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Fit Connection
Fit Connection is a podcast and video series that aims to build community among Health and PE educators by highlighting amazing teachers and administrators and sharing opportunities for growth and professional development. The show is hosted by Stevie Ray Gray, who teaches at Short Pump Elementary School in Henrico County, and whose infectious curiosity puts his guests at ease. The podcast is produced by Blue Ridge PBS in collaboration with the Virginia Department of Education.
Fit Connection
Episode 102: Adaptive PE: Why it Matters!
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Do you struggle with creating meaningful lessons that allow ALL of your students to participate? In this episode of Fit Connection Stevie Ray Gray sits down with Tom Moran and Adam Forbes, two professors and practitioners who focus on bringing Adaptive PE principles to the classroom.
Watch on YouTube: https://youtu.be/sM9Ql2QAEYc
This is the Fit Connection Podcast, linking classrooms and communities with what works in health and education. Here's your host, Stevie Ray Gray.
SPEAKER_04Hey everybody, time to get off the sidelines and get into the game. I'm your host, Stevie Ray Gray, and this is Fit Connection. When was the last time you planned a lesson and realized that a third of your class couldn't participate fully? Well, today, hopefully, my two guests will help us answer that question. I've got with us right now Dr. Tom Moran and Dr. Adam Forbes. Thank you so much for joining us today on the show, guys. Thank you, Stevie. Yeah, thanks for having us. Now, well, before we get started, I would love for you to actually just give like your full honorific. So tell everybody like your whole name and where you teach and what you teach and all that good stuff.
SPEAKER_05Dr. Tom Moran, professor of kinesiology at James Madison University and executive director of the Empowerment 3 Center, the Center for Physical Activity for the Underserved.
SPEAKER_06I don't have a nice title like Tom, but um but uh Adam Forbes, I'm uh assistant professor at Norfolk State University uh in their health and PE program. I was an itinerant adaptive P teacher back in the day, uh, but transitioned now to the higher ed role. Awesome.
SPEAKER_04And what do you do in the higher ed role? Just teaching future teacher candidates?
SPEAKER_06Yeah, it's future teacher candidates. Um yeah, our program is is geared towards gen ed PE teachers, but we also have, you know, like other undergrad PE programs, we have a one adaptive PE course, but we try to infuse that as well in other courses that we're teaching our students.
SPEAKER_02Cool.
SPEAKER_04Yeah, and Tom, you're still teaching all the JMU dukes. I do. Did you teach anywhere else? I felt like for a while there you were teaching somewhere else.
SPEAKER_05I also was an adaptive PE teacher in New York State. So I taught at two different uh divisions in western New York and Central New York.
SPEAKER_04That's awesome. Awesome. So speaking of adapted, uh, a lot of people are wondering about how we can modify some activities for our general education classes. So before we get into what that means, can you give me, either of you or work together, to give me a definition of what adapted physical education is? Because there's a lot of people that just throw it out there. Um, but in your mind, what would an adapted physical education definition be?
SPEAKER_06When I when I started out in my county, my I had a a a mentor and you know, she she gave me a simple definition of what adapted P is. She said adapted PE is PE adapted. Yeah. Where now we're focusing on, all right, we have we have our set curriculum, you know, for health and PE. How are we going to um now use that same curriculum, but now we have a student with a disability, how are we going to create that success for them? Um so it's not creating anything, you know, from scratch, but you're utilizing what's available for you, but now you know adapting or modifying for your student. Um so and that kind of like stuck with me, you know. It's kind of a simple phrase, and like, oh, okay, so it's it's not anything new, it's something that's you know has been there for a long time. It's just, you know, any good teacher is going to make changes to their instruction, to their lessons, but now we're gearing it specifically towards you know, students that might be in a gendered PE setting that has a disability. How are we going to support them?
SPEAKER_05Yeah. And I would say uh Dr. Claudine Cheryl, who's considered the grandmother of adaptive PE, coined the phrase that all good physical education is adapted physical education, right? And and so that reinforces the idea that adaptive PE is not a placement, right? It is a service, it is an opportunity for us to say, what are the abilities of all of our students and how do I design activities in the environment so everyone can be successful?
SPEAKER_02That's awesome.
SPEAKER_04That's awesome. So we've got a few schools and counties around the state that are starting to say take away funding from very specific classrooms. Okay. So say you have a classroom boat for students with neurodivergence, uh, or um just students with like lots of diverse needs. And now we're saying, you know, this was a very good space for you to learn in, it was the least restrictive environment that gets tossed out a lot, and now we don't have the staffing or the money to keep people there for that classroom, and we are sending all these students that had a very specialized education um out into other schools and other placements. And I don't want to call it like forced inclusion, but it's kind of like surprise inclusion at the beginning of this year, a lot of students are back in Genet. Yeah. Um, where it wasn't been like a gradual inclusion, now it's just like here we are. As physical education teachers, myself being one, it has surprised us in the way that we plan lessons. So I guess my question is like if you were a Gen Ed teacher and you all of a sudden plan this lesson, or you had lessons planned for like years and years and years that work for a specific population, what would be the first thing that you would start to look at when you need to try to check some of the modifications or adaptations that you can make for students that might need them? Does that make sense?
SPEAKER_05Yeah? Yeah.
SPEAKER_06I was just, you know, kind of, you know, I guess I wanted to kind of go back to what's the changes that are happening in terms of school district, you know. Oh, we're gonna push this kid to uh integration, yeah, for the Gender P setting. But I think everything's gonna go back to the student's least restrictive environment and also it's gonna go back to IDEA, which is the special education law that students with disabilities are afforded a free appropriate education. And part of that is physical education. So um, you know, for some school districts that might decide, oh, all the students with disabilities are not gonna have PE at all. Well, they're going against the federal law that says they're supposed to be receiving these services. And then, you know, geared towards, you know, students that might need a specialized instruction, which often is adapted PE, um, you know, that that setting usually would be um, you know, of course, you're gonna go through um an assessment and not just, you know, one assessment, but you're gonna kinda look at holistically, you know, observe the student in the class setting, observe the suiting in PE, have conversations with the teachers, collect all that data to now you present it to the IEP team, individualized education program team, and then you're talking about what's the least restrictive environment for the student. And it might not be gen and PE, it might be more of a small group setting. So somebody that just automatically says, Oh, we're gonna push this kid into Gen and PE, well, if there's nothing backing up that decision, you know, that it's going against what federal law says in terms of what students should be receiving. Um but any case it does happen. Um, and you know, in terms of our roles and at advocating for our students, when it comes to PE and adaptive P, that's like where we're struggling, especially with um, you know, certain individuals in the school that might, you know, make that decision. But kind of go back to your original question, I think the first thing that I would do um is just connect to the special education teacher and just build that collaboration and kind of gain more information about this particular student um in terms of strengths, um, areas of growth. And usually one that I get is like interests like what is a student interested in? And how can I incorporate that interest into the PE setting? Is it you know, the student has a couple of friends in class? Can I like make that connection? Or is there, you know, something that I can do or add in my presentation? Where if it's like, oh, the student likes Bluey, and maybe can I add that or have an activity that's geared towards there? And maybe the other, you know, other students in class and peers might also love bluey. Of course, who doesn't love bluey? Yeah, so it could be just something something as simple as that, or you know, watch blue by myself. I don't need to fit around with that. But yeah, that's kind of the first. I would collaborate with um and you know, the special education teachers to get a little bit more information with about the student and how I can, you know, really understand and learn. And also I would talk to the student as well. Yeah. Now you know, create that relationship. Of course, yeah.
SPEAKER_05And I I would build off what Adam said initially about interest, and I'll just share an example. I had a a young boy with autism that I I couldn't get him to run, right? And anytime I I said move or run, just sit down, throw an absolute temper tantrum, right? We found out that the kid loved cars, right? We're not talking cars in the movie, we're talking like I want Mustangs, I want Corvettes, I want, right, the old-fashioned, you know, muscle cars. And so I went and printed out a bunch of pictures of those and I hid them all around the outside, you know, grass space. And I gave him a worksheet and said, You gotta go find all the cars. And he went from a kid that wouldn't run to a kid I couldn't get to stop running and actually engage in the rest of the last. Right. And so you have to ask yourself, like, if I tie into that interest, right, will I hook that student? Uh, but then I'm gonna go back and just share a couple other thoughts. I think first we've got to ask the teacher, and so Stevie, are you willing to change your lesson? Because if if the end game is there, any ideas I'm gonna share after aren't gonna matter because you're gonna say, nope, I wanted to teach that the same way I taught it five years ago, the same way I taught it ten years ago. So if you say, Yeah, I'm willing to make some adjustments, then ask yourself, what abilities does that student have? And I think because sometimes we get so locked in to the disabilities, the limitations, and that totally clouds everything. Yeah. And we've forgotten, oh my gosh, this kid's sharp as a tack. Run up to the wall of what they can't change. And so I'm gonna leverage the crap out of those abilities because maybe the limitations I can't change. Right? So I think that's number one. And then to build on that, I say you can change the task, you can change the environment to help the learner, but you can never change the learner. And I think sometimes we get so locked in, I want to change the learner.
SPEAKER_01Yeah.
SPEAKER_05No, but change the task or the environment to make the learner do what you want him or her to do.
SPEAKER_04That's perfect. So as a teacher, when you're looking at a student, how would you approach that initial assessment to determine those strengths? Especially if you like you said, can't like maybe they for some war one reason or another, they just refuse to do an activity, or they have shown like just a disinterest in it. So how do you is there a tool that you use to um to assess those strengths, or those uh general areas of growth that they might have to, you know, work on to get there? Is there anything I'm thinking from a general education point of view? Um I can think of several students right now that I would love to change my lesson for, but I can't figure out teachers can't give me any insights, and me and the student have a really good bond, but not enough to get them to actively participate in an activity. So is there any tips or strategies you have that would Yeah.
SPEAKER_05I mean, we we just have an informal um checklist of EUs that we call an ability first assessment. An ability first assessment? Ability first assessment, right? Because we really want to get them to say, what are their abilities from a psychomotor standpoint, from a cognitive standpoint, from a social standpoint, from a communication standpoint, right? From a technology and instructional strategy standpoint, like, you know, man, when I use an iPad, this kid locks in, or when it's presented in video format, you know, they can really process it. Versus Stevie, you can give some awesome demos, but they just can't make that, you know, visual connection, right? Or that that processing piece. Um, but that that is purely just a checklist, nothing has ever been validated. And again, I think that's a limitation in our field. We can say we've got some great fitness assessments, we can say we've got some great motor skill assessments, right? But do we have a good ability assessment? And I would argue no. No.
SPEAKER_06Yeah. I think it's so hard to just, you know, at the you know, all students are gonna be different in terms of their interests and strengths and areas of growth. So, you know, especially the students that we're we're teaching, you know, they're all gonna be coming with their own quirks and their own perspectives. And and it's at least for my my experiences, it it was always and kind of going back to what you said, Tom, in terms of you know, looking at the ability, not the disability. I tended to always never look at the IEP. I always tended to get in there. I had, you know, you know, at the beginning of the school year, I had a couple of, you know, like we're talking about like classroom routines or classroom expectations. So just to kind of like get the students going in terms of the PE setting, and I would just like individually interact with the students and get to know them that way, rather than having someone tell me, oh, this child has autism. This they're gonna they they they are going to um have repetitive behaviors, they're gonna be this or that. And I was like, okay, let me learn my through experience through teaching and for them engaging with me.
SPEAKER_04Or at least from the observations made by a teacher that might see them every single day in a totally different scenario, right? Yeah, a different learning space, and that changes a lot when you get into the the organized chaos as health and PE. Yeah, um, so even something that they might be thriving with in class, that might, you know, you might be triggered by that um environment of a noisy gym or outside space.
SPEAKER_05Right. Um, yeah. You feel like that canvas has already been painted, versus I think to Adam's point, I want to paint my own canvas on this kit. That's really good.
SPEAKER_06Yeah. And you know, kind of going back to to um going back to what was Tom was saying in terms of, or I guess Stevie, your question was um like how can we like get to know like the students' epices and things like that? Um, and I that was like one way for me that I I just observed the students, um, and you know, I would set up activities where they're focusing on the routines, focusing on expectations, and then working in pairs or groups, and I can kind of see and observe on the sideline, okay, the students providing just lots of different scenarios and it could be students. It could be stations as well, and it's very informal. I didn't have any checklists, it was kind of just a mental note that I had. Um and you know, outside of and not when we're not focusing on adaptive P assessments and things like that, but I would also utilize like formal assessments, standardized assessments as well, um, you know, to kind of build a picture or at least my own canvas of you know, um this, you know, what I know of this student and kind of move forward from there. So I know everything is informal and things like that, and teacher observations and stuff, and I'm sure administrators want to have like a standardized something, but it just it I don't know. It's for me, like this kid is not gonna fit into this box. I gotta expand out, give them opportunities to shine, and then I can kind of highlight the areas or you know, plan lessons around the areas that they need to grow.
SPEAKER_04Would you ever go outside of your teaching space to try to collect your own informal data? Like watch the if you have time, like who has time during a teaching day, right? Like I got a 30-minute block to eat sometimes, and I'm setting up for the next lesson during that. But if you can get into a classroom and observe a student that you might be having some trouble finding out what makes them tick, is that a good strategy to try to get them in like different environments, just observe them?
SPEAKER_06Are you asking like in like a classroom setting or like representative? All of it getting dropped off and stuff? All of it, yeah. If you have an opportunity to. Yeah, yeah. I mean, if if uh if you got uh bus duty or something and you know you're kind of observing the students, and I'm you're always observing your students and talking to students and all that stuff. So yeah, I mean, you know, one thing as adapted PE teachers, we and itinerant teachers, we had a little bit more flexibility um to kind of move around in the schools because we had, you know, five, six schools that we were supporting. So we had a chance to transient.
SPEAKER_02It just bounced around.
SPEAKER_06Yeah, so we bounced around. So we had a chance to kind of you know see the student in a PE, but also we could see the student in the classroom setting if we do and things like that. But I know for a genetic PE teacher, like you said, yeah, 30 minutes during your lunch while you're setting up something. Yeah, exactly. So it's uh it's hard unless you know, unless you know, unless you go out to recess or something and you and you're yeah, kind of curious, or maybe you're setting up something during recess or helping out a classroom teacher that wants to have some activities that they want to utilize, uh, that might be a chance. And I think even like lunch too would be cool to see how the student interacts uh socially.
SPEAKER_01Yeah.
SPEAKER_05And they also think the opportunity to observe other classes gives us this chance to see like maybe the classroom teacher really has some cool strategies that they've figured out. And unknowingly, Steven, you created brand new strategies. And so now you're working harder, the students confused because they they you know have to do it one way in the classroom, a different and and sometimes that's environment different, right? And it has to be. But sometimes I think we could work smarter, not harder, if we and then we would actually serve the students better, right? Because we could all follow the same strategies, the same, you know.
SPEAKER_04Oh, famously the education communication seems to Right.
SPEAKER_05Right. Yeah, it's all well-intended people, right? It's just um would there be a simple way where we could say, man, we found that this works for Johnny? Everybody needs to use it, yeah, right?
SPEAKER_04So both of you are teaching future teachers. Yeah, you're both in uh what is it, teacher education programs? Do you ever have students coming up to you and asking for advice about certain situations or scenarios? What would be um the biggest, what would be the most helpful piece of advice that you could give to like a brand new teacher who's going into a classroom scenario um where it there's a lot of diverse learners and maybe just a little bit or a lot of need? I'm not talking about like functional life skill classes or anything like that, but you've got like a collab class with a lot of IEPs and 504 behavior plans. Um is there anything that you could say to new teachers that would make them feel a little more comfortable going into those situations?
SPEAKER_06Is that no? Nothing at all.
SPEAKER_05I was turning to see if you had a no at all. Nothing at all. Good luck, kids.
SPEAKER_01Yeah, yeah, yeah.
SPEAKER_06Well, you know, I guess for me, and I don't know, Tom, too. We went through through a grad program, so we had that chance in a grad program to kind of get our feet wet a little bit before we headed right into public school settings.
SPEAKER_05Was your grad program specifically designed for adaptive physical date? Mine was, was there, Tom? Mine was, but unlike Adam, I actually was teaching as a general PE teacher at the time. And so I loved it because I could use you know the things we talked about last night in my lessons to farm the table. Right. I mean, yeah, I I loved that, right? And I and I wish we could set up every single program like that, right? Because that is that is so important. Um I mean, I guess initially, and then I'll let you go back to your thought. I would uh go back to the last thing we were just talking about, like allowing them to collaborate with other professionals. Because there's nothing worse than you're excited as a teacher, you think you've come in with all these knowledge and skills and ideas, and are you like, uh, I just got out there and I can't meet the needs of a third of my kids, and now I just feel inadequate. So I think the first thing to do is getting them to talk to the special ed teacher, getting them to talk to the related service providers, and and feeling like I've got a group of people behind me as I figure this out. Um, and then really taking that ability first approach. I realize I've said it a couple times, but I I really think if we take the diss out of disability, we take the fear that a lot of people now come to and say, all right, what of this can I control? And if all I can control is building in their interests, then great, we're gonna do that right from day one, right? I need to build in rewards. I like what what is it that's going to make this kid tick? Because I would argue, Steve, you're gonna ask the same question to that high-level athlete that you're trying to motivate. You're gonna ask that same, you know, question to the kid who's overweight that doesn't want to move. So we would ask the same question why do we panic so much just about disability? Yeah.
SPEAKER_06Yeah, and I'll just add to what uh Tom shared too. Um, you know, I always when I was having like a bad day and I never wanted to go into work, and I was like, oh gosh, like I wish I could stay home and like not even deal with um everything at school. I would always go to those people that I knew would like uplift me and like make me laugh. And usually it was a librarian. I'd always go to a librarian and she would make me laugh. And you know, um, it was never like any words of like advice, but it was just like we would just conversate and just have vibe, random things. Yeah, yeah. Talk about family, talk about personal life, um, and laugh a little bit. But I think it you know, going back to Tom, finding, and I know it's hard for Gen and P because it seems like we're always siloed, you know, we're we're in the gym. We're sometimes we don't go out and like interact with other classroom teachers or inter specialists, maybe you know, maybe the music teacher or the art teacher, the librarian.
SPEAKER_04They like to lump us into the same grade level meeting. And you guys.
SPEAKER_06Yeah.
SPEAKER_04You guys over there.
SPEAKER_06Yeah, yeah, yeah. Or sometimes we don't need specialists, you know, we're totally good. Um yeah, but just like I don't know, f finding people that you're able to like complain about things and laugh about it. Yeah. I think bounce ideas off of each other. Yeah, exactly. Yeah. Yeah. And you you know, you you'll you'll soon realize like everyone has the same concerns, the same struggles. And then once you identify those, you can talk more about it, you know, whether it's a student or whether it's a class or whether it's a whole class of uh students. And then the second thing is I always tended to even though things were like burning. Like down in like classrooms and stuff. And one time I had a I I I absolutely disliked the way that um my gym was set up, but we had doors that went into the gym and we had back doors that went out to the parking lot.
SPEAKER_04I've got that exact scenario right now.
SPEAKER_06One time during during uh uh a small group PE, self-contained PE, we had 15, 16 students. So everybody's working with a student. One student decided to dip out, and then a police officer picked up the student and brought brought him back to the school. Principal was walking down like angry, yelling. I was like, hey, it happens. So it's like finding, you know, I look back on it and I'm like, yeah, of course, yeah, but you know, like, I don't know. Like just finding like like all the positives, you know. Even though things are like, you know, you're feeling overwhelmed with everything. I think what you know, I always tended to like look at my students, and I I loved my students, you know, they would always make me smile and laugh, and I had one student calling Mr. Forks. Nah, you couldn't say B. I was like, oh, that's cool, like you're still working on it. And I think a couple years later, I think she she said Mr. Forbes.
SPEAKER_02I was like, ah, I'm hoping like no, I can be forks too.
SPEAKER_06Yeah, yeah, yeah, yeah, yeah.
SPEAKER_02Call me Forks forever, please.
SPEAKER_06Yeah, so it's like all these little things that you know that one person looking on the outside is like, oh, whatever. But it's like all those little small little things that just make you smile inside. I feel like, I don't know, help me not feel the burnout too too much. Yeah.
SPEAKER_05Yeah. I have one other thought, Stevie. Right? When we think about as teachers, we want to give every kid purpose. Right? And where are your students that are getting in trouble? Right? We end up sending them to the principal's office, and 99% of the time, it's because they lack purpose. And so, could a new teacher or any teacher, right? And let's say that for you that's your fourth and fifth grade, you and you've got five students in mind, why the heck are they not coming into your kindergarten first grade classes and being peer mentors? Because you know what? We can argue, yes, they're missing academics. Well, so are they in the sitting in the principal's office? So put them in a peer mentoring role, give them purpose. And guess what? That might give you the resources you need because you need somebody to chase those four kids around. Perfect. I've got kids that are causing trouble shooting spitwads, they're gonna so let's reimagine what this looks like, right? And maybe we can help teachers not feel burnout, not be stressed, like Adam's talking, and we actually, at the end of the day, provide a better educational environment for all of our students. Perfect. Yeah, just a thought.
SPEAKER_04It's a great thought. So before we get going, thanks all. I'm getting ready to get us out of here. Before we get going, though, I got a game for you if you want to play it, since we're gaming teachers. Game on, we're gonna call this instant activity. I want you two to work together. All right, ready, champ? Yeah, you got it. I'm gonna give you a theme and then some uh pieces of equipment, and then I'm gonna give you, let's say, 60 seconds. We're gonna make Andy do some work here. He's gonna put it, he's gonna find some like music, some theme to music that you can put in with it. We got a little Spongebob thing. Like three hours later. Yeah.
SPEAKER_06Uh which it might take a look.
SPEAKER_04I want you guys to come up with an instant activity or a warm-up. Okay. Um, it could just be anything, right? Just with the equipment I have, okay. So we've got a a strand uh on the Virginia SOLs called Energy Balance, okay, which relates to uh like food groups and caloric intake and healthy hydration options, all that stuff. Um I'm gonna say that the theme is is grocery shopping, okay, with an energy balance. You've got a class of, let's call them, were you elementary when you were teaching talk? Elementary middle. Okay. And you're the same elementary. All right, let's call it fifth grade then. That's right in the middle. Sweet spot. Sounds great. Class of fifth graders, and you've got a bunch of hula hoops and a bunch of beanbags. Okay. This is gonna be a warm-up as soon as they come in. Can you two come up with an activity for that class of 23 fifth graders?
SPEAKER_0323 fifth graders. So recap. 23 fifth graders. I got hoops. You got hoops.
SPEAKER_06Focus on LG balance. Focus on energy balance.
SPEAKER_03Yeah. Okay.
SPEAKER_05Yeah. All right. So I've got different colored bean bags. Let's just bounce it back and forth. There you go. Okay. We got different colored bean bags with each color being a different food group.
SPEAKER_06There you go. All right. Oh, I'm supposed to go. That's right.
SPEAKER_01Is this how it's worked? Yeah.
SPEAKER_04He's gonna be a leader of this group project here. I was like, no, I'm co-signing everything.
SPEAKER_06That's all we're adding three hours later.
SPEAKER_05Yes, Tom, continue. You can bounce it back if you need some more processing.
SPEAKER_06I mean, so I I'm thinking like a relay activity where using the hoops now they're collecting these bean bags, cultured bean bags that are connected to the food groups. And, you know, you know, I was just thinking if you have four hul hoops, you got four groups that are collecting these. And I don't know if you have a certain amount of maybe it's connected to our nutrition guides, just in terms of all right, how many veggies do you need each day? How many fruits do you need? And now they're collecting that, um, those number of bean bags connected to the colors in the food groups.
SPEAKER_05And my students have a grocery list because they need a visual, so they've got you know all these different things that they need to figure out. Is the grocery list up somewhere? Is it put up on the wall? Yeah, it's put up on the wall, it's also on clipboards if if people need it to be. And then my only other initial thought, because I know I've got a couple students in chairs that are gonna struggle to move around quickly, they're given a flashlight. And when they point the flashlight, that is them selecting their food grid. Perfect.
SPEAKER_06Yeah. I was just thinking too, I don't know, I'm going back to COVID days. But I just remember we did like a uh I don't know, I set up like a virtual, like you're in a grocery store, so I had like a visual of like just somebody like doing like a walk in a grocery store. And then I think I used like I use a video editing thing, and it I like pause the video and like they had to choose between you know which one is um dairy, different food groups. Yeah, I know it's not the equipment that we have, but maybe it's you know it's connected to you know, maybe they're seeing it on the screen, but then they're making selection here. Okay.
SPEAKER_05He said minimal equipment, so you uh just walked it up. I loved it.
SPEAKER_04Yeah, yeah. Depends on your school budget. Yeah, some of us only have whole hoops and beef. Well, thank you guys so much for joining me today, Tom and Adam. Thank you for your time and your knowledge. I appreciate it so much. And uh thank the listener for hanging out with us. Yeah, we'll catch you on the next lap of Fit Connection. I'm Stevie Gray.
SPEAKER_00FitConnection is produced by Blue Ridge BBS in collaboration with the Virginia Department of Education, hosted by Stevie Ray Gray, with assistance from BBOE Health, Physical, Family Life, and Driver Education Coordinator Ben Better. The Blue Ridge BBS production staff includes podcast producer Andy DeFi, editor Calvin LuckRood, senior graphics producer Jake Breaker, and Director of Educational Innovation, Tom Landon. Subscribe to the Fit Connection Podcast on Amazon, Spotify, Apple Music, and the Blue Ridge Echo YouTube channel.