is an important prevention strategy that can reduce the number of virus particles in the
air. Bringing fresh air into a building helps keep virus particles from concentrating inside. This can be done by
opening multiple windows and doors, using child-safe fans to increase effectiveness of open windows, and
making changes to the HVAC or air filtration systems. If transporting students, along with mandatory masking,
open or crack windows in buses or other forms of transportation, if doing so does not pose a safety risk. Keeping
windows open a few inches improves circulation.
Resources and References
2018 Minnesota K-12 Academic Standards and Grade-Level Benchmarks, Retrieved August 24, 2021 from the
Minnesota Department of Education Health and Physical Education Web Page.
CDC Cleaning and Disinfecting Your Facility, Updated June 21, 2021
CDC Guidance for COVID-19 Prevention in K-12 Schools, Retrieved August 24, 2021 from the CDC COVID-19 K-12
Schools Web Page.
CDC Sports Guidance FAQ, Updated May 12, 2021.
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CDC Ventilation in Buildings, Updated June 2, 2021.
COVID-19 Interim Guidance: Return to Sports and Physical Activity, Retrieved August 24, 2021 from the
American Academy of Pediatrics Web Page.
Early Childhood Indicators of Progress: Minnesota's Early Learning Standards for Birth to Kindergarten, Retrieved
August 24, 2021 from the Minnesota Department of Education Early Childhood Indicator of Progress Web Page.
Minnesota’s 10 Commitments to Equity, Retrieved August 24, 2021 from the Minnesota Department of
Education Every Student Succeeds Act Web Page.
Minnesota 2010 Physical Education Standards, Retrieved August 24, 2021 from the Minnesota Department of
Education Health and Physical Education Web Page.
Minnesota Department of Health Best Practice Recommendations for COVID-19 Prevention in Schools doe the
2021-22 School Year, Released July 28, 2021
Minnesota Department of Health COVID-19 Organized Sports Recommendations, Released June 30, 2021.
Minnesota State High School League COVID-19 Guidance for 2021-22, Retrieved August 24, 2021.
SHAPE America COVID-19 Resources for Health and Physical Education, retrieved August 24, 2021 from the
SHAPE America COVID-19 Web Page.
U.S. Department of Education Return to School Roadmap for the 2021-22 School Year, Retrieved August 24,
2021 from the U.S .Department of Education Web Page
For more information contact Mary Thissen-Milder, PhD, Physical Education Coordinator, Minnesota Deparmtne
of education, 651-582-8505, mde.academic-standards@state.mn.us.
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