AI Uses in Physical Education

The purpose of this page is to brainstorm potential uses that Artificial Intelligence can provide to physical educators. Most of our 24 examples include a prompt and the respective result from ChatGPT (2023). 
​While the examples on this page are legitimate uses for AI, editing the results is necessary as accuracy may vary (this will improve over time). Find more uses in the articles below.

Guides on Using AI in Education

AI Applications for Education

The purpose of this section is to show the diversity of AI apps that can be used in physical education. The apps are always changing but as long as you know the terminology you should be able to find similar apps that work for you.
AI Chatbots: ChatGPT  -  ​​Google Gemini  -  Google Search AI  -  Microsoft Bing Chat
​AI Detectors: AI Text Classifier  -  GPTZero  -  TurnItIn
AI Prompts for Teachers: AI for Education  -  Alice Keeler
Assist with Writing: Grammerly
Comprehensive Tools for Educators: Magic School
​Create Chatbots: Chatbase
Create Comics: Comics Maker
Create Flashcards: Limbiks  -  Revisely
Creating Formulas for Spreadsheets: Sheet AI
​Create Images/Videos from Text: Canva  -  Genmo  -  ​invideo  -  Microsoft Designer  -  SimpleShow
Create Infographics: Piktochart
​Create Music: aimusic.so  -  Riffussion
Create Podcasts from Text: ​NoteGPT   -   Speechify  -   Wondercraft
Create PowerPoint Presentations: MagicSlides  -  PresentationGPT  -  SlidesAI  -  SlidesGPT
Create Questions for Assessment: AI Quiz Maker  -  Kahoot!  -  QuestionWell
Create Speaking Avatars: Adobe Express  -  invideo AI  -  VEED.IO
Make Photos Talk: Remaker AI
Podcasts to Text Converter: ​Castmagic  -  Otter
Send Messages in Multiple Languages: TalkingPoints
Summarize Papers: ExplainPaper  -  TLDRthis
​​Transcribe Meeting Notes:​ ​Audio Pen  -  Fireflies.ai  -  Otter.ai  -  Zoom​​​​

Example Use #1: Analyzing Individual Research Studies

Prompt: Write a summary for the research article ‘Physical Education and Academic Achievement: Literature Review "1997-2015"
Result: The research article "Physical Education and Academic Achievement: Literature Review 1997-2015" provides an in-depth analysis of the relationship between physical education (PE) and academic performance among students. The study focuses on literature published between 1997 and 2015 to explore the effects of PE on academic achievement and identify potential mechanisms underlying this relationship. 
​
The authors commence the review by highlighting the growing concerns over the declining levels of physical activity among children and adolescents, along with the increased emphasis on academic achievement in educational settings. Recognizing the potential benefits of PE on cognitive functioning and academic outcomes, the authors delve into various research studies conducted during the specified period. 

Throughout the literature review, the authors reveal a range of findings that support the positive impact of PE on academic achievement. Several studies suggest that regular participation in PE is associated with improved cognitive abilities, such as attention, memory, and information processing, which are crucial for effective learning. Furthermore, evidence suggests that physical activity may enhance brain function, leading to increased academic performance in subjects like mathematics, reading, and language. 

Additionally, the review highlights the potential mechanisms that underlie the relationship between PE and academic achievement. Physical activity is shown to stimulate the release of various neurochemicals, including dopamine, serotonin, and brain-derived neurotrophic factor (BDNF), which are known to promote brain health and enhance cognitive function. Moreover, PE provides opportunities for social interaction, teamwork, and problem-solving, which can indirectly contribute to academic success. 

Despite the overall positive correlation between PE and academic achievement, the authors acknowledge the limitations and inconsistencies in the reviewed studies. Some studies lacked rigorous methodologies or failed to establish causality, while others reported conflicting results. The authors emphasize the need for more high-quality, longitudinal research to establish a clear cause-and-effect relationship between PE and academic performance. 

In conclusion, the literature review demonstrates that physical education can have a positive impact on academic achievement. The findings suggest that regular participation in PE can enhance cognitive functioning, stimulate brain health, and indirectly promote academic success through social and teamwork skills. However, further research is required to establish stronger causal relationships and provide evidence-based recommendations for educational policymakers, practitioners, and parents to emphasize the importance of PE in promoting academic excellence.​​

​Example Use #2: Conducting Literature Reviews on Specific Topics

Also see this Google Slide presentation for literature reviews on various physical education topics.
Prompt: “What does research say about fitness testing in physical education?”​
Result:
  1. Assessment of fitness levels: Fitness testing in physical education allows educators to assess and monitor students' fitness levels. It provides objective data on various components of fitness, such as cardiovascular endurance, muscular strength, flexibility, and body composition. This information can help identify areas of improvement, set goals, and tailor physical education programs to meet the needs of individual students.
  2. Educational value: Fitness testing can have educational value by providing students with an opportunity to learn about their own fitness levels, understand the importance of physical fitness, and set personal goals for improvement. It can promote self-awareness, motivate students to engage in physical activity, and enhance their understanding of the relationship between fitness and overall health.
  3. Feedback and motivation: Fitness testing can offer students feedback on their progress and performance over time. This feedback can serve as a motivational tool, encouraging students to strive for improvement and maintain their engagement in physical activity. By setting goals and tracking progress, students can see tangible results, which can further enhance their motivation and commitment to physical fitness.
  4. Basis for program planning: Fitness testing results can inform the planning and development of physical education programs. It can help educators identify areas of focus, design appropriate activities, and provide targeted interventions to address the specific needs of students. By tailoring instruction to individual fitness levels, educators can create inclusive and effective learning environments.
  5. Considerations for validity and reliability: Fitness testing should be based on valid and reliable assessment methods to ensure accurate and meaningful results. Research highlights the importance of using well-established and scientifically supported testing protocols. Educators should select tests that have been validated for the specific age group and population being assessed. Proper administration, standardization of procedures, and appropriate equipment are critical to ensure reliable results.
  6. Ethical and psychological considerations: It is important to consider the potential psychological impact of fitness testing, as it can affect students' self-esteem and body image. Research suggests that creating a supportive and non-threatening testing environment, emphasizing effort over performance, and providing constructive feedback can help mitigate potential negative effects. Confidentiality and privacy should be maintained to ensure students' well-being and comfort during the testing process.
  7. ​Comprehensive approach: Fitness testing should be seen as part of a comprehensive physical education program rather than a standalone assessment. A holistic approach that combines fitness testing with skill development, enjoyment of physical activity, and the promotion of lifelong physical fitness is recommended. It is essential to balance the focus on fitness assessment with the broader goals of physical education, including skill acquisition, knowledge development, and fostering a positive attitude towards physical activity.​

​Example Use #3: Creating Music

Prompt: A hip hop song about the FITT principle.

Play Song: No longer available.
[Verse]
Got a plan to get fit and toned
Four letters help you make the throne
Frequency baby hit them reps
Intervals between catch your breath

[Verse 2]
Intensity is how hard you go
Turn it up don't take it slow
Time on the clock keep it tight
Duration matters day and night

[Chorus]
Frequency Intensity Time and Type
FITT principle keep you hyped
Break it down it ain't no myth
Get your game strong get your lift
[Verse 3]
Type is what you choose to do
Run or swim it's up to you
Mix it up keep muscles guessing
No more stalling keep progressing

[Bridge]
Feel the beat and feel the burn
In the gym it's your turn
Stay committed stay on route
FITT it out no doubt

[Chorus]
​Frequency Intensity Time and Type
FITT principle keep you hyped
Break it down it ain't no myth
Get your game strong get your lift

​Example Use #4: Creating New Games and Sports

Prompt: Create a new sport that blends Soccer with Basketball.
Result: SoccerBasket is a unique and exciting sport that combines elements of both soccer and basketball, creating a fast-paced and dynamic game that requires a mix of skills from both sports. The objective of the game is to score goals using a combination of soccer-style ball handling and basketball-style shooting techniques. It is played on a rectangular court, similar to a basketball court, with goals on either end, similar to a soccer field.

Rules and Gameplay:
  1. Teams: SoccerBasket is played with two teams, each consisting of five players on the court at a time.
  2. The Ball: The game uses a soccer ball that is slightly smaller and lighter than a regulation soccer ball to facilitate both dribbling and shooting.
  3. Starting Play: The game starts with a jump ball, similar to basketball, at the center of the court.
  4. ​Dribbling and Passing: Players can use their feet to dribble the ball or pass it to their teammates. However, they must not use their hands unless throwing the ball in from the sidelines.
  5. Shooting: Shooting the ball into the goal is a combination of soccer-style kicks and basketball-style throws. Players can use their feet for long-range shots or jump and use their hands for close-range shots. A goal scored using the feet is worth three points, while a goal scored using the hands is worth two points.
  6. Goals: The goals are located at opposite ends of the court and are similar to regular soccer goals, with a net to catch the ball.
  7. Goalkeepers: Each team has one designated goalkeeper who can use their hands and feet to defend the goal.
  8. ​Violations: Some common violations include: Traveling: Taking too many steps without dribbling the ball; Double Dribble: Using both feet and hands to control the ball simultaneously; Handball: Touching the ball with hands (excluding the goalkeeper) during normal play.
  9. Substitutions: Teams can make substitutions during stoppages in play, similar to basketball.
  10. ​Scoring: The team with the most points at the end of the designated game time (typically four quarters of 12 minutes each) wins the match.
Benefits: SoccerBasket blends the agility and footwork of soccer with the shooting skills of basketball, providing a well-rounded physical and mental challenge for players. It encourages teamwork, strategy, and creativity, as players must adapt to both soccer and basketball tactics. Additionally, it allows fans of both sports to come together and enjoy a new and thrilling game that combines the best elements of each.​​

​​Example Use #5: ​Creating Online Games for Studying

Check out Eduaide to create your own study games.

​​Example Use #6: Creating Role Play Scenarios

Prompt: Create a role play scenario on "sportsmanship" for a group of 4 students.
Result: 
  • Title: The Sportsmanship Challenge
  • Setting: A sports field during practice
  • Scene: The team is in the midst of a practice session. Jake, Maya, Ethan, and Olivia are gathered together for a discussion.
  • Characters:
    • Jake - A competitive athlete who often prioritizes winning over sportsmanship.
    • Maya - Jake's teammate and friend who believes in the importance of fair play.
    • Ethan - Another teammate who tends to lose his temper when things don't go his way.
    • Olivia - A newcomer to the team who values teamwork and camaraderie.

Maya: Hey, everyone, I wanted to talk about something important today. Sportsmanship.

Jake: (Rolls eyes) Oh, here we go. Sportsmanship is for losers. Winning is all that matters!

Ethan: Yeah, I agree with Jake. It's frustrating when things don't go our way, and sportsmanship goes out the window.

Olivia: But isn't the essence of sports to have fun, grow as a team, and learn from one another? Sportsmanship plays a vital role in achieving that.

Maya: Absolutely, Olivia. It's about more than just winning. Sportsmanship teaches us respect, integrity, and fair play.

Jake: (Skeptical) So, you're saying we should let the other team win?

Maya: No, not at all. Sportsmanship means giving your best effort, playing by the rules, and respecting both your teammates and opponents.

Ethan: But what if the other team cheats or plays dirty?

Maya: Even in challenging situations, it's important to maintain our composure and respond with grace. We can address unfair play through communication and proper channels.

Olivia: Sportsmanship also means supporting and encouraging our teammates, even when they make mistakes. We can learn from failures and grow together as a team.

Jake: (Reflecting) I guess I never really thought about it that way. Maybe there's more to sports than just winning.

Maya: Exactly, Jake! When we prioritize sportsmanship, it creates a positive and enjoyable environment for everyone involved. It also sets a good example for future generations.

Ethan: I suppose it's worth giving it a try. Controlling my temper and focusing on fair play could make a difference.

Olivia: That's the spirit, Ethan! We're all in this together, and by embracing sportsmanship, we can become not just better athletes but also better people.

(Scene fades out as the team continues practicing, now with a renewed emphasis on sportsmanship and teamwork.)

Note: This role play scenario aims to highlight the importance of sportsmanship in sports. It addresses common misconceptions and encourages the students to adopt a more balanced perspective. The dialogue emphasizes fair play, respect for opponents, and supporting teammates, while acknowledging the challenges that may arise. By fostering a positive and sportsmanlike environment, the scenario promotes personal growth and the development of lifelong values.​​

​​Example Use #7: ​Creating Slideshow Presentations Based on Bullet Points

Prompt: Create a slideshow presentation based on the following bullet points:
  • One of the best things about being an independent organization is that we can influence change from the outside. And that's what I hope this blog post does.
  • From the Marine’s perspective, the goal is to continue legitimizing and normalizing military recruiters in school. It would be one thing if they talked openly and honestly about all the pros and cons of military service with students, but they don’t. I know what they tell people because of my experience before enlistment and because I did 2 weeks of recruiters assistance after boot camp. I went to a high school with the recruiter. I also had a friend who was a recruiter.
  • Children are more easily influenced. 
  • Recruiters tried using esports on Twitch to normalize joining the military and to desensitize what war is actually like. They had to cancel because the youth fought back, continually questioning their morality. (US army retreats from Twitch as recruitment drive backfires)
  • Recruiters also target low income areas. (Military Recruiters are Exploiting High School Students’ Financial Insecurities)
  • And for what? When was the last war the US engaged in that the American public approved? WW2?
  • If we must persuade and use children in order to defend our country, what does that say about us? I didn't join until I was 22 years old.
  • Problems veterans face with VA disability compensation and VA healthcare.
  • How does all the above align with SHAPE America’s purported goals and values? Social justice? Health?
Results

​​Example Use #8: Creating Study Questions Based on an Article or Book

Prompt: “Create study questions from chapter 3 of Children Moving: A Reflective Approach to Teaching PE”​
Result: 
  • What is the importance of a movement vocabulary in physical education, and how does it contribute to students' learning and development?
  • How can teachers assess students' movement skills and abilities effectively? Discuss different assessment methods mentioned in the chapter.
  • Describe the concept of "fundamental motor patterns" and their significance in physical education. Provide examples of fundamental motor patterns and explain how they can be taught.
  • What are the benefits of incorporating dance and rhythmic activities into the physical education curriculum? How can teachers promote creativity and self-expression through these activities?
  • Discuss the role of games in physical education and their impact on students' social, emotional, and physical development.
  • Explain the concept of "task progressions" and how they can be used to enhance skill development in physical education. Provide examples of task progressions for specific movement skills.
  • How can teachers create an inclusive and supportive learning environment in physical education? Discuss strategies mentioned in the chapter that promote inclusivity and address individual differences.
  • What is the role of technology in physical education? Explore different ways in which technology can be integrated into the curriculum to enhance learning and engagement.
  • Discuss the benefits and challenges of integrating outdoor and adventure activities into physical education. How can teachers effectively plan and implement these activities?
  • Reflect on your own experiences as a learner in physical education. How do the concepts and strategies discussed in this chapter align with your own experiences, and how can they inform your teaching practice?​

​​Example Use #9: Creating Videos*

See this article 10 “Best” AI Video Generators (September 2023) for more information.

​​Example Use #10: ​Finding Appropriate Music

Appropriate for Age Groups
Prompt: List 10 songs appropriate for 6th grade physical education class
Result:
  1. "Happy" by Pharrell Williams
  2. "Can't Stop the Feeling!" by Justin Timberlake
  3. "Uptown Funk" by Mark Ronson ft. Bruno Mars
  4. "Shake It Off" by Taylor Swift
  5. "Let's Get It Started" by The Black Eyed Peas
  6. "Dynamite" by BTS
  7. "Roar" by Katy Perry
  8. "Waka Waka (This Time for Africa)" by Shakira ft. Freshlyground
  9. Just Dance" by Lady Gaga ft. Colby O'Donis
  10. "Wavin' Flag" by K'naan​​​
Appropriate for Specific Types of Dance
Prompt: List 10 songs to dance the foxtrot to in a physical education class
Result:
  1. "All of Me" by John Legend
  2. "Thinking Out Loud" by Ed Sheeran
  3. "Can't Help Falling in Love" by Elvis Presley
  4. "Fly Me to the Moon" by Frank Sinatra
  5. "The Way You Look Tonight" by Frank Sinatra
  6. "L-O-V-E" by Nat King Cole
  7. "Cheek to Cheek" by Ella Fitzgerald and Louis Armstrong
  8. "Moon River" by Andy Williams
  9. "Unchained Melody" by The Righteous Brothers
  10. "At Last" by Etta James
Appropriate for a Specific Activity
Prompt: List 10 songs related to basketball
Result:
  1. "Basketball" by Lil Bow Wow
  2. "Space Jam" by Quad City DJ's
  3. "All I Do Is Win" by DJ Khaled
  4. "Trophies" by Drake
  5. "Jumpman" by Drake and Future
  6. "Ballin'" by Logic ft. Castro
  7. "We Ready" by Archie Eversole
  8. "Victory" by Puff Daddy
  9. "Welcome to the Jungle" by Guns N' Roses
  10. "Remember the Name" by Fort Minor​​​
Appropriate for Physical Education
Prompt: ​List 10 songs related to physical education
Result:
  1. "Eye of the Tiger" by Survivor
  2. "Jump" by Van Halen
  3. "Rocky Theme Song" by Bill Conti
  4. "Can't Stop the Feeling!" by Justin Timberlake
  5. "We Will Rock You" by Queen
  6. "Uptown Funk" by Mark Ronson ft. Bruno Mars
  7. "Stronger" by Kanye West
  8. "Push It" by Salt-N-Pepa
  9. "Workout" by J. Cole
  10. "Gonna Make You Sweat" by C+C Music Factory
Appropriate for Tempo
Prompt: List 10 slow songs to dance the foxtrot to in a physical education class​
Result: 
  1. "Unchained Melody" by The Righteous Brothers
  2. "At Last" by Etta James
  3. "The Way You Look Tonight" by Frank Sinatra
  4. "Fly Me to the Moon" by Frank Sinatra
  5. "Can't Help Falling in Love" by Elvis Presley
  6. "Moon River" by Andy Williams
  7. "What a Wonderful World" by Louis Armstrong
  8. "Unforgettable" by Nat King Cole
  9. "My Funny Valentine" by Chet Baker
  10. "The Nearness of You" by Norah Jones

​​Example Use #11: ​Finding Common Themes About Online Topics

Prompt: “What are the most common online statements regarding physical education?”​
Result:​
  1. "Physical education is essential for promoting a healthy lifestyle and preventing obesity."
  2. "PE classes should focus on teaching lifelong fitness skills rather than just sports."
  3. "Physical education helps develop teamwork, leadership, and communication skills."
  4. "Schools should allocate more time and resources to physical education to support student well-being." "Incorporating technology can make physical education more engaging and interactive."
  5. "Physical education should be inclusive and accommodate students of all abilities."
  6. "PE is a valuable part of a well-rounded education and should not be overlooked."
  7. "Regular physical activity in schools can improve academic performance and focus."
  8. "Parents play a crucial role in promoting physical activity and health education at home."
  9. "Online learning platforms can offer effective virtual physical education resources."

​It's important to note that opinions on physical education can vary, and these statements might represent different viewpoints. Some people may emphasize the health benefits, while others may focus on the educational and developmental aspects. Always consider the source and context of these statements when evaluating their credibility and relevance.

​​Example Use #12: Finding Cues for Skills

Prompt: “What are physical education cues for serving a volleyball?”​
Result:
  • Hand Placement: "Extend your hand high and open, with your fingers spread wide for maximum contact surface."
  • Ball Contact: "Make contact with the ball using the heel of your palm, just above your wrist. Aim for a clean, solid contact."
  • Toss: "Toss the ball slightly in front of your hitting shoulder and at a consistent height to allow for proper timing and contact."
  • Body Positioning: "Stand with your feet shoulder-width apart and your non-dominant foot slightly forward. Keep your body balanced and relaxed."
  • Footwork: "Step forward with your non-dominant foot as you swing your serving arm back, then transfer your weight onto your dominant foot as you swing forward to hit the ball."
  • Follow-through: "After contacting the ball, follow through with your arm and hand, allowing your hand to finish high and pointing in the direction you want the ball to go."
  • Body Rotation: "Rotate your hips and shoulders as you swing your serving arm forward, generating power and maximizing your reach."
  • Focus: "Keep your eye on the ball throughout the entire serving motion, maintaining focus on your intended target."
  • Breath Control: "Take a deep breath before serving to help you stay calm and focused. Exhale as you make contact with the ball for better control."
  • Practice: "Consistently practice your serving technique to improve accuracy, power, and consistency."​

​​Example Use #13: Finding Information for a Lesson/Activity Introductions

Prompt: “What are 10 unique things about the game of Ultimate?”​
Result:
  1. Self-Officiated: Ultimate is primarily a self-officiated sport, relying on players to make calls and resolve conflicts on the field. This promotes sportsmanship, fair play, and a strong sense of responsibility.
  2. Non-Contact: Unlike many other team sports, Ultimate is a non-contact sport. Players are not allowed to physically obstruct or impede opponents, adding a unique element of fair play and safety.
  3. Spirit of the Game: Ultimate emphasizes the "spirit of the game," which prioritizes respect, fair play, and integrity. Players are expected to embody this spirit and resolve conflicts through respectful communication.
  4. Frisbee-Based: Ultimate is played with a flying disc, commonly known as a Frisbee, which adds an exciting and unique element to the game. The disc's flight characteristics and various throwing techniques create strategic opportunities for players.
  5. Mixed-Gender Play: Ultimate is one of the few team sports that regularly incorporates mixed-gender play. It provides a balanced and inclusive environment, promoting gender equity and creating unique strategic dynamics.
  6. Fast-Paced: Ultimate is a fast-paced sport, with continuous play and quick transitions between offense and defense. The non-stop action keeps players engaged and creates an exciting atmosphere on the field.
  7. Spirit Circle: After each game, players gather in a circle known as the "spirit circle" or "spirit circle" to reflect on the game, show appreciation for opponents, and discuss any contentious issues that may have arisen during play. This tradition fosters respect, sportsmanship, and open communication.
  8. Global Community: Ultimate has a strong global community, with players and tournaments held in various countries around the world. It provides opportunities for cultural exchange and international competition.
  9. Unique Scoring: In Ultimate, scoring a point involves successfully completing a pass in the opposing team's end zone. This scoring system encourages teamwork, precise throws, and strategic positioning.
  10. Great for All Ages: Ultimate is a sport that can be enjoyed by people of all ages, from young children to adults. It promotes inclusivity, offers various levels of competition, and allows individuals to continue playing throughout their lives.

​​Example Use #14: Finding Modifications for Specific Activities

Prompt: “What are APE modifications for volleyball?”​
Result: 
  • Lowered Net: Adjust the height of the net to make it more accessible for players with mobility or height limitations. Lowering the net allows players to participate in hitting and blocking the ball more easily.
  • Smaller Court Size: Reduce the dimensions of the court to make it more manageable for players with mobility challenges. A smaller court allows for better movement and participation for individuals with limited mobility or those using mobility aids.  
  • Soft Volleyballs: Use soft volleyballs instead of standard volleyballs to accommodate individuals with limited upper body strength or those who may have difficulty handling the impact of a regular volleyball. Soft volleyballs are lighter and gentler on the hands and arms.
  • Balloon Volleyball: Adapt the game by using a balloon instead of a volleyball. This modification reduces the speed and intensity of the game, making it more suitable for individuals with limited mobility, coordination, or visual impairments.
  • Seated Volleyball: Modify the game to be played while seated, allowing individuals with mobility impairments or balance issues to participate. Players remain seated on the ground or in specialized chairs, using their hands, arms, and upper body to play.  
  • Two-Handed Hits: Allow players to use two hands to hit the ball instead of the standard one-handed technique. This modification provides better stability and control for individuals with limited hand strength or coordination.
  • Partner Assistance: Implement a buddy system where players work in pairs. This allows for collaboration and assistance between players, enabling individuals with varying abilities to participate and contribute to the game.  
  • Additional Bounces: Allow for more than three contacts per side, enabling players to have additional opportunities to make contact with the ball and keep it in play. This modification helps players develop their skills and prolongs rallies.
  • Slow-Motion Play: Slow down the pace of the game to accommodate individuals who require more time to react and move. By reducing the speed, players with slower reaction times or coordination difficulties can participate and contribute effectively.
  • Rule Adaptations: Modify specific rules based on the abilities and needs of the players. For example, allowing the ball to be caught or carried briefly to accommodate individuals who have difficulty with overhead hitting.

​​Example Use #15: ​Finding Riddles for Activities

Prompt: User List 6 riddles related to volleyball
​Result:
  1. I'm a sport where you hit a ball over a net, and teamwork is a must. What am I? Answer: Volleyball
  2. I'm a game where six players on each side try to keep the ball in the air. What am I? Answer: Volleyball
  3. I'm a move in volleyball where a player jumps and strikes the ball downward into the opponent's court. What am I? Answer: Spike
  4. I'm a position in volleyball responsible for setting up the team's offense and making precise passes. What am I? Answer: Setter
  5. I'm a line on the volleyball court that extends from sideline to sideline, separating the front and back rows. What am I? Answer: Attack Line or 10-foot line
  6. I'm a defensive move in volleyball where a player extends their arms to stop or redirect an incoming attack. What am I? Answer: Block​
Prompt: List 10 riddles appropriate for 6th graders
Result:
  1. I am taken from a mine and shut in a wooden case, from which I am never released. What am I? Answer: Pencil lead/graphite
  2. What has keys but can't open locks? Answer: Piano
  3. I have cities but no houses, forests but no trees, and rivers but no water. What am I? Answer: Map
  4. I am full of holes, yet I can hold water. What am I? Answer: Sponge
  5. What gets wetter as it dries? Answer: Towel
  6. The more you take, the more you leave behind. What am I? Answer: Footsteps
  7. What has a heart that doesn't beat? Answer: Artichoke
  8. What has hands but can't clap? Answer: Clock
  9. I speak without a mouth and hear without ears. I have no body, but I come alive with wind. What am I? Answer: Echo
  10. I am always hungry, I must always be fed. The finger I touch will soon turn red. What am I? Answer: Fire​

​​Example Use #16: ​Finding Modifications for Specific Disabilities

Prompt: “What are some modifications for teaching how to throw a baseball to a student who is blind?”​
Result:
  • Verbal Descriptions: Use detailed and precise verbal descriptions to explain the proper throwing technique. Break down the throwing motion into smaller steps and provide clear instructions for each step.
  • Tactile Feedback: Provide tactile feedback by guiding the student's arm and body movements using your hands. This can help them understand the correct positioning and movement involved in throwing a baseball.
  • Kinesthetic Awareness: Help the student develop a sense of kinesthetic awareness by physically moving their body into the proper throwing positions. You can gently manipulate their arms, shoulders, and hips to help them feel the correct alignment and movement.
  • Use Sound Cues: Incorporate sound cues to help the student understand the timing and rhythm of the throwing motion. For example, you can use a metronome or a specific verbal cue to signal when they should release the ball.
  • Targeting Techniques: Teach the student to aim by using auditory cues. Place a sound-emitting device, such as a beeper or a small speaker, at the target location. The student can then use their hearing to guide their throw toward the sound source.
  • Adapted Equipment: Consider using adapted equipment to facilitate the learning process. You can use a ball with bells inside or attach noise-making devices to the baseball to help the student track its movement through sound.
  • Repeated Practice: Encourage the student to practice the throwing motion regularly. Repetition and consistent practice are essential for developing muscle memory and refining their technique.
  • Peer Assistance: Pair the student with a sighted peer who can provide additional guidance and feedback during practice sessions. The peer can offer verbal instructions, provide tactile cues, and offer encouragement and support.

​​Example Use #17: ​Rewording Documents

Prompt: Reword the Following Text
Dear [Recipient's Name],
I am writing to highly recommend [Student Name] for [purpose of recommendation]. Having had the privilege of teaching [Student Name] in [Class], I am confident in their abilities and believe they would excel in any endeavor they undertake.

I have known [Student Name] for [Length of Time], during which they consistently displayed remarkable qualities and characteristics that set them apart. I would like to highlight some of the positive traits I have observed:
1. [Characteristic 1]: [Student Name] demonstrates exceptional [characteristic 1], which is evident in their [specific examples demonstrating characteristic 1].
2. [Characteristic 2]: [Student Name] exhibits outstanding [characteristic 2], as evidenced by [specific examples demonstrating characteristic 2].
3. [Characteristic 3]: [Student Name] possesses remarkable [characteristic 3], which is evident through [specific examples demonstrating characteristic 3].

One particular incident comes to mind that truly exemplifies [Student Name]'s [positive characteristic]. [Share personal anecdote illustrating the positive characteristic and how it impacted the situation].

Based on my experience and observation, I firmly believe that [Student Name] is an excellent candidate for [purpose of recommendation]. Here are a few reasons that support my recommendation:
1. [Reason 1]: [Student Name] consistently demonstrates a strong work ethic and dedication to their academic pursuits.
2. [Reason 2]: [Student Name] exhibits exceptional problem-solving skills and the ability to think critically, allowing them to overcome challenges effectively.
3. [Reason 3]: [Student Name] consistently demonstrates excellent communication and collaboration skills, making them a valuable team member in any group setting.

In conclusion, I wholeheartedly recommend [Student Name] for [purpose of recommendation]. Their positive qualities, personal achievements, and outstanding commitment make them an exceptional candidate. I have no doubt that [Student Name] will continue to thrive and contribute significantly to any future endeavors.
​
Thank you for considering my recommendation. If you require any further information or have any questions, please do not hesitate to contact me. I am more than willing to provide additional insights or discuss [Student Name] in more detail.
​
Once again, thank you for your time and attention to this recommendation.
Reworded Text:
Dear [Recipient's Name],
I am writing to enthusiastically endorse [Student Name] for [purpose of recommendation]. As [Student Name]'s [Class] teacher, I have had the pleasure of knowing them for [Length of Time], and I wholeheartedly believe they are an exceptional candidate who would excel in any endeavor.

Throughout my time with [Student Name], I have been consistently impressed by their exceptional qualities and characteristics. Here are some noteworthy traits I have observed:
  1. [Characteristic 1]: [Student Name] consistently demonstrates outstanding [characteristic 1], which is evident through [specific examples].
  2. [Characteristic 2]: [Student Name] exhibits remarkable [characteristic 2], as evidenced by [specific examples].
  3. [Characteristic 3]: [Student Name] possesses exemplary [characteristic 3], which is evident through [specific examples].

One memorable incident perfectly exemplifies [Student Name]'s [positive characteristic]. [Share personal anecdote illustrating the positive characteristic and its impact].

Based on my extensive experience and careful observation, I wholeheartedly endorse [Student Name] for [purpose of recommendation]. Here are a few compelling reasons supporting my recommendation:
  1. [Reason 1]: [Student Name] consistently demonstrates an exceptional work ethic and a strong dedication to their academic pursuits.
  2. [Reason 2]: [Student Name] exhibits exceptional problem-solving skills and a keen ability to think critically, enabling them to overcome challenges effectively.
  3. [Reason 3]: [Student Name] consistently displays excellent communication and collaboration skills, making them a valuable asset in any group setting.

In conclusion, I have no doubt that [Student Name] is a truly outstanding candidate for [purpose of recommendation]. Their remarkable qualities, personal achievements, and unwavering commitment make them an exceptional individual. I am confident that [Student Name] will continue to thrive and contribute significantly in any future endeavors.

Thank you for considering my strong recommendation. Should you require any further information or have any queries, please do not hesitate to contact me. I am more than willing to provide additional insights or discuss [Student Name]'s qualities and abilities in greater detail.
Once again, thank you for your time and attention to this recommendation.​

​​Example Use #18: ​Rewriting Assignment Directions Based on Reading Level

Prompt: “Reword the following assignment directions for 1st grade reading level"
  • In pairs, create a choreographed fight scene using 5 moves per person. Utilize your checklists and binders for assistance. If you require guidance with a specific move, please inform me.
  • Ensure that the sequence of moves flows smoothly:
  • Take your time; I value technique more than speed.
  • Pay attention to footwork; avoid standing still in front of each other.
  • When pretending to be hit, react with your body as if you were actually struck (not just by moving your head).
  • Arrange the skills in a logical order.
  • Practice the scene and once you feel prepared, present it to me (and potentially another group if time allows).
  • Please review the rubric for your final self-defense assessment, located on the back page.
Result: 
  • Work together in pairs to make a pretend fight with five moves each. Use your checklists and binders if you need help. If you don't know how to do a move, ask me.
  • Make sure the moves go smoothly.
  • Go slow and be careful instead of going too fast.
  • Move your feet around and don't stay still. When you pretend to get hit, act like it really happened, not just by moving your head.
  • Put the moves in a good order that makes sense.
  • Practice the fight and when you feel ready, show it to me (and maybe another pair if we have time).
  • Take a look at the back page to read about how you'll be graded for your final pretend self-defense.

​​​Example Use #19: ​Summarizing Meetings*

You can create meeting notes via AI. Zoom and Slack are rolling out these features (September 2023). You can also create notes by downloading transcripts from Youtube, or other media forms, and uploading to an AI service.

​​​Example Use #20: ​​Summarizing Student Feedback

Prompt: What are the common themes in these responses:
  • I am a hands on learner, you can stand up there and powerpoint me to death on how I'm supposed to teach, but I never really learn it until I'm forced to think for myself and do it on my own.
  • I really appreciated having the opportunity to put together my own lesson and then try it out on the class.
  • I liked the activities we learned and practiced.
  • I love the passion as well as the great teaching tips that will be useful in all classroom settings. 
  • I liked being able to participate in the different lesson plans.
  • I really enjoyed all of the resources that our instructor provided us with. I will always refer to his website as well because it includes all of the many great resources that he showed us how to use. 
  • I liked that we did lesson plans and were active during the second part of the class. I also liked that we went over classroom management. 
  • I like the structure of the class and how we spent most of the time being active and learning from participating rather than in just a lecture situation. I liked how we got to teach two lessons and it was helpful to have a partner. Something I would maybe change about that even though it may not be possible is for the second teaching you have them do a lesson on their own to give experience teaching on our own. But i know because of time it may just not be possible.
  • The teacher was knowledgeable and he knew a lot about teaching beyond just physical ed. Seemed really comfortable as a teacher and his lessons always kept my attention and had meaning to them. The class was fun.
  • I liked that we were able to apply what we were learning by actually teaching lessons.
  • I liked the interactive features of getting to design a lesson.
  • I really liked that we learned effective teaching strategies that were not applicable to physical education, but also the traditional K-6 classroom. I also liked that we only taught our lessons to half of the class, it made me less nervous and helped me to focus on my teaching. 
  • I enjoyed seeing skill themes in action. It is one thing to learn about them but to do them really helped me understand what they are and how to implement them.
  • Getting to experience what a good p.e. lesson would actually look like from the instructor was a nice change. 
  • I enjoyed gaining the experience of teaching lesson plans that I created. How active the class was, made it very fun and enjoyable.
  • I wish it was a longer class maybe two credits for the whole semester? There is so much important information to cover and i wish we just had more time.
  • I really enjoyed how the class was set up, with the instruction for the first hour and then we got to go experience what was taught. It was very great and allowed me to learn a lot.
  • I liked how we split the class, half in the class and the other half in the gym. I also really enjoyed my peer teaching assignment. I learned a lot of new teaching strategies as well through the lessons that I can apply in my future classroom.
  • I liked the videos and the chance to create our own P.E. lessons.
  • I liked that we did half lecture and half lab. The lecture was helpful for teaching strategies and ideas. The lab was fun and informative.
  • It was surprisingly informative and all forms of course work could be readily applied to both the classroom and a p.e. course.  I feel even more rounded and prepared for my teaching career because of the material in this class.
  • This class introduced several new effective teaching strategies and reinforced concept from many of my other education classes. I enjoyed being able to put the concepts we were learning into practice during the lab time. I liked that the class time was divided this way.
  • I loved the amount of classroom management we went over because that was something that can be applied to all aspects of our teaching. I learned more classroom management in this class and in one class period than I have during all of my courses.
  • I liked how this course wasn't about playing your typical sports (basketball, football, baseball).  The information we learned about classroom management will be very useful, not just in the physical education setting, but in all areas of teaching.  I also liked how the games we played were fun for everyone.  I was never very athletically coordinated, so I hated P.E. growing up, but I enjoyed this class because the games were fun for everyone.  
  • The brain break book is awesome! It is something I would want to use in the regular classroom as well. I also enjoyed how the lessons were very stress free and I was more excited about teaching the lesson than I was nervous about it.
  • The flexibility to teach fun topics in a way that utilized teamwork and enhanced teaching skills that we have picked up in other education classes.
  • I enjoyed learning ways that we could incorporate Physical Education in the classroom.
  • The course was a lot of fun, and I can tell that the instructor really cared about the material. I also learned a lot of new class management techniques that I had not heard before in other courses.
  • I really did like that we talked about class management because I think that this also could relate to my own general education classroom. I also did enjoy teaching the lessons, I think that it was a great learning opportunity and I felt like I learned more from doing the lesson and watching my peers than I did sitting in the lectures about how to teach a lesson.
Result: ​Common themes in the student responses include:
  1. Hands-on learning: Students appreciated the opportunity to think for themselves, put together their own lessons, and teach them to the class. They valued the practical application of the concepts learned.
  2. Engaging and interactive activities: Students enjoyed the activities, interactive features, and the chance to design their own lessons. They found them fun, stress-free, and effective in enhancing their teaching skills.
  3. Resources and teaching tips: Students appreciated the resources provided by the instructor, including the website with various useful materials. They found the teaching tips applicable to all classroom settings and valued the effective teaching strategies they learned.
  4. Emphasis on classroom management: Students liked that classroom management was addressed in the course, recognizing its importance in all aspects of teaching, not just physical education. They found the information helpful and applicable to their future classrooms.
  5. Balance between theory and practice: Students appreciated the structure of the class, where they had both lecture-based instruction and hands-on lab activities. They found this division beneficial and were able to apply the concepts they learned during the lab time.
  6. Learning beyond physical education: Students liked that the course provided teaching strategies applicable to traditional K-6 classrooms, not just physical education. They valued the opportunity to broaden their knowledge and enhance their teaching skills.
  7. Enjoyment and enthusiasm: Students expressed that the class was fun, enjoyable, and engaging. They appreciated the instructor's passion for the material, the variety of games played, and the experience of witnessing a well-executed physical education lesson.
  8. Applicability to future teaching careers: Students felt that the course prepared them for their teaching careers, making them more well-rounded and knowledgeable. They appreciated the reinforcement of concepts from other education classes and the applicability of the course material to both physical education and general education classrooms.
  9. Desire for more time: Some students expressed a desire for a longer course or more time to cover the important information presented in the class.
Overall, the common themes highlight the value students placed on hands-on learning, engaging activities, resources, effective teaching strategies, classroom management, and the enjoyable nature of the course. They appreciated the practical application of the concepts and the preparation it provided for their future teaching careers.

​​​​Example Use #21: ​​​Writing Articles Based on Bullet Points

Prompt: Write a blog based on the following bullet points:
  • One of the best things about being an independent organization is that we can influence change from the outside. And that's what I hope this blog post does.
  • From the Marine’s perspective, the goal is to continue legitimizing and normalizing military recruiters in school. It would be one thing if they talked openly and honestly about all the pros and cons of military service with students, but they don’t. I know what they tell people because of my experience before enlistment and because I did 2 weeks of recruiters assistance after boot camp. I went to a high school with the recruiter. I also had a friend who was a recruiter.
  • Children are more easily influenced. 
  • Recruiters tried using esports on Twitch to normalize joining the military and to desensitize what war is actually like. They had to cancel because the youth fought back, continually questioning their morality. (US army retreats from Twitch as recruitment drive backfires)
  • Recruiters also target low income areas. (Military Recruiters are Exploiting High School Students’ Financial Insecurities)
  • And for what? When was the last war the US engaged in that the American public approved? WW2?
  • If we must persuade and use children in order to defend our country, what does that say about us? I didn't join until I was 22 years old.
  • Problems veterans face with VA disability compensation and VA healthcare.
  • How does all the above align with SHAPE America’s purported goals and values? Social justice? Health?
Result (here is the edited version): One of the best things about being an independent organization is that we can influence change from the outside. And that's exactly what this blog post aims to do. Today, we delve into the partnership between SHAPE America and the US Marine Corps. While collaborations between organizations can bring about positive outcomes, particularly in terms of financial support, it is crucial to examine the implications and alignment of such partnerships with the values and goals of SHAPE America.

From the Marine Corps perspective, the objective of this partnership is to legitimize, normalize, and increase military recruiters in schools. While I have no problem with people joining the military (I’m proud of my service), I don’t believe we should be trying to influence children along that path. They are more easily influenced and don’t fully understand the complexity of military service. Personally, I didn’t enlist until I was 22 years old. While I was not a wise old man, I certainly understood the world better than high school students did. It really is a “grown up” decision.

And maybe it wouldn’t be as bad IF recruiters were open and honest about issues in the military and veteran care. It is essential for recruiters to openly discuss both the advantages AND disadvantages of military service with students, enabling them to make informed decisions about their future. As someone who went through the enlistment process and even assisted recruiters after completing Marine Corps boot camp, I have first-hand knowledge that this is not what happens. There is a lot of misleading and lying by omission.

And schools are not the only environment where recruiters attempt to influence children. Recently the Army tried using esports to help desensitize young individuals to the realities of war. Fortunately this initiative faced a significant backlash from the youth who continuously questioned the morality of warfare and our country’s history. The result? The US Army retreated from Twitch as their recruitment drive backfired.

More alarming is that recruiters target low-income areas, capitalizing on the financial insecurities faced by high school students. This raises ethical questions about the recruitment practices used and whether they exploit vulnerable individuals.

So how does the Marine Corps’ goals of this partnership align with SHAPE America's stated goals and values? Our profession advocates for social justice and health, making it imperative to scrutinize whether this collaboration serves these principles. And this is not the only partnership that should be evaluated. I think we as a profession should think about what inclusion and exclusion criteria we want for ALL partnerships. What are the desires and expectations of SHAPE America's members? Are we willing to bend our values if it lowers membership and conference rates?

​In conclusion, this blog post attempted to shed light on the partnership between SHAPE America and the Marine Corps, highlighting the concerns surrounding military recruitment practices. As an independent organization SHAPE America has the power to influence change and shape the future of health and physical education. It is essential for us to engage in open and critical discussions about the alignment of partnerships with our values and goals, ensuring that we prioritize social justice, health, and the well-being of young individuals.

​​​​​Example Use #22: ​​​​Writing Creative Text

Prompt: Create a poem about physical education. Alternatively, you can find words that rhyme with psychomotor skills "List 10 words related to physical activity that perfectly rhymes with dribble."
Result:
​In the realm of movement and grace,
Where bodies align in a rhythmic chase,
There lies a realm where spirits take flight,
A symphony of motion, pure and bright.

Physical education, a realm of its own,
Where strength and agility find a throne,
From running tracks to basketball courts,
Where champions rise, in various sports.

In the gymnasium, a stage of might,
Where muscles flex and hearts ignite,
Pushing limits, breaking through the mold,
Turning sweat into stories, bold and untold.

With every jump, every twist, every throw,
In PE's arena, dreams come to grow,
A world of challenges, both big and small,
Where resilience and discipline stand tall.​​
Result Continued:
On soccer fields, we dance with the ball,
A ballet of feet, orchestrated by all,
Teaching teamwork and the joy of play,
Creating bonds that won't fade away.

In swimming pools, we glide through the blue,
Embracing the water, as dreams come true,
Each stroke, each lap, a symphony of grace,
Unveiling strength in a watery embrace.

From yoga poses to acrobatic feats,
PE unveils the wonders our body meets,
Balance and flexibility, skills to unfold,
Uniting mind, body, and soul, untold.

So let us celebrate this realm of might,
Where laughter and passion intertwine so bright,
Physical education, an art form we adore,
A testament to the human spirit's core.​

​​​​​​Example Use #23: ​Writing Letters of Recommendations

Prompt: Create a student letter recommendation based on the following bullet points:
  • Student name: (Insert Name)
  • Class I had student in: (Insert Subject)
  • How long I know the student: (Insert Length)
  • Positive characteristics observed: (Insert list of Characteristics)
  • Story highlighting a positive characteristic: (Insert Personal Anecdote) 
  • Reasons why I think they are a good candidate: (Insert Reasons)
  • Thank you for your time
Result:
​​Dear [Recipient's Name],
I am writing to highly recommend [Student Name] for [purpose of recommendation]. Having had the privilege of teaching [Student Name] in [Class], I am confident in their abilities and believe they would excel in any endeavor they undertake.

I have known [Student Name] for [Length of Time], during which they consistently displayed remarkable qualities and characteristics that set them apart. I would like to highlight some of the positive traits I have observed:
1. [Characteristic 1]: [Student Name] demonstrates exceptional [characteristic 1], which is evident in their [specific examples demonstrating characteristic 1].
2. [Characteristic 2]: [Student Name] exhibits outstanding [characteristic 2], as evidenced by [specific examples demonstrating characteristic 2].
3. [Characteristic 3]: [Student Name] possesses remarkable [characteristic 3], which is evident through [specific examples demonstrating characteristic 3].

One particular incident comes to mind that truly exemplifies [Student Name]'s [positive characteristic]. [Share personal anecdote illustrating the positive characteristic and how it impacted the situation].

Based on my experience and observation, I firmly believe that [Student Name] is an excellent candidate for [purpose of recommendation]. Here are a few reasons that support my recommendation:
1. [Reason 1]: [Student Name] consistently demonstrates a strong work ethic and dedication to their academic pursuits.
2. [Reason 2]: [Student Name] exhibits exceptional problem-solving skills and the ability to think critically, allowing them to overcome challenges effectively.
3. [Reason 3]: [Student Name] consistently demonstrates excellent communication and collaboration skills, making them a valuable team member in any group setting.

In conclusion, I wholeheartedly recommend [Student Name] for [purpose of recommendation]. Their positive qualities, personal achievements, and outstanding commitment make them an exceptional candidate. I have no doubt that [Student Name] will continue to thrive and contribute significantly to any future endeavors.
​
Thank you for considering my recommendation. If you require any further information or have any questions, please do not hesitate to contact me. I am more than willing to provide additional insights or discuss [Student Name] in more detail.
​
Once again, thank you for your time and attention to this recommendation.

​​​​​​Example Use #24: ​Writing to Your State Representatives

Prompt: ​"Create a letter to California state representatives using the following bullet points, each bullet point being its own paragraph: Summary on the current inactivity epidemic with children; Summary on the benefits physical activity; Summary on the benefits of physical education; List of organizations that endorse physical education; Recommendations for quality physical education.
Result:
Subject: Urgent Need for Quality Physical Education in California Schools

Dear [Representative's Name],

I hope this letter finds you in good health and high spirits. I am writing to draw your attention to the pressing issue of the inactivity epidemic among children in our state and to advocate for the implementation of quality physical education programs in California schools.

The alarming rise in sedentary lifestyles among children in our state has reached epidemic proportions. Studies indicate that a significant number of children are leading sedentary lives, spending excessive amounts of time in front of screens and engaging in minimal physical activity. This sedentary behavior not only poses a grave risk to their overall health and well-being but also contributes to the growing prevalence of obesity, chronic diseases, and mental health issues among our youth.

Regular physical activity has been proven to offer numerous benefits to children. It enhances physical fitness, strengthens bones and muscles, improves cardiovascular health, and helps maintain a healthy weight. Additionally, physical activity plays a crucial role in promoting cognitive development, boosting academic performance, and enhancing concentration and focus in the classroom. It also fosters social interaction, teamwork, self-confidence, and overall emotional well-being.

Physical education provides a structured and inclusive environment where children can engage in various physical activities and learn essential skills for a lifetime of healthy living. It offers a comprehensive approach to physical fitness, including cardiovascular exercises, strength training, flexibility, and coordination. Furthermore, physical education promotes the development of motor skills, promotes body awareness, and teaches vital concepts related to nutrition, hygiene, and injury prevention.

List of organizations that endorse physical education:
1. American Heart Association
2. American Alliance for Health, Physical Education, Recreation, and Dance
3. California Association for Health, Physical Education, Recreation, and Dance
4. National Association for Sport and Physical Education
5. American College of Sports Medicine
6. Let's Move! Active Schools

To address the inactivity epidemic and improve the overall health of our children, I urge you to consider the following recommendations:
  1. Increase funding and resources: Allocate additional funds to schools to enhance physical education programs, including hiring qualified physical education teachers, acquiring necessary equipment, and promoting professional development opportunities.
  2. Mandate minimum time requirements: Establish minimum time requirements for physical education in schools, ensuring that students receive a sufficient amount of physical activity during the school week.
  3. Incorporate comprehensive curricula: Encourage the implementation of comprehensive physical education curricula that focus on a wide range of activities, including aerobic exercises, strength training, flexibility, and skill development.
  4. Promote community partnerships: Foster partnerships between schools and local community organizations, sports clubs, and fitness facilities to provide additional opportunities for physical activity beyond school hours.
  5. Evaluate and monitor programs: Develop a system for evaluating and monitoring the quality and effectiveness of physical education programs in schools to ensure compliance and continuous improvement.

By prioritizing quality physical education in our schools, we can equip our children with the necessary tools to lead healthier lives and pave the way for a healthier future generation in California.

Thank you for your attention to this critical matter. I kindly request your support in advocating for improved physical education programs in our state. Together, we can make a significant difference in the lives of our children and the well-being of our communities.

Yours sincerely,

[Your Name]