| C | G | J | K | L | M | |
|---|---|---|---|---|---|---|
1 | Name of Primary Presenter(s) | Presenter's School District/Company | Session Title | Session description (as it should appear in the program) | What levels/topics are you presenting too? | List three session outcomes (what will participants learn as a result of participation in your session?) |
2 | Joe Banach | Williams and Company Financial Services | MPSERS Retirement Planning Seminar | Our MPSERS Retirement Planning Seminar is designed to help Michigan public school employees understand their pension benefits and make informed decisions as they approach retirement. The seminar covers key topics including pension calculations, retirement eligibility, healthcare options, beneficiary considerations, and how MPSERS fits into an overall retirement strategy. Attendees leave with a clearer understanding of their options and practical guidance to help them plan confidently for the next stage of their lives. | All Participants | Gain a clear understanding of how MPSERS pension benefits are calculated and how retirement eligibility impacts lifetime income. Learn how to evaluate retirement timing, healthcare options, and beneficiary decisions within the MPSERS system. Understand how to coordinate MPSERS benefits with personal savings and employer-sponsored plans to build a well-structured retirement strategy. |
3 | Tom Klisiewicz | Smart Health Wellness and Performance | The Missing Piece in Your Athletes's Training | What percentage of your athletes' success is based on mindset? And what percentage of their practice time do you dedicate to the mental side of the game? If those numbers don't match up, this session is for you! Whether you're a coach or parent, you'll learn five proven strategies to elevate your athletes' game—and discover a comprehensive curriculum you can implement immediately to give them the mental edge. | Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Coaching/Recreation/Dance | 1. Create evidence-based visualization scripts that incorporate multisensory elements proven to enhance mental rehearsal and skill development for any athlete. 2. Experience concentration training activities that athletes can use to sharpen focus during practice, competition, and daily life. 3. Develop personalized mental performance tools designed to boost athlete confidence and optimize psychological readiness. |
4 | Mallory Lauerhunt | Everlast Climbing | Traverse Climbing Wall Activities & Tips | Looking for ideas and activities for a traverse climbing wall? Attendees will discover a variety of dynamic climbing wall activities that develop physical, social-emotional and cognitive skills at beginner, intermediate and advanced climbing levels. This comprehensive presentation also reviews best practices and safety/risk management protocols and provides valuable teaching tips. The session ends with a sharing and Q&A session. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), Exhibitor | 1. Learn climbing wall best practices including basic climbing techniques, safety and risk management protocols. 2. See how to facilitate a variety of climbing wall activities that help develop physical, social-emotional and cognitive skills. 3. Acquire a library of rock-climbing activities differentiated for varied ability levels (beginner, intermediate and advanced). |
5 | Allison Wonch | Holt Public Schools | Family & Community Engagement in Physical Education | Sharing strategies that we are actively using to successfully engage and connect with our families and our community through our K-5 Physical Education Program. | Elementary Physical Education (K-5th) | 1) How to implement Families Love PE Week. 2) Ideas for strategies to build connections with families and in the community. 3) Using Social Media to promote and share your program with families. |
6 | Allison Wonch | Holt Public Schools | Elementary Dance, Official title TBD | Working description, will update as it gets closer. Sharing how I structure my dance unit, lessons, and the dances we do. I do not have a dance background; I have developed my dance unit with resources from SPARK, OPEN, and other online resources. It's my students' favorite time of year: very high engagement, great participation, and low behavior. | Elementary Physical Education (K-5th) | 1) How dance fits in elementary PE, and the standards we reach with dance. 2) Dancing for fitness, fun, and self-expression. 3) Using dance to encourage and motivate students. |
7 | Sydney Moore | Holt Public Schools | Grouping, Transitions, and Reaching Student Interest in PE and Health | This presentation will focus on the challenges that PE and Health teachers often face when it comes to grouping students, transitioning from one activity to another and gearing instruction that aligns with student interest. This presentation will have a few movement activities, and can be adaptable for all grade levels, in the gym or classroom. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Middle School Health Education (6th-8th), High School Health Education (9th-12th) | Learn common challenges teachers face with grouping, transitions and student interest. Learn ways to over come those challenges. Leave some a variety of implementable ides. |
8 | Cheryl Evers | Gratiot - Isabella RESD | Quick and Easy Adaptations to Help Include Special Education Students in the Regular Physical Education Setting. | This session is for the regular PE teacher that struggles with including students with special needs. You will walk away with easy tips, tricks and equipment adaptations that will help you feel more comfortable. This is geared mainly toward elementary PE teachers but middle school and high school may also glean something from this session. | Elementary Physical Education (K-5th), Future Professionals - Geared to University Students | 1. The participants will learn ways to adapt game rules to better include special education students. 2. The participants will get hands on practice, and learn about different types of equipment they can use to adapt games and activities to help special education students be more successful in the general PE environment. 3. The participants will learn ways to adapt the PE environment to better include special education students. |
9 | David Beyers | Gaylord Community Schools | Healthy Kids=Healthy Community | See how you can impact your community through your fitness programs in your schools. Help change the culture and fitness levels throughout your community by empowering your students in the K-12 setting. You will see how to raise funding, gain admin and educator buy-in, recruit student participation, and effective programming. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Effective Programming, Building Culture, Fundraising |
10 | Henry Schreier | Gopher Sport | Gopher Sport - Stronger Together | Stronger Together: Team-Building That Really Works focuses on meaningful activities that build connection, trust, and communication among students. In this interactive session, participants will take part in collaborative challenges that promote teamwork while keeping everyone actively engaged. These activities go beyond simple icebreakers, helping students develop problem-solving skills and a sense of belonging. Walk away with practical strategies to create a positive, supportive class environment where everyone succeeds together | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Coaching/Recreation/Dance | Icebreakers, building connections, creating positive environments to succeed |
11 | Scott Martin | Michigan Department of Education | Building Motivation and Resilience in Physical Education Classes | Engage all children in physical education and help promote lifelong healthy physical activities in a way that builds skills and confidence. This program focuses on goal setting, awareness, emotional regulation, and resilience as drivers toward children's growing as part of their physical education experience. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), Adapted Physical Education, All Participants | Student's learning to set their own learning goals and measure their progress, regulating their emotions through the process of participating and learning new challenging skills, and using resilience and growth mindset when they are struggling. |
12 | Ray Allen | Central Michigan University | Health/Physical Literacy: Is it attainable? | This session will present attendees with what we know about the status of physical literacy among youth and adolescents and the essential components of a truly literate graduate. The presenters will then present the eight common barriers according to the literature that schools face in trying to help their students obtain physical literacy and engage attendees on constructing strategies to overcome those barriers so as to optimize and document levels in their students. It will provide material schools can use to educate their constituency on the benefits, the need to acquire it, and the components that make it up. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Ways to communicate value in what physical educators are trying to achieve. Strategies to implement that both engage and educate stakeholders on what it means to be physically literate and not just physically active Procedures to document progress in students in nearly painless ways |
13 | Ray Allen | Central Michigan University | Less is More... But Which Less is More More? | Physical Education practitioners struggle to make documented differences and then provide valid evidence of learning in students. This interactive session will suggest a procedure for selecting core content at the elementary level in a way that builds consensus and support across stakeholders. The intent is not to limit what is taught as much as it is to engage those whom we serve in ways that builds support from parents and key community members. | Elementary Physical Education (K-5th) | The importance of meaningful engagement among influential community members A procedure for systematically selecting a limited number of key learning objectives that are important to all stakeholders A procedure for measuring learning in a painless way! |
14 | Nancy Van Hulle | Walled Lake Consolidated Schools | Big Roles, Small Courts: Elementary Sport Education Model Through Volleyball | Can upper elementary students successfully lead their own sports seasons? Absolutely. This session explores how to adapt the Sport Education Model (SEM) for grades 3–5, using an engaging elementary volleyball unit as a working model. Attendees will learn age-appropriate strategies for structuring persistent teams, simplifying leadership roles (e.g., team captains, equipment managers, scorekeepers), and managing modified games (like Lead-Up Volleyball or Newcomb). Participants will leave with realistic implementation steps, kid-friendly role sheets, and simple assessment tools to build independence, teamwork, and foundational skill play in elementary physical education. | Elementary Physical Education (K-5th), All Participants | Adapt SEM for Elementary Learners: Participants will learn how to structure and scale the Sport Education Model specifically for grades 3–5, adapting core framework components like season length, team sizes, and game rules to fit upper elementary development. Implement Kid-Friendly Student Roles: Participants will discover how to define, assign, and manage age-appropriate student leadership roles (e.g., captains, equipment managers, scorekeepers) that build student autonomy and social-emotional skills. Leverage AI for Unit Preparation: Participants will explore practical ways to utilize AI tools to quickly generate customized, ready-to-use physical education resources—including student role description cards, tournament schedules, team posters, and assessment rubrics. |
15 | Scott Neumeyer | St. Peter Lutheran School | Concordiaball - A Game for All Ages! | Looking for a game that combines a little bit of volleyball, a little bit of handball, a little bit of soccer, and a little bit of basketball that all of your students will want to play? Then Concordiaball is the game for you! Come and learn a game that can be played at all age levels and is an excellent lead-up to a basketball unit. Time will be spent practicing some of the passing and catching skills of the game before we move on to playing the game itself. Modifications for grade-level and facility availability will also be discussed. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Attendees will learn hands-on activities that can be used to teach the passing and catching skills essential to the game of Concordiaball. Attendees will learn the rules and scoring of the game of Concordiaball as well as how they can be adapted to grade-level and facility availability. Attendees will learn to score and play the game of Concordiaball while participating in the lead-up activities and game of Concordiaball. |
16 | Tony Moreno PhD CSCS | Eastern Michigan University | Educational Strength Training to Support Physical Literacy | Musculoskeletal strength and health are important for the physical health and well-being of adolescents and adults. Consequently, resistance/weight training can become an essential part of a quality physical education program. Attendees will review educational best practice and scientific principles that support developmentally appropriate weight training in school settings. Participants will explore the role of strength training in promoting physical literacy, self confidence, and movement competence, while addressing safety, class organization, and instructional planning. Attendees will acquire an educational framework for understanding how strength training can be effectively integrated into physical education, while supporting student learning, development, and autonomy. | Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Coaching/Recreation/Dance, Future Professionals - Geared to University Students | 1) Understand the value of strength training as part of the lifelong physical literacy journey; 2) Recognize best practice, evidence-based approaches to weight training instruction and safety; 3) Learn how to integrate educational aspects of resistance training and teach students how to achieve competence, confidence, and self-autonomy in the weight room or fitness setting. |
17 | Brian Devore | OPEN-US Games-BSN SPORTS | Ready, Set, OPEN! Flag Football Fun for All Students! | Flag football is growing across the US and OPEN has free resources for elementary and middle school PE programs to help students prepare to pursue their dreams on the gridiron! This activity-based session will take participants through activities in OPEN’s free Flag Football modules for grades 3-5 and 6-8. Teachers will leave with tools to teach their students passing, catching, evading opponents, basic rules, and game play so students have the confidence and competence to participate moving to high school! Join in the action to learn more about this latest trend! | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | By the end of this session, participants will be able to: 1-Implement developmentally appropriate activities from OPEN’s grades 3–5 and 6–8 Flag Football modules to teach passing, catching, and evading skills. 2-Apply progressions and instructional strategies that build student confidence and competence while introducing flag football rules, concepts, and game play. 3-Adapt flag football activities and small-sided games to maximize participation, engagement, and success for students with varying skill and experience levels. |
18 | Brian Devore | OPEN - US Games - BSN SPORTS | From Zero to Dance Hero in PE | You don’t have to be a dancer to rock dance in PE—just bring energy and a willingness to try! In this session, a PE teacher with limited dance skills shares simple, confidence-building strategies for introducing dance through accessible movement and creative exploration. See how student voice and choice come to life through group choreography and explore practical examples of using AI to support lesson planning, creativity, and engagement. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | By the end of the session, participants will be able to: Develop Dance & Rhythmic Skills: Implement developmentally appropriate dance and rhythmic activities that help students develop rhythm, timing, movement patterns, and the ability to create movement sequences. Promote Creativity, Choice & Collaboration: Use student voice, choice, and group choreography to create inclusive dance experiences that encourage creativity, cooperation, and meaningful participation. Design Engaging Dance Experiences: Apply practical instructional strategies—including AI-supported planning—to create, modify, and differentiate dance activities that increase student confidence, engagement, and success. |
19 | Margi Whittingham | Great Lakes Regional Field Hockey | Pick Up a Stick: Bringing Field Hockey to Your PE Curriculum | Come learn about one of the most played sports in the world and discover how easy it can be to bring field hockey into your PE curriculum! This interactive session will introduce the basics of field hockey, the benefits of adding it to your PE program, and practical ways to get students playing this year. Great Lakes Regional Field Hockey (GLRFH) will share ready-to-use resources, activities, and support to help make implementation simple and successful. Then, it’s time to pick up a stick and experience the game yourself through fun, PE-friendly skills and activities you can take back to your students! | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | -Develop an understanding of the sport of field hockey, including its basic rules, skills, and benefits for students. -Learn practical strategies for incorporating field hockey into your PE curriculum for a variety of ages and skill levels. -Explore resources, equipment, curriculum tools, and support available to help you successfully introduce and teach field hockey in your PE program. |
20 | Jen Tiemann | Love 2 Teach and Learn - PE Teacher at Spring Vale Christian School - Owosso, Michigan | 10 CRAZY FUN Ways to Make Elementary PE the Best Class in School! | Get ready to make elementary PE CRAZY FUN! In this energetic, hands-on session, elementary PE teacher, author, and podcaster Mrs. T. shares 10 simple ways to create a gym students LOVE coming to—and teachers love teaching in. Discover creative SEL strategies, classroom and gym management tricks, Questions of the Day, sports jokes, calming spaces, organization hacks, unconventional equipment, and ridiculously fun games you can use immediately. Come ready to laugh, move, play, and leave with practical ideas for making your K–5 PE program the best class in school! | Elementary Physical Education (K-5th) | 1. Create a CRAZY FUN PE environment by using simple SEL and relationship-building strategies—including Questions of the Day, sports jokes, calming spaces, and student choice—to increase connection, engagement, and belonging. 2. Implement practical classroom and gym management strategies that improve routines, transitions, organization, and student behavior while making PE more enjoyable and manageable for both students and teachers. 3. Use creative games and unconventional equipment to increase student participation, movement, and FUN, while leaving with ready-to-use activities that can be easily adapted for K–5 PE classes. |
21 | Lou Lerma | Potterville Public Schools | Prepare Students for Success: Introduction to Basketball; Dribbling, shooting, layup. | An introduction to the basketball curriculum: ball handling, dribbling, the set shot, and layups. The first time a student is asked to dribble can be challenging. I have developed some tips and cues to help all children learn to dribble with confidence. In addition, I will apply what I have learned over the years to shooting and the ever so complicated layup. Again, tips, cues, and games with a sequential progression that is K-5 specific but can be utilized K-12. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), All Participants | Tips and cues: 1. teaching first time users how to dribble (right/left hand dribble). Progression to higher level dribbling. 2. Shooting technique/form for the set shot (right/left). 3. Progression/steps of the layup (right/left). |
22 | Lou Lerma | Potterville Public Schools | PREPARING FOR SUCCESS: SPORT SKILLS, FITNESS, AND AGILITY. Teaching The First 8 Weeks of School. | Understand the nature of failure (failure = success) and build confidence with movement and strength building. Discussion of what you should be doing before your students ever touch a ball, (eye-hand coordination: balloons, scarves, bean bags, fluff balls, yarn balls, etc.), agility, balance, coordination(fundamental motor skills), and space awareness. Standards and benchmarks should always be the focus. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | 1. Participants will know how to increase eye/hand coordination (progression) for any age group). 2. Introduction to skipping, crossovers, galloping, etc., (tips and cues). 3. Games for eye/hand coordination and motor skill learning. |
23 | Rick Ferkel | Central Michigan University | Effectively Implementing the Newly Required Presidential Fitness Test | Starting this school year (26-27), the Presidential Fitness Test is required for all students (IEP exceptions) taking a physical education class in the state of Michigan. The new test has similar elements to the old Presidential Fitness Test while also having adjustments and changes. This session will address the tests, standards, implementation strategies, and how to make this a highly effective learning experience for students. There is a great opportunity to drive learning and behavioral change in students well beyond the test itself, come find out how. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Participants will be able to: 1.) identify the categories and test protocols for the newly required Presidential Fitness Test, 2.) explain the benefits of implementing the test to all students, and 3.) apply effective strategies to teach and conduct the tests and programming. |
24 | Rick Ferkel | Central Michigan University | Character Traits: The Foundation to Fitness, Health, and Wellness | As HPE educators many times we look for the next big thing or the new innovative way to motivate students to enjoy what they are doing in the moment. However, constantly living in the “fun” moment can detract from the development of foundational character traits that allow us as humans to be successful and thrive in all areas of life, now and in the future. This session will explain why certain character traits are vital to fitness, health, and quality of life. While also learning intentional teaching strategies to consistently address and reinforce these traits within the HPE classroom. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Middle School Health Education (6th-8th), High School Health Education (9th-12th) | Participants will be able to: 1.) identify foundational characters traits to enhance overall well-being, 2.) explain the benefits of implementing these traits into one’s life, and 3.) apply strategies to intentionally plan and teach these traits. |
25 | Kevin M. Fisher | Central Michigan University | Effective Use of Performance Clichés in Coaching and Teaching | Stop overthinking. Control the controllables. Don’t beat yourself up. Sport and performance have lengthy relationships with clichés (Rowe, 1991). Parents, coaches, and teammates often use clichés in attempts to communicate years of accumulated experience and wisdom. These phrases have the potential to be effective for conveying large swaths of information with clarity and effectiveness, but usefulness may be lost when overused, misapplied, or lacking contextual bounds (Baider, 2013; Hargraves, 2014). Facilitators will create dialogue with participants about (a) the workability of domain-specific clichés, (b) how/when they need deciphering, and (c) strategies for implementation. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Adapted Physical Education, Coaching/Recreation/Dance | 1. Identify common performance clichés in coaching and teaching and better recognize personal tendencies for use. 2. Understand the benefits and limitations of using performance clichés. 3. Learn how to more effectively implement performance clichés in coaching and teaching through improved communication and principles of psychology and motor learning. |
26 | Sue Barnd | CORE PE Curriculum | Beyond "Just Playing". Purposeful PE Units with CORE PE | Explore a flexible, standards-aligned physical education system that streamlines planning, teaching, and assessment while building meaningful physical literacy. Participants will experience an organized platform and practical tools that help teachers engage students in skill development and involve them in the assessment process. Leave with strategies to maximize efficiency, strengthen instructional impact, and create a PE program students and teachers value. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Higher Education/ University/ PETE | 1. Physical education is the foundation of a well-balanced curriculum. CORE PE Curriculum provides a planned and sequential K-12 curriculum based on the national standards for physical education. 2. Providing 3 steps to build a practical and efficient PE program that makes teaching enjoyable and effective. 3. Providing Assessment tools: CORE PE has over 450 skill breakdowns; including yearly and quarterly planning as well as tools to report results. |
27 | Blane Spiker | Novi Community School District | Times Have Changed | This session will explore recent changes to physical activity recommendations and what they mean for physical education teachers. Participants will learn about updated guidelines for physical activity, including changes in recommended amounts, intensity, and types of movement. We will also discuss practical alternatives and modifications for students who may not be able to meet traditional activity recommendations. Attendees will leave with simple, age-appropriate strategies and activities they can immediately use to promote lifelong physical activity and student wellness. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Teachers will leave with a class structure that works and is effective Teachers will learn how to properly dose exercise Teachers will learn myths about exercise and activities to use in place of those myths |
28 | David C. Berry | Saginaw Valley State Univeristy | Beyond the Binder: Reimagining the Emergency Action Plan for Today's School Athletics | Emergency Action Plans (EAPs) should function as operational tools that guide coordinated responses, not simply satisfy policy requirements. This session provides a framework for preparing schools for emergencies beyond sudden cardiac arrest, including opioid overdose, diabetic emergencies, asthma, anaphylaxis, traumatic bleeding, heat illness, seizures, and behavioral health crises. Participants will explore role assignments, communication protocols, simulation-based training, competency reviews, and health literacy principles that move EAPs from paper to practice. Attendees will leave with adaptable tools to evaluate current EAPs, strengthen personnel readiness, and build sustainable, school-wide emergency preparedness systems that improve recognition, teamwork, decision-making, and response under pressure. | All Participants | Participants will be able to: • Analyze the strengths and limitations of traditional Emergency Action Plans in preparing personnel for coordinated emergency response. • Evaluate current Emergency Action Plans for preparedness across a broad range of athletic emergencies, including personnel roles, communication, training, and response capabilities. • Design comprehensive, dynamic Emergency Action Plans that incorporate simulation, competency review, health literacy, and continuous improvement. |
29 | Leah Ketcheson (PhD, CAPE) | Wayne State University | A New Pathway to APE: 500 SCECHs, Endorsement, and CAPE Certification | Michigan educators now have a brand-new, fully online pathway to earn an Adapted Physical Education (APE) endorsement! Developed by Wayne State University and approved by MDE, eligible educators can complete 500 State Continuing Education Clock Hours (SCECHs) toward an APE endorsement. This session will introduce this innovative pathway and explore three routes to becoming a Certified Adapted Physical Education (CAPE) professional. Attendees will learn how to identify the pathway that best fits their background, prepare for the CAPE exam, apply for certification, and maintain their credential. Discover practical next steps to advance your practice, leadership, and impact in APE. | All Participants | Describe Michigan’s new MDE-approved, fully online 500-SCECH pathway toward an APE endorsement. Compare the three pathways to CAPE certification and identify the route that best aligns with their educational background and professional goals. Identify the steps and resources needed to pursue, maintain, or renew CAPE certification and advance their professional practice in APE. |
30 | Ronda Brodsky | Hazel Park Schools | Rehabbing students in the pool | This session will give you some basic tools on how you can help your students maintain their health. Techniques will be shown on how to properly rehab and/or make sure your students stay in shape with minimal injuries. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), Middle School Health Education (6th-8th), Adapted Physical Education, Higher Education/ University/ PETE, Coaching/Recreation/Dance | Why and how to use a pool; basic ways to evaluate your training in the pool and safe ways to keep the athletes (students) participating in sports. |
31 | Joanna Tremble, EdD | Madonna University | Beyond the Gym Floor: Bringing Health Concepts to Life in Elementary PE | How can physical educators bridge the gap between movement and fundamental health literacy without sacrificing valuable active time? This sessions explores practical, high-energy strategies for seamlessly embedding key health concepts directly into K–5 physical education routines. Rather than pausing activity for traditional lecture-style instruction, this interactive session demonstrates how movement itself can serve as the primary medium for teaching essential health concepts. Participants will discover how to transform standard gymnasium activities into engaging, inquiry-based learning environments that support both physical literacy and whole-child wellness. | Elementary Physical Education (K-5th), Future Professionals - Geared to University Students, All Participants | 1. Participants will be able to embed health concepts directly into K–5 physical education games without reducing active participation time. 2. Participants will be able to adapt existing gymnasium routines into inquiry-based, interactive movement challenges that teach core health principles. 3. Participants will be able to integrate health literacy concepts with physical education standards to design cross-curricular elementary units. |
32 | Paul Smith | Jackson County ISD | No Code, No Problem: Custom PE Tools with AI | You don't need to be a programmer to build the tool you've always wanted. In this hands-on session, you'll learn how to use Google Gemini's Gems feature to build custom lesson plans and activities quickly and easily. Then learn how to use Gemini to vibe code working PE apps like interval timers, team generators, and more! Bring an idea; leave with something you can use Monday. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Middle School Health Education (6th-8th), High School Health Education (9th-12th), Adapted Physical Education, All Participants | 1- Participants will build a Google Gem tailored to their classroom and preferences. 2- Participants will vibe code a working PE app they can use immediately. 3- Participants will apply prompting strategies to troubleshoot AI generated tools without reading code. |
33 | Payton Kuhn and Dr. Rick Ferkel | Central Michigan University | An Intentional Focus on Motor Skill Development in Elementary Physical Education | This session will discuss research conducted with fourth grade elementary physical education students and their improvement within squatting, throwing, and catching through intentional lesson planning and teaching. In a very short amount of time, we saw significant increases in motor skill proficiency with roughly 20% of the students. We will discuss how intentional instruction truly can improve student achievement and growth. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Participants will be able to: 1.) identify the testing protocol and outcomes within the study, 2.) explain the benefits intentional instruction can have on student achievement and growth, and 3.) apply strategies within their own classroom to enhance motor skill proficiency. |
34 | Claire Lynch, Brian Elliott | University of Michigan Adaptive Sports and Fitness | Integrating Adaptive Sport into Grade 6-12 PE Curriculum | Join us for a presentation on University of Michigan’s Adaptive Sport and Inclusive Recreation Initiative (ASIRI). ASIRI aims to increase knowledge, access, and participation in adaptive sports in the K-12 education system through the integration of adaptive sports into general physical education classes. Currently, ASIRI is embedded into general physical education within nine middle schools and five high schools with the ultimate goal to expand state and nationwide. After this session, attendees will understand the “why” of ASIRI, strategies for securing resources and building partnerships, and how they can implement adaptive sports into their PE curriculum. | Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Adapted Physical Education, Future Professionals - Geared to University Students | 1) Describe the purpose and impact of the Adaptive Sport and Inclusive Recreation Initiative and explain the importance of integrating adaptive sports into general physical education. 2) Identify strategies for developing partnerships and securing resources needed to implement and sustain adaptive sports programming within physical education. 3) Identify ways to integrate adaptive sports into their physical education curriculum using already available resources. |
35 | Michelle Brandon | Walled Lake Schools | Wilderness on a Shoestring: Creative Ways to Explore More for Less | Discover how to experience the great outdoors without breaking the bank. This session is designed for budget-conscious teachers who want to expose their students to lifelong recreation, survival, and fitness activities in nature. We will share practical strategies to minimize expenses while maximizing the outdoor experiences, proving that unforgettable wilderness adventures do not need to be expensive . | Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Inexpensive activities that make a big impact Ways to gather gear and equipment for little or no money Suggestions on ways to obtain funding for your program! |
36 | Ronda Brodsky | Hazel Park | Adult CPR / AED | This is for the American Red Cross Adult CPR / AED. You need to pre-register for this event and there is a cost of $50 paid to the instructor on the day of the course. | All Participants | Certified in Adult CPR and AED with a digital card sent to your email. |
37 | Alissa Scolaro | Wayne State University/Waterford School District | From Screening to Services: The Five Step APE Process | Five-step process on how to provide Adapted Physical Education (APE) services in Michigan. Participants will walk through each step from initial screening, identification, and referral through evaluation, IEP development, and implementation services. | Adapted Physical Education | 1. Describe the five-step process for identifying, evaluating, and providing APE services 2. Identify when a student may need APE and distinguish educational need from disability diagnosis when determining APE services. 3. Apply Michigan requirements to develop, implement, and monitor appropriate APE services through the IEP process. |
38 | Bryan Uhl and Nollis Sanders | Dearborn Public Schools & Detroit Public Schools | How to market your adapted physical education program to your school district! | As adapted physical educators it is imperative that we continue to grow with the times and marketing is something that is part of getting awareness out to the public on what is going on inside of your classes and the curriculum that you are working on. We will concentrate on three phases: 1. Creating a data collection place for continued growth and development of our students. 2. Funding: either internally or externally for the continued growth and development of the program. 3. A monthly newsletter or follow-up on previously mentioned phases and how funding is being used to help students with disabilities. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Adapted Physical Education, Future Professionals - Geared to University Students, All Participants | 1. Data collection place for continued growth 2. Funding either internally or externally 3. Monthly newsletter to follow up on curriculum, data collection, and equipment |
39 | Mindy Otto | Olivet Community Schools | Welcome to Fit Kids Falls: Where Play Has a Purpose | What if your gym could become an entire town? Step inside Fit Kids Falls, an immersive elementary PE experience where students move, problem-solve, collaborate, and learn through interactive businesses and community spaces. In a world shaped by technology, many children have fewer opportunities for pretend play and whole-body physical activity. Fit Kids Falls provides developmentally appropriate time to play, move, and build physical fitness in a meaningful setting where exercise is your job. Students practice movement skills while navigating the town, making choices, and earning and spending “Otto Bucks.” Attendees will discover how PE standards and grade-level outcomes can be embedded into purposeful play and leave with practical, budget-friendly ideas for creating standards-based, cross-curricular experiences in their own programs. | Elementary Physical Education (K-5th), Adapted Physical Education | 1. Participants will identify ways to align immersive, play-based PE activities with Michigan Physical Education Standards and Grade Level Outcomes. 2. Participants will learn how to transform existing PE equipment and spaces into engaging, cross-curricular movement experiences using affordable, donated, repurposed, and readily available materials. 3. Participants will develop strategies for incorporating student choice, cooperation, personal responsibility, and real-world learning into an inclusive elementary PE environment that keeps students actively engaged. |
40 | James Jenkins (Mr. Gym) | Grand Ledge | Concept-Based PE for Lifelong Learners | Research has shown that developing the understanding of concepts (big ideas) allows students to make connections independently to different settings, providing them with the tools to be more independent with their learning. In this workshop, we will make connections within the skills and knowledge of the PE setting to develop holistic concepts to drive our curricula. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Future Professionals - Geared to University Students | 1) Develop concepts (big ideas) to make connections in our learning, 2) Develop grade level outcomes (GLOs), 3) Create quality, concept-based assessments |
41 | James Jenkins (Mr. Gym) | Grand Ledge | Fostering Independence In PE | Personal responsibility is an important aspect of developing the whole child. In this workshop, we will discuss strategies to foster problem solving skills, growth mindset, and independence in physical education. | Elementary Physical Education (K-5th), Future Professionals - Geared to University Students | Participants will be able to: 1) Create class routines that promote personal responsibility, 2) Foster class independence by incorporating social responsibility, 3) Develop a culture of problem solving. |
42 | James Jenkins (Mr. Gym) | Grand Ledge | Foundations of Movement | SHAPE provides grade level outcomes (GLOs) for concepts such as moving at different levels, changing speeds, using different force, locomotor and nonlocomoter movements. But how do we develop these understanding of movement in an age-appropropriate way for lower elementary students. When done correctly, we are teaching the language and foundation for understanding all motor skills of a PE program. | Elementary Physical Education (K-5th), Future Professionals - Geared to University Students | Participants will be able to: 1) Organize movement concepts age-appropriately, 2) Use activities to promote the understanding of movement concepts, 3) Develop a foundational unit to facilitate motor skill units to come. |
43 | Tyler Irving, Andrew Antonazzo, & Takeisha Abrams | Woodhaven-Brownstown School District, Dearborn Public School District, & Detroit Public Schools | Visually Impaired P.E. Games | In our presentation you will learn 2 P.E. games designed for students with Visual Impairments that can be used in a general education P.E. class. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th) | Ideas for V.I. games Strategies for V.I. games Lesson plan for V.I. games presented. |
44 | Brittany Gniewek, Laura Friedman | Dearborn Public Schools | Bringing APE and General PE together | Making Inclusion work in the general physical education setting using State and National Standards. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Adapted Physical Education | 1. How to use your support staff 2. The use of Adaptive PE equipment in the general PE setting. 3. How Inclusion looks in Physical Education. |
45 | Jaclyn Stewart | Clio Area Schools | Kids Yoga | Kids yoga transforms standard yoga poses into engaging adventures where children pretend to be animals, trees, or soaring airplanes. This approach helps young learners develop essential gross motor skills, static and dynamic balance, and core strength while teaching them how to use deep breathing to calm their minds and manage emotions throughout the school day. | Elementary Physical Education (K-5th) | Improved Physical Literacy and Balance. Kids will strengthen their gross motor skills, core strength, and spatial awareness. By practicing playful poses like holding a "Tree Pose" or stretching like a "Cat-Cow," they actively build the static and dynamic balance required by early elementary physical education milestones. Enhanced Self-Regulation and Calming Skills. Children will walk away with concrete, practical tools to manage stress, anxiety, or high energy. Through simple analogies like "balloon breathing," they learn how to intentionally slow down their breath, lowering their heart rate and giving them a built-in "reset button" to handle big emotions during the school day. Increased Focus and Body Awareness. The session trains young minds to connect physical movement with conscious attention. Children develop better proprioception (knowing where their body is in space) and practice sustained concentration, which directly translates to improved focus, better posture, and a readiness to learn when returning to their academic tasks. |
46 | Brian Devore | OPEN National Trainer | Holidays in Motion: PE Fun for Every Season | This activity-based session will explore active and inclusive activities for PE that can be used to celebrate holidays! Discover fun ways to promote movement, cultural appreciation, and community spirit in your gym or classroom through joyful, seasonal play! Learn to incorporate holidays into PE supporting physical development while fostering a welcoming environment for all students. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), Future Professionals - Geared to University Students | Explore inclusive, holiday-themed physical activities that promote movement, teamwork, and student engagement across a variety of seasonal celebrations. Identify strategies for incorporating cultural appreciation and community-building into PE lessons while creating a welcoming environment for all learners. Apply creative approaches to adapting holiday-based games and activities to support physical development, social-emotional learning, and year-round fun in physical education. |
47 | Brian Devore | OPEN National Trainer | From Zero to Dance Hero in PE | You don’t have to be a dancer to rock dance in PE—just bring energy and a willingness to try! In this session, a PE teacher with limited dance skills shares simple, confidence-building strategies for introducing dance through accessible movement and creative exploration. See how student voice and choice come to life through group choreography and explore practical examples of using AI to support lesson planning, creativity, and engagement. | Elementary Physical Education (K-5th), Middle School Physical Education (6th-8th), High School Physical Education (9th-12th), Future Professionals - Geared to University Students | Build Confidence: Participants will identify simple, low-pressure strategies for introducing dance in PE, even with limited dance experience. Empower Student Creativity: Participants will explore ways to incorporate student voice, choice, and collaboration through creative movement and group choreography. Leverage AI: Participants will use AI-supported strategies to generate dance lesson ideas, choreography prompts, and activities that increase student engagement and creativity. |
48 | Angela Blood Starr | Calhoun Intermediate School District | Unscripted Connections: A Health Education Forum | Regional School Health Coordinators from around the state of Michigan will moderate a forum regarding topics related to Health, Sex Ed, Whole Child, SEL, and anything else YOU find important. Attendees will generate questions and topics of discussion. Coordinators and other participants will participate in conversations to help answer questions and share expertise that will broaden your skills and add to your toolkit. Truly an unscripted time to talk with others that walk in your shoes! | Middle School Health Education (6th-8th), High School Health Education (9th-12th) | 1. Connect school staff with Regional School Health Coordinators that are in place to support every district in Michigan. 2. Participants will grow their health education network by learning from and sharing with each other. 3. Participants will be connected with resources and support to enhance their instruction and programming. |
49 | Deb Berkey | MAHPERD | Fitness Testing in Michigan | An overview of the Presidential Fitness Testing in Michigan will be presented. | Grandes 1-12 and Future Professionals. | |
50 | ||||||
51 | ||||||
52 | ||||||
53 | ||||||
54 | ||||||
55 | ||||||
56 | ||||||
57 | ||||||
58 | ||||||
59 | ||||||
60 | ||||||
61 | ||||||
62 | ||||||
63 | ||||||
64 | ||||||
65 | ||||||
66 | ||||||
67 | ||||||
68 | ||||||
69 | ||||||
70 | ||||||
71 | ||||||
72 | ||||||
73 | ||||||
74 | ||||||
75 | ||||||
76 | ||||||
77 | ||||||
78 | ||||||
79 | ||||||
80 | ||||||
81 | ||||||
82 | ||||||
83 | ||||||
84 | ||||||
85 | ||||||
86 | ||||||
87 | ||||||
88 | ||||||
89 | ||||||
90 | ||||||
91 | ||||||
92 | ||||||
93 | ||||||
94 | ||||||
95 | ||||||
96 | ||||||
97 | ||||||
98 | ||||||
99 | ||||||
100 |