Olivia: [00:00:00] Picture this: 28 kindergartners, one gym, zero assistants, and a teacher who has to be part coach, part safety officer, and part hype man every single day. This week, I am sitting down with Coach Tom Gelardi, the 2025 SHAPE America National Elementary P.E. Teacher of the Year, a New York State Teacher of the Year recipient, and the force behind the PhysEdZone YouTube channel, which is closing in on 15 million views. In part one, Tom shares what it actually takes to run a world-class P.E. program and why movement isn't a luxury for kids. It's a biological necessity
This is Schoolutions, the podcast that extends education beyond the classroom. A show that isn't just theory, but practical, try it tomorrow [00:01:00] approaches for educators and caregivers to ensure every student finds their spark and receives the support they need to thrive. I am Olivia Wahl, and I am psyched to have Tom Gelardi on the podcast this week. Let me tell you a little bit about Tom. I want you to picture this: 28 kindergartners, one gym, zero assistants, and a teacher who has to be part coach, part safety officer, part hype man - every single day. That is the world of Tom Gelardi. Tom, you are a New York State Teacher of the Year Award recipient. You are the 2025 SHAPE America National Educator P.E. Teacher of the Year, and you are the force behind the viral PhysEdZone channel that is currently closing in on 15 million views.
This week, you are going to help my listeners better [00:02:00] understand what it really takes to inspire kids to move all year long. And by the end of this conversation, people will understand why P.E. teachers are the most underestimated people in our school. So Tom, thank you at 7:30 at night after a long school day for joining me on the podcast.
Tom: Well, I appreciate you, and thank you for having me. Yeah.
Olivia: Yeah. You are so inspirational with your videos, and I know it all began during COVID, but part one of our conversation, I really wanna talk about the origin story and, you know, the more of the science behind, like, why our kids need movement. Part two, this episode is going to come out in June. So I wanted to set families, caregivers, babysitters, at camps up for success, and you're gonna offer some tips of what are the best ways we can get kids moving over the summer. Um, so let's jump into part [00:03:00] one. What research, researcher, who inspires you as a P.E. teacher?
Tom: Well, you know, I started my, uh, education in exercise science. That's where I got my degree. And, um, I recognized early I had this unique way with children, and I loved movement, so I kind of combined the two. And then as I was developing my experience, I was very blessed to have so many mentors. Um, I had Dr. Sean Ladder from Manhattan College guide me. I also had some experienced teachers with 30, 25 to 30 years of experience, uh, right, and I, I've learned so much from them, from as simple, uh, uh, the right way to blow a whistle to as, as, as, as how to really connect with kids, not just mentally, but physically. And, um, it's been, it's been wonderful, and I've, I've learned so much through the years doing that
Olivia: And I know when you were getting your degree, you were also facilitating or working at a [00:04:00] gymnastics studio, and you were told kids just gravitate to you. It's your personality. But that's also a really big responsibility. So what does that feel like to be, like, a pied piper where all the kids just wanna be around you all the time?
Tom: I, I mean, it's, it's like the biggest compliment, right? You- kids, kids wanna run to you. They're excited to see me. It's, it's really a wonderful thing, and it's something I'm not gonna take for granted. I, I really have this unique way around children because I'm kinda like just a big kid myself, and I've learned how to play with them, but also not only just be a big kid, but like a big brother. It's like, "Okay, we're gonna play, but we're gonna learn as well and, and watch how I do this." And, um, it's really, it's really been amazing, and I've learned that you can teach kids anything really through play. And, um- I knew that this, this... If, if you, and not everyone has it at first, but you, when you work with children for a while, you can develop some skills [00:05:00] and, and you could...
But I just had this natural ability to meet kids where they were, regardless of their ability, getting down on their level, and bringing out the very best in them, and making them feel good and be willing to m- uh, make mistakes, and that's really been my biggest strength. And, and finding unique ways to get them engaged in activities, either by creating some game on the spot or just playing along with them and, and lead- leading by example by not just the things I say, but by how I act and, and how I conduct myself in front of them has been really my bread and butter working with kids.
Olivia: Yeah. I- definitely. Let, take us through a day. Uh, where are you in the world as a teacher? What are the ages of kids that you work with?
Tom: So I, I, you know, it's hard to believe this, but I've been teaching almost 20 years now, and, um, I've, I've always worked with elementary students ages as, as young as four to as old as 10, 11 years old. Um, it's, it's been absolutely amazing. [00:06:00] Um, you have to have a tremendous amount of energy working with them. So fitness has been important to me. Um, but I find when I spend time with the kids, if I can go through a day where they're learning something and they're laughing and they're, and they're having fun, they leave having fun, and the takeaway is something positive, it's been really, really helpful.
I take, I take a ton of pride in making sure I create an environment where things, uh, not only are they learning physically, but they're emotionally safe. Um, as, as a P.E. teacher, you know, keeping the space physically safe is unbelievably important. But if they feel emotionally safe, then they're going to be willing to try new things, not, not being afraid to make mistakes. And every kid is unique, you know, no matter what I teach them. If there's always kids that kind of naturally have it, like if I'm doing, um, if I'm working on a soccer skill, there are certain kids that you give them a ball that is naturally moving that ball around, [00:07:00] and then there are others that they're looking to pick it up. They don't know what to do with it. And it's like, well, what do you do when you have a variety of students who, who have that unique way?
And I find what works best with students that have that natural ability is like, well, what are you gonna do with it? Are you gonna brag about how great you are? Or are you going to use your talent to help the person next to you? Are you willing to put your ball aside and, and show the person next to you how you're able to dribble well? Because that's really, in my opinion, how you go from good to great. If you wanna be great at something, it's, it's your ability to then help the one around you to make them better.
Olivia: I, I also think that P.E. teachers, uh, music teachers, art teachers, you have to be some of the most responsive educators in the building because you're working with a vast range of age groups and, as you're saying, abilities of coming to entering a sport. And so in the [00:08:00] moment, you have to watch the skill set of each of your children. It's also like coaches for sports. And then you have to say, all right, what is the individual next step for this child based on what I'm seeing even under the umbrella of soccer? Maybe form some small groups. So I think there's so many similarities between the gen ed classroom or children in a school, a classroom, and the gym of a, of school building that people just grossly underestimate. Um, let's talk hardest parts. You just alluded to managing safety-wise. That is a big challenge. What are some of the specific challenges when it comes to safety?
Tom: What makes it challenging is that, you know, I have thirty-two students in my gymnasium, but I also have a coworker who has thirty-two children. So we have close to sixty-four students in a, in a small space. That in itself can be a little overwhelming when it comes to, uh, kids' safety, and I think it's [00:09:00] very important that you have, uh, routines, you have expectations in place, and you build those expectations and routines early on. The very first time you greet the kids, you wanna bring them to a learning area and sit down with them and get them to buy in on your expectations.
But let them guide them and let them think that they had really some say in it. So we would do something as simple as, "We have to respect this space," and I think that part of that is respecting the equipment. "So if I give you a jump rope, is that something you're gonna try to pull and break?" And they'll say, "No." I'll say, "Okay, we'll make that one of the expectations going forward. We have to respect, respect the equipment we work in." And once they buy in, it makes it a lot easier for me throughout the year to hold them accountable because I can say, "Hey, this is something we had discussed in the beginning of the year."
And then we'll have discussions about, um, how to handle students who are making mistakes in class that are affecting others from learning. And it's, [00:10:00] you know, "What, what should happen if I'm getting constantly interrupted while I'm trying to educate all of you? Well, what do you think?" And a student will say, "Well, I think you should sit them out. Sit them out the entire class." I'll go, "Oof. Wouldn't wanna be in your class. You're very strict." You know? And so I'll say, "Well, how about we give a warning? A warning to you, and say, 'Going forward, if you do it again, maybe we'll take a one-minute break.'" And they're like, "Okay, I, I can do a warning." "Now, what happens if it happens again?"
Well, you can then say, "Well, I've given you that warning. Now you have to take that one-minute break and use that time to reflect on your mistake. Do we all agree there? Okay, great." "And if it happens a third time, which I really hope it doesn't, then I think it's time to, to, to realize you may not be able to learn physically, but you'll still be learning because you'll be watching from the sideline-" taking notes on what we're learning. Do we all agree there?" And once they all agree, then I know I have them, and the only thing I need to do going forward is, is be consistent and hold them [00:11:00] accountable when I need to. And that's what children need. They need routine. They need to be held accountable. And we need to develop good habits in them. And I find that if I could find ways to make them develop good habits in, in my program in physical education, it just spills over into the rest of the academics in the school.
Olivia: I wanna just point something out. You said that you will have a group of 32 kids, and then your colleague also has a group of 32 kids. People that have not taught in bigger cities have no concept of how large the class sizes are, but also how it's just normal. It's not the greatest scenario, but when I was teaching in New York City, we had very, very large class sizes, and you do the best you can. The kids are also used to it, so it's not some crazy thing. But in smaller districts, having more than 20 kids seems like [00:12:00] bananas. So I wanna point that out. The other thing and, and layer, I would say, the other move you're making, you are co-creating what that optimal classroom environment should look and feel like for your kids so they can be vulnerable, they can take risks.
That idea of what you just described, your kids don't walk in with a chart on the wall that says, "Strike one, strike two, strike three," where you're just reviewing it. You are building it with them, and that is that shared commitment. I like that term even better than buy-in, 'cause you're not selling them anything. You're sharing in the commitment of how the- we're gonna live and breathe in this space. With that said, share a story. What is a story of, like, something wild that happened midday in a P.E. class that you've experienced?
Tom: Yeah, I, I could, I mean, that could be any day of the week.
Olivia: It sure could.
Tom: But, uh, one thing I c- you know, things that tend to happen, I remember [00:13:00] I'd have a fifth grade group of 32 students. I'd be in the middle of my class. I think we were, um, working on, um, the proper way to dribble a basketball. And then I get, uh, next thing I know I get a phone call and I'm told there's another set of 25 first graders and there's no place for them. The sub didn't show up. C- would you mind if you take them as well? Oh, oh, and by the way, we need the gym space. Can you, and it's raining out, can you take the fifth graders with the first graders into the auditorium?
Olivia: Sure.
Tom: And I'm like, "When?" They're like, "Oh, right now." I'm like, "Oh, okay. Well okay, we're doing this." Okay. Fifth, fifth graders, let's put the basketballs down. We're gonna head to the auditorium. And get this, we're gonna get to mentor and get to work with first graders, and we're gonna find ways to do this-
Olivia: Good spin
Tom: ... with no equipment, by the way. And that's just a, uh, just a random Wednesday working in a, in a, in a big city.
Olivia: Well, think of how you spun it. They're going to get to mentor, and you're shifting [00:14:00] spaces. You're dealing with the weather. And, and these are, again, people that are not in the world of education just don't know these complete, uh, what is it, wrenches that get thrown in the day that you have to just accept and keep moving forward because the kids are counting on you to not get flustered. It's so much.
Tom: Yeah. Yeah. Like, that's one thing I would add, you know, I, because I couldn't agree more, Olivia, I think- If you're an educator and you're expecting kids to wanna grow and learn, then what an opportunity, right? I've never been put in this situation where I worked with fifth and fourth, first grade, but now I am.
Olivia: Why not?
Tom: Yeah. And now I'm gonna have that tool going forward, like I'm able to mix grades and have no equipment and still make it a fun learning environment. And, uh, I think that's how you really grow as a teacher, is your willingness to say, "Wow, what an opportunity."
Olivia: Mm-hmm. What an opportunity.
Tom: To learn and grow. Yeah.
Olivia: And, and I [00:15:00] also think that, you know, I wonder if people truly understand how movement impacts brain development. So I wanted to linger there a little bit. Um, a, a small fraction of our children, of our population get the recommended 60 minutes of movement a day, and so I, I wanna just put in a, an advertisement here for families to better understand. Adults need to move a lot more than we do. Uh, a year, two years ago, I made a goal, and this is a boring goal, but to get 10,000 steps a day. And I am very cognizant of movement, and I feel a million times better if I'm distracted, if I'm stuck with something. If I get up and do a 10-minute walk or just move, my brain actually, I can feel it flowing. And even if I think I'm not perseverating on what I was stuck with, my mind is [00:16:00] freely like, "Oh. Oh." And I come back and sit 10 minutes later, and I am unstuck. So I think that's a huge benefit. But talk to listeners, how does movement really benefit child development and a child's brain?
Tom: Yeah, I mean, you, you really nailed that, and there's so much research and science behind what you just said, the fact of just walking around and, and getting some movement before you start doing things academically. Um, I can just speak upon my own experience. Um- You know, if kids, kids can get more focused when they move. Um, you know, when I have kids come into the gymnasium, you know, the way they come in dictates how I'm gonna get them to move. If they're coming in calm, that shows me that I can get them to go to their floor spots.
I can probably spend a couple minutes going over a few things before I get them going. If they're coming in and I can tell they either came from recess or they came at, towards the end of the day, I can tell they, they, they just, [00:17:00] they're, they're a little off. I know I have to have some sort of instant activity or some sort of movement as soon as they walk in to get them to refocus.
And, um, you know, w- w- I think a lot of teachers need to realize is if their kids are having trouble sitting still, if they're spinning around or they're just not focused, you're just looking like, you know, "How are we not moving on from this particular part of the lesson?" They might need a movement break.
And very lucky that us- with my, uh, my YouTube channel, is that I created brain breaks, and my teachers have bought in. So every three, four times a day, uh, they'll put me, uh, one of my dance videos on, and the kids will just get up behind their chairs and they'll move. And the teachers have told me that they, they have them for the next 15, 20, almost a half hour afterwards where they're really locked into the lesson And so it's, it's gotta happen more either through a, a proper [00:18:00] quality P.E. program, maybe res- uh, making sure you have more time for recess or those movement breaks.
It helps kids focus. It helps them with their mental health, and it's, it doesn't take away from academics. It makes the students more focused for those academics. And I think a lot of teachers and a lot of administrators need to understand that, that they're expecting their kids to p- be able to sit through a standardized test for an hour and a half. They, they need movement breaks, not, not-... just bathroom breaks.
Olivia: It's also social. It is social. Kids need to talk. They need to laugh and be able to be a little silly and then reign it back in. Be- a- adults, I saw a reel the other day and the, uh, person was saying that children get disciplined for behavior they see adults doing all the time. And I thought, "Well, that tracks." It's true. It's so true. And so, you know, if, if adults are in a meeting, they ebb and [00:19:00] flow with paying attention and talking to their friends and needing to move. Kids need it even more. And I think that i- P.E. teachers specifically are so masterful with crafting activities, with movement, with partnership, with group work in mind.
Um, it's just, it's a thing to behold, I'll say. Uh, I, I do wanna point out, too, there's something really beautiful. You mentioned you have a P.E. colleague, a, a co-teacher in a way, at the school, but the children really get an opportunity to build a strong relationship with you as an educator throughout their years in the building. It's almost like perpetual looping in a good way. And it's also lovely for the caregivers to know you as a person and so I think that that's often underestimated, that our teachers that have a specialty per se, they [00:20:00] are celebrities in the school in a lot of ways that are a safe space for our kids. Because you truly know kids year after year and how they're growing. So I just wanna point that out 'cause I think that's really special.
Tom: No, I really, I really appreciate it, and I think it comes down to the P.E. teacher. How, you know, what kind of impact do they really wanna make? Yeah. And I've learned through the years, a P.E. teacher has the power to make a huge impact in the building for many reasons of what you had just said. But, um, I care very deeply about the well-being of my students, not just emotionally, but then physically. And I have found that if I am of someone of good character, I could- I can spill that good character into my students. And sometimes you can't do it within those 45 minutes you see them once a week.
You have to be willing to put in the work after the [00:21:00] bell rings. That has been what has made me so successful in my school, is that I am able to spend time with them at recess, or I'll- maybe I'll, I'll have lunch with them in the cafeteria. I'll spend some of my prep time walking through the hallways and lead by example and, and, and be positive, and positive pinpoint, um, behaviors that I wanna see. And if you can do that, then, then the impact is even greater, uh, greater than you could ever imagine, to be honest. It's, it's whatever you want it to be. Like, but you can make a huge impact as a cluster where you're seeing all the kids. You're absolutely right.
Olivia: It's so, it's so amazing. We're gonna end part one with a lightning round, and so I have some questions for you. Just give your gut response. It's a rainy day in the middle of the summer. You have three kids, and you cannot go outside. What is a good idea for movement?
Tom: Well, it sounds to me like you gotta make your, uh, living room into some kind of obstacle course, and you gotta be- awfully [00:22:00] creative, uh, and just use your pillows as things you gotta leap over, and, uh, get some toys that you gotta, uh, play with to get to a certain point. Um, but I find when I work with- when I'm playing with my kids, I don't tell them what I'm doing. Um, if I tell them, "Hey, yeah, let's build an obstacle course," they'll be like, "Oh, okay." But if I just start doing it, I'm like, "Whoa, what are these pillows? Let's hop over them. Oh, oh, uh, what is this? A paper plate? Oh, uh, let's make this. Let's bend it and make it something we can leap over too." And, and they'll just join me, and they'll play along. If you can just, uh, use your own imagination, and you can do anything- Olivia: They're in
Tom: ... and everything else.
Olivia: They're in. Well, you're walking in my mind because another question I would, I was going to ask you was, what do adults do unintentionally to kill the love of movement for kids? So number one is talking too much about what you're going to do. What else do adults do [00:23:00] unintentionally?
Tom: I think the biggest mi- mistakes that, uh, parents don't realize is, is that they, they're very quick to give them the iPad. They're very quick to say, "Go, go play video games." And listen, there's a time and place for that, but kids are kids for only a very, very short time. And if you can be fully present, it would make a world of difference. I know I'm very blessed to be a teacher, that I have that time with my children. One of the biggest things that happened to me was I had decided to put my phone down when I'm around them. And by doing that, I am fully present, and I can play with them, and I can be patient.
Where if I'm on in front of my computer and something were to happen, like let's say something spilled, I'm very quick to say, "How'd that happen? I can't believe it." I'm already elevating my voice when I could've had my phone down, and I would've recognized instantly that my child is going somewhere that he [00:24:00] probably shouldn't. And I could've been like, "Nikki. Nikki, where you headed, buddy? Come on, come on." In such a kind and respectful way because I am fully present. So I think if we can... iPads and, and laptops and video games have their place, but if you can be present and remove that, what an impact you'd be making in your family, and it's really worth a try. Put that phone down for one night and just be present around your kids, and I guarantee that one night-
Olivia: They feel it ...
Tom: …will be two nights leaving your phone down, three.
Olivia: Yeah, they feel it. They do. Um, w- what's the worst piece of equipment you've ever had to deal and navigate as a P.E. teacher?
Tom: You know, it's funny because, you know, as a P.E. teacher in the, in the city, uh, any, any piece of equipment is gold because we don't really have a, a ton of money for our programs. But I would say just, just the equipment that's on its last legs, but I try to just keep it going as much as I can. Like the basketball [00:25:00] that could never stay inflated and like- ... every 15 minutes, like, "All right, hold on a second," you're pumping it up again.
Olivia: Pump it up. Yeah.
Tom: And then boy, like, "You can use it." "Coach, it's not bouncing." I'm like, "Give it back to me," and I'm pumping it up again. I think it's the equipment that really had it, but you kind of still need it because we don't have a ton of money in our budget, and- Yes ... you gotta do what you gotta do, I think is the best way.
Olivia: Yeah, you have to do it. Uh, what's the biggest misconception people have about P.E. teachers in schools?
Tom: I think a lot of, a lot of teachers, um, you know, everyone had their own experience, and I think the ones who had a negative experience with P.E. think that we just kind of roll the ball out and, and just supervise, and there's not a whole lot of education going on. I think, uh, if they peeked their head into my program, they would see that they're not only just learning skills, they're learning about character development, and they can see that I'm not supervising. I'm spending time with each child, getting to know them and, and learning about how they can get better and better, and then I'm moving on to the next child. Regardless if I have 30 [00:26:00] students or 100 students in my class, I have found unique ways within the short time that I, I'm with them to have that one-on-one moment with every child before the class has ended, and it has made a world of difference. And I think if any teacher or person was poking their head into my gymnasium and, and saw that, they would have a completely different perspective of what P.E.'s all about.
Olivia: Tom, something else I thought about with you that P.E. teachers, coaches are so masterful with: a lot of research says that we have to give kids feedback so they know how to grow, what to do differently, but the feedback really shouldn't only be based in praise, like, "Good job. That was great," because it doesn't give direction on where to go next. And so that idea of deliberate improvement feedback, not only are you offering children that one-on-one moment with you, but you are giving them very deliberate improvement feedback of, [00:27:00] "I noticed you did this. Why don't you try this next?" And your energy is the praise of like, you have my full attention right now as a five-year-old, six-year-old, 10-year-old. So it's this beautiful combination that you do, but you do it so seamlessly. I don't think a lot of P.E. teachers know that so much research has your back and your practice.
Tom: There's a lot of research behind that, and a lot of P.E. teachers miss those moments sometimes, and they get caught supervising a little too much when they really could dive in, you know? When I have my students working independently in a spot And they're not really moving around. Now, if the kids are moving around, you have to be like a lifeguard and you have to be on the outside supervising students. Right. But if they're working on their spot and they're getting their stuff done, there's trust there.
We've made an agreement, you're gonna work on your spot. I could turn my back for a [00:28:00] moment and help another child because you're working independently. When you do that, what I like to do is, is I'll show like, let's say something as basic as taking a beanbag, throwing it in the air, catching it with the other hand, throwing it back in the air, just a slightly over your head, tracking it and catching it. I'll put my beanbag down, and then with purpose, I'll go to the first six students to the left of me, and I'll just take the beanbag away for a moment. I'll reintroduce myself if it's a new student, and I'll say, "Hey, what's your name? Okay. You know what it is we're trying to do? You do? Okay, can you show me?"
And then as they show me, I can instantly say, "Okay, I see how you're grabbing the beanbag. Why don't you put your thumb on top and just spread the beans a little bit? And now throw it a little bit over your head. That's pretty good. Now, next time just keep your eye on it, okay? I'll be right back." And then I'll go to the next child. And I'll notice that sometimes it's a, it's a common mistake where they're not even holding the beanbag correctly, and so that will be one little [00:29:00] adjustment. And by the time I get to the fourth or fifth student, it's been about two minutes. That's about a good enough practice time for everyone, and I'll sit them down and I'll say, "Hey, I'm noticing some, some good work here.
We're following directions. With this first group of students, I'm noticing that they're s- they're holding the beanbag in the corner like this when they could easily just use their thumb and spread the beanies and spread them out and make it a little easier to throw and catch. That's what I wanna see going forward. You keep working," and I'll have them continue to practice, and now I'll go to the next set of students. And if you can-- if you do that, you start learning how to properly give specific feedback, and you're learning how to, how to teach better so that the next time I have my next group, I can explain to them beforehand how to hold the beanbag properly, and then this way that will be some feedback I won't have to give with this next class, and we just build upon that. And then you, you do that continuously class after class. You end up [00:30:00] getting to a level where you've really mastered how to throw and catch a beanbag and how to properly give feedback, and these kids are growing and learning with you.
Olivia: Think of the humility that you just exhibited as well, because you're not saying, "I know what's best." You, you just said that you're watching and learning from your students as they're offering you feedback on your teaching. And so it's this beautiful feedback loop in a way, that you're reflecting and knowing each group you work with, how you can hone it. And I think often in the elementary world, teachers don't have that privilege necessarily, where middle and high school students may have multiple preps, or middle and high school teachers may have multiple preps.
So they could try it in one class, and then they can do it again in a maybe different, more refined way. Um, we're gonna wrap part one. And part two, I'm so excited, because I really wanna uplift your YouTube channel as a [00:31:00] magnificent resource for families over the summer. Uh, I think people can use it, and I wanna talk a little bit more about the idea of co-creation, because that's an important part of your videos and your work. Thank you for this part one, Tom.
Tom: Thank you, Olivia.
Olivia: That is a wrap on part one of my conversation with Coach Tom Gelardi. He reminds us that movement isn't a break from learning, it is learning. I hope this conversation may either validate what you already believe about P.E., or it may have shifted the way you think about P.E., movement, or how kids learn. Share with others, and I wanted to share three of my key takeaways. First, kids focus better, behave better, and retain more when they move, and the research backs it up completely. Second, emotional safety in the gym and in the classroom is just as critical as physical safety. When kids feel safe enough to fail, they [00:32:00] grow faster.
And third, the best classroom management isn't a chart on the wall. It's co-creating expectations with kids so they feel shared ownership, not compliance. Tom Gelardi just explained how to ensure that every child in P.E. class feels successful, not just the kids who are naturally athletic, but all kids. Come back for part two, where Tom is going to give you his best tips for getting kids moving all summer long. He shares his favorite videos from the PhysEdZone channel, and he breaks it all down by age group so you know exactly where to start. See you Friday.
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