I often toggle between thinking, “That lesson went well,” and “That was a disaster.” Either way, do we really know how our students feel? We certainly cannot unless we actively seek their feedback. Taking this a step further, we often have little idea what students are thinking when they are physically active outside of class. Or do we? This has been a true discovery in my classroom practice in recent years. Many of us plan great lessons, but what do students actually think about them, and furthermore, how do those experiences impact their lives beyond the classroom?

By asking students to share what they are thinking and feeling when they are physically active, both inside and outside of class, PE is no longer limited to what we see during class time. Instead, it becomes connected to how students experience physical activity in their everyday lives. What is often missing is an understanding of how students feel about physical activity and why they choose to engage in it. The real value is not simply in what students do in class, but in what their choices, emotions, and reflections reveal about their relationship with movement and physical activity. The shift moves away from simply looking for compliance and understanding and toward engaging students in reflection, decision-making, and ownership of their experiences.

This has been made possible by having students log physical activities they complete both inside and outside of class. Students are required to submit at least one activity per week through the miMove application. In each entry, they share the activity they completed, where it took place, how long they participated, how they felt about it, and who they were with. The most important part of the process is the brief reflection, where students respond to a meaningful question. To help guide this approach, I have found Andy Milne’s blog post on asking meaningful questions to be a valuable resource.

After carefully examining the student data through reading individual reflections and analyzing patterns with the support of artificial intelligence, several interesting findings emerged. The first was the importance of social connection. We were able to see this clearly during a period of virtual schooling caused by the conflict here in the Middle East, where I am currently teaching. Students were assigned to be physically active and log their activity for each missed class. Connecting with friends and family while being physically active emerged as a common motivator.

Another trend was the prevalence of walking, not only as a form of physical activity, but also as a way for students to connect with others and spend time outdoors. This was especially true for girls, who were more likely than boys to log walking as a physical activity. Other notable patterns included activities connected to routine and convenience, such as following workout plans, attending sports practices, and having access to gyms, parks, and open spaces.

As a teacher, I have found this process to be a valuable tool for building stronger connections with students. For example, one student mentioned that she was surprised when her coach chose her to take a penalty shot for her club soccer team. I later asked her about it in class, which led to a deeper and more meaningful discussion. Another student mentioned a term she had learned in her karate class, which not only sparked dialogue but also helped me learn more about an activity she genuinely enjoys.

Ultimately, this process has reshaped how I approach physical education in my classes. By paying closer attention to student interests, motivations, and experiences, I have created a more student-centered environment that values enjoyment and meaningful engagement alongside skill development. This has led to more lifetime activities, greater autonomy and choice, and stronger connections between what students do in class and outside of school. My goal is to make PE more relevant, responsive, and connected to the lives my students are already living.

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Pair this blog post with the following:

Using Reflection to Deepen Learning in Physical Education by Mike Chamberlain

Finding The Real Purpose of Physical Education by Wyatt Franz

Your Secret Weapon for a More Meaningful PE Class by Andy Milne