Next Level Leadership: From White Belts to Ninjas!

Happy summer, PE Nation!!!

I'm excited about the new program I want to start in the fall. The Next Level Leadership program transforms PE grading through a martial arts-inspired wristband system that recognizes and develops student leadership qualities beyond athletic skill.

• Designed to reward students who demonstrate leadership, helpfulness, and good character
• Five belt levels (white, green, orange, purple, black) with increasing leadership requirements
• Program benefits include becoming field day helpers, safety patrol members, and game captains
• Focus on developing the whole child rather than just athletic ability
• White belt (beginner) requires respect, responsibility, and safety
• Green belt (awesome) requires 100% effort and good sportsmanship
• Orange belt (hero) demonstrates game knowledge and consistent helpfulness
• Purple belt (elite) requires two years of demonstrated leadership
• Black belt (ninja) reserved for fifth graders who could "run the class"
• Program designed to work over three years (grades 3-5)

Take care,

Dave

My article on "Next level Leadership"

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Chapters

• 0:00 Introduction to Next Level Leadership
• 4:07 The Problem with Traditional Grading
• 8:31 Creating Good People, Not Just Athletes
• 13:00 Gamification and Program Structure
• 18:40 Benefits and Leadership Opportunities
• 22:36 White Belt: The Beginner Level
• 25:37 Green to Orange Belt Progression
• 30:03 Purple Belt: The Elite Level
• 33:24 Black Belt and Beyond

Transcript

Speaker 1: 0:10

Hello and welcome to the Supersize Phys Ed podcast. My name is Dave and today I want to talk about a really exciting program that I want to start in the fall, like right away, and I'm calling it my next level leadership program and I want to talk about that next with you. So, without further ado, here we go. Welcome NPE Nation. I am recording this outside as part of my summer series. So, again, if you hear some birds chirping or my dog making noise by the fence with her ball, that's what I'm looking at right now. Please be patient and understand that I just want to be outside and record a podcast or two. So let's get into this. So I thought of this a couple weeks ago it was right before the school year ended, about the week before it ended and I just was thinking about how can I empower my students to become just great leaders, not only in school and in PE, just great leaders not only in school and in PE, but later on in life. And I also thought about I hate that my grades and I think a lot of you are if you're elementary school are S, n and U. So S is satisfactory, n is needs improvement, u is unsatisfactory and I don't give out U's really at all. I mean maybe one day a few times, and I don't give out use really at all. I mean maybe one day a few times. So, and ends are even kind of rare. I mean I give ends for different things or behavior or whatever, but you know a lot of it's really participation. I mean that's my grade, that's what I'm allowed to do, and I know it's good and bad, right, it's easy, but it's also not fair. As far as you know, there's some students that do amazing things and there's some students that do average things and they both get S's. And when I was a kid there was an E for exceptional and they don't do that anymore. At least my district doesn't do that. So I was like, well, how can I reward and empower students that are doing amazing things and are great helpers? And I'm in charge of safety patrol, so you know my safety patrollers that are just awesome at helping little kids and you know just keeping the hallway safe. And I'm also, you know I pick field day helpers. So you know these are the kids that are just all-stars. And it doesn't mean all-stars skill-wise If you're not the best soccer player out there, that's okay If you're giving your best and you know the skills and you know that you have the knowledge and you're trying your hardest. That's all I'm looking for. I want the whole child to be developed, not just like, hey, I can kick it far. That really has never been my thing and I hope it's not yours as well.

Speaker 1: 3:09

My goal, I guess, is to make good people, help motivate and create good people. You know what I mean. I want good people. You know what I mean. I don't. I want good people. I don't care if they're LeBron James, if they. If they're, they have bad sportsmanship or if they're yelling at the referees or kid referees or if they're, you know, just being mean to people. I don't want that. I want good people and you know that's.

Speaker 1: 3:38

My goal in this program is to help, you know, reward the ones that deserve it and motivate the ones that are maybe on the fence. I mean, motivate everybody, but, um, you know, definitely the ones that are that want to see what, how far they can get in this program and they can see the tangible results and they want to be part of something special. So that is my goal for this and I want to go over, uh, the different levels. Um, you know, here in a moment, all right, so let's do some boomers here just to get the basic stuff and then each level as we go. So here's our first boomer, here we go, alright, so let's talk about the basics. So first of all, I want to take two things I really really enjoy and kind of smash them together. So the of all, I want to take two things I really really enjoy and kind of smash them together. So the first is gamification and I know a lot of you use that, or some of you you've never heard of it before. So, kind of briefly, it is taking it's kind of like a game and think of a video game and making it challenging, but taking it instead of a video game like a task or a goal, and making it fun and challenging by adding levels, badges, rewards and charting your progress.

Speaker 1: 4:58

I'm a black belt in karate, so I took martial arts and made different levels like different belts. We'll call them I'm going to use wristbands, but we're going to call them belts. And you know, I know some people have used martial arts before. As far as you know, taking like jump roping and different. You know your white belt and jump roping or you know whatever yellow belt, things like that, and it's a great way to show where you're starting and where your journey is, where you want to go. So, um, that's kind of the brief synopsis of this and, by the way, I will link the article to this that I wrote in the show notes, as well as the PDF of what I made for the different levels and what they mean, so you could kind of take a look at it and feel free to copy it or, you know, run with it however you want to. If you'd like to try this and I'd love to hear if you do, that'd be great, all right.

Speaker 1: 5:55

So much like in martial arts and I'm just talking about for me, for karate, it took me six years to get a black belt, to test for my black belt, and it wasn't easy, and I know that I don't expect them to start in kindergarten with this program. As a matter of fact, I'm going to basically make it like a three-year program. It's third, fourth and fifth grade. I will have different levels, like I said, which we'll talk about in just a moment, and they need to work for it. Now, there's different ways to work for it. It um coach's discretion, like I have two paras myself and if we just see students do an amazing job, we can reward them. Um, probably at the end of each month we'll do like a ceremony, um, and when I mean ceremony, I'll just call people up and get the wristbands so we can do that. Now there's other ways to do it as well, where it's it's more complicated, where each student gets like a scorecard or like a sticker chart, but I'm thinking that's like 600 students, maybe a little less, but it's about 100, somewhere between 150 and 200 per grade level. So let's just call it 550 to 600 students. So that's a lot of stickers, a lot of like moving parts, and some kids will not even want to do this. I'm not going to force anybody to be a part of this. I think most students will want to, but if they don't want to, that's okay. But they're also not going to get the benefits of it, and we'll talk about that in a moment as well.

Speaker 1: 7:31

Everyone's journey is going to be unique. There's going to be students that are grandfathered in, that are fifth graders or fourth graders this year that I will put at a higher level than um. You know, third graders. Third graders will always start at white belt, or actually I might even say no belt. That's another thing I'm kind of toying with, which again we'll get to in a moment. I'm getting ahead of myself. But um, basically I'm going to have, like because of cost, white and green belts. The first two will be kind of like hospital Think of, um, if you go to the hospital, like those kinds of plastic bands where they you can kind of put them on and um, adjust them a little bit, um're a little less costly than the rubber ones.

Speaker 1: 8:17

And then of course most people will be white or green because that's the lower level. Again, we'll talk about the levels as we go as far as what they mean. But that's how I'm planning it so far. In the beginning, white and green will be kind of plastic hospital-type ones I get off of like Amazon. Then orange, purple and green will be kind of plastic hospital type Ones I get off of like Amazon. Then orange, purple and black will be the rubber ones. But I also plan on running a grant for this in the fall, you know, just to stock up and get extra wristbands and donations and things like that. So then all of them can be like the rubber bands, wristbands kind of thing, and all of them can be like the rubber bands, wristbands kind of thing. All right, back to how they level up. Again.

Speaker 1: 9:03

I was toying with the idea I still am of the coaches take a class list with them and each day students get points based on if they have the right shoes on, if they brought a water bottle, who is the hardest worker that day, or who's the most helpful, who showed great sportsmanship. I think that might get a little overwhelming for my paras and you know I don't want to put more like more burden on them. So I don't know if I'm going to do that. I think it's going to be more subjective. It could be more you know like really like based on points and sticker charts and things like that. More you know like really like based on points and sticker charts and things like that. Um, I think it's based on the total number of students and you know the time commitment and things like that. So in my case, I think I'm gonna make it more subjective and I was thinking about that when I tested for my belts, like I wasn't, I didn't have like a sticker chart and things like that. It was like my sensei said hey, uh, maybe he didn't say hey, but he said you know you'll be testing for your whatever purple belt, uh, in a couple of months, and you know you need to practice and all that stuff and then test for it. Um, so it's not gonna be a test, but it'll be how they, um, again, show good sportsmanship, how they treat each other, how they give a solid effort. And again, I keep saying that We'll get into that in just a moment, but that is how we'll judge who gets a belt and what belt it is. And I want to go over.

Speaker 1: 10:29

Next, we'll talk about the benefits for the students, because they're not going to just want wristbands, they want something tangible. Well, that's a wristband, it's tangible, but something else that goes with it. So the next boomer, we'll talk about that. So here we go. All right, sorry, I kind of rambled on that one a little bit, but I want to talk about the benefits for the students. So first, um, you know some students like trinkets and toys and prizes, and I'm hoping this is more of a, just an incentive, just like, hey, I did a great job and I want to tell my family about it, I want to tell my friends about it, I want to tell my teachers about it and I want to show that I deserve to just have these high honors not necessarily a certificate or things like that, but yeah, you know, just be the best I can be for being the best I can be for myself. And, yes, they will wear a wristband around school and they can show you. It will show that, hey, I achieved this level and it's a high honor.

Speaker 1: 11:34

So here's the benefits besides a wristband. Okay, first of all, they can become a field day helper, which what I've done in the past is we just kind of pick hey, this is a good kid, let's let them be a field day helper. Well, now they have to earn it. They have to achieve a certain belt color to get to that, which again, we'll talk about in a moment. The second one is they could become a member of my safety patrol, and again, I'm in charge of the fourth and fifth graders that do safety patrol. I don't have third graders that do it, but that is a pretty high honor. It's funny if you watch a diver with a kid. It's like the lowest honor is becoming a safety patrol in middle school, but it's a pretty high honor.

Speaker 1: 12:17

In our school I try to reward the students that show kindness and helpfulness and leadership by being a safety patrol member, all right. So the third one is they can become a captain or referee in our games. And, as a side note, captain doesn't mean I, you know, I pick my friend, then this person picks and then the last person you know, like when we were kids like I got picked last in kickball or something, and there's hurt feelings. We don't do that, but we do. If you're a captain, you can help demonstrate a game. I usually let captains pick, like you know. Pick two friends to be on your team, you know, for the day, but they can't just keep picking, picking, picking. Eventually I just tell people to go okay, now you three go to that team, you three go to that team. I never try to have hurt feelings.

Speaker 1: 13:03

A referee look, I do this sometimes during fun Fridays, especially with hockey or something. I have some hockey players in my school and I tell them to make fair teams. You guys are the referees, you guys play, but you're also the referees. I've done that with Gaga Ball Kids that are just really fair and I know they'll play it correctly and call it correctly. You guys are the referees, you play, but you can be the referees as well, and so they can be called on to be a helper.

Speaker 1: 13:37

I'll never forget there's one time I had my. I have a captain of my safety patrol. I actually nominated two captains for next year but my first ever captain of safety patrol I literally gave her my keys. I'm like, can you go get? I mean I had my badge and everything on there. I'm like, can you go get? I mean I had my badge and everything on there. I'm like, can you go get my? Uh, I left my water bottle in the media center. Can you go grab it for me? And I know I wasn't supposed to. But, um, you know, those are the kids I get my keys to right. These are leadership skills that they have. That I know I could trust them. I could trust them with my wallet. I could say go to my car and get my wallet, please. I've never done that, but that's what I say. That's the kind of people I'm looking for. So these are high honors. I'm going to make sure it's a high honor and I'll reward them as much as I can. So that's kind of what I'm looking for in these students.

Speaker 1: 14:33

Now, like I said, the first two years there might be some students that are kind of grandfathered in because it's really a third, fourth and fifth grade program. But I'm going to start it in the fall where I'm going to have, obviously, current fourth and fifth graders that will kind of be ahead of the curve or behind in some cases, but I will have some students that have already done uh or already been a field day helper or safety patrol. They might start at a higher level, um belt wise, than others, but everybody else will start with no belts and earn their first belt, earn their white belt. And I, yeah, the more I think about that, I'm going to do that. I was going to say everybody gets a white belt. No, you have to earn your white belt as well. So that's kind of the logistics and the benefits in the first two boomers, and now we'll get into what each color means.

Speaker 1: 15:27

All right, for white belt. I think again, we're going to start at no belt and I will see who wants to do it. I'm going to imagine most kids want to do it. So you know they have to work to get a white belt. It's just not handed to you, it's not handed to them. When I was in martial arts. I didn't start with a white belt, I started with no belt at all, and the only problem with that is I'm worried that some kids might get frustrated or just kind of like lose momentum. I might lose momentum with it, like, oh well, you know whatever. So there'll probably be a quick win for them, just like in video games like gamification. I say the first two levels are going to be a lot easier than the last three, because we're going to do five levels and I might actually add a secret level at the end we'll talk about. So a white belt will be again.

Speaker 1: 16:21

Third graders can only start a white belt as second graders. They have not demonstrated the leadership kind of qualities I mean some of them have, but that I'm going to be talking about here and with them. So here's what they have to do to achieve a white belt they have to be respectful to themselves, others in property. That's our main kind of PE rule. They have to be responsible by bringing, you know, a water bottle, wearing the right uh shoes.

Speaker 1: 16:53

And again, there's exceptions that are made. Um, you know, I know there's sometimes kids are. You know. They say well, you know, I spent the night at my dad's house and all I had is my Crocs. You know I make exceptions. I am not, uh, you know, ruthless or anything like that. There's, there's exceptions. Or some kids say I don't, I just don't have a water bottle, and of course I encourage them to just bring a cheap 22-cent water bottle that you get from Costco in big packs and just refill it. But you know, if not, I might have a few extra to just give them. They have to be safe. So you know they can't be doing anything when we play games I don't want to say dangerous, but anything that could cause injury to themselves or others. And again, they have to be prepared for class, like I said. And there's times when students are wearing jackets when it's 95 to 100 degrees out and I have to keep telling them you cannot wear that, I don't want you to get overheated. It's all part of that. That's being respectful to me and to themselves, things like that.

Speaker 1: 17:50

So that is a white belt and we're going gonna make it easy for them to achieve it. Not easy, but simple, simple stuff. They know most kids do that every day. So a white belt should be a pretty quick win and I'll probably give out white belts very early in the school year, like maybe the first after the first two weeks. I'll just give out some white belts, most white belts. But some students are not part of that club yet. They just haven't earned it yet.

Speaker 1: 18:22

So that'll be the white belt, that'll be the white wristband, we'll call it white belt. So that's number one white belt. All right, and on that note, we call the white belt, I'm going to just call it the beginner belt. Number two, or the second level will be the green belt, we're going to call it the awesome level. So each level, by the way, must demonstrate the previous level and then go beyond.

Speaker 1: 18:47

So everything I said about white belt applies to green belt, except I'm going to add some things. So first of all, for the green belt, they must wear to add some things. So, first of all, for the green belt, they must wear their white belt proudly to pe class every day. This demonstrates loyalty and commitment and responsibility that they're going to remember to wear it the next day, and that holds true for every level. Um, so here's what green belt means they have to give 100 effort during warm-ups and in games and activities we play. Now I always say this and it's from the book the Four Agreements by Don Miguel Ruiz, a great book.

Speaker 1: 19:21

100% isn't always the same every day for everybody. If somebody's sick, their 100% looks different, or if they're hurt, their 100% looks different. So, just giving their best effort each day. They're honest in the games, they play fair and, by the way, that separates a lot of students from white and green. I see a lot of good kids cheating in games and they have to be a good sport. I see a lot of good athletes not being kind when they win or lose that win or lose with grace mentality. They have to be helpful so they have to offer to clean up, help out where needed, help other students, that kind of thing. So that's the biggest thing, I think, and I'm hoping that'll incentivize some of my students that are really good athletes but aren't always the best at sportsmanship. So that is the green belt and I really think that's what separates the green from the white.

Speaker 1: 20:20

But yeah, next we'll go to orange, all right, so orange belt First of all. This is where we start with the, at least this year. The rubber, I guess the better bands right, because it's again more costly and there's going to be less students at this level. Think of it like a pyramid. Basically, a lot of people are going to start with either no belts or white belts, then even fewer green, fewer orange and then so forth. So I should be giving out less orange, but still a lot, of course.

Speaker 1: 20:57

So this is where it gets really into the mentorship, into the leadership, into the game and skill knowledge. This is where students have to demonstrate at least one year of leadership already. So that's why third graders can't start at some of these levels here. It's going to be very rare this third grader starts at green even. I think it's all white belt. So fourth and fifth grade could start here some of them. So they have to again demonstrate game and skill knowledge. It doesn't mean they have to be the best soccer player, hockey player, whatever, but they have to understand the games, be attentive listeners. They have to already be a helper, already be just a fantastic P student 100%. We'll call them 100% students that are always just there for other kids. They're there for themselves, they do the best they can. And then their benefits. This is where they could become a field helper, or they already were a field helper, especially for third grade. This is a great incentive. If they reach this. They could become a member of our safety patrol in fourth and fifth grade, or they already were. They could be a captain in our games or a referee in our games.

Speaker 1: 22:11

Basically, this is about time and consistency, and that includes the next couple levels as well. It's about doing it for again, in this case at least a year. And the students I'm going to tell them some of them. It's almost impossible for them to make, well, it's not impossible for them to make orange, even as third graders, because those will be our field day helpers and possible safety patrol. So that's orange and I think that's a really high honor, especially for third grade. But even for students that I've seen students mature between third, fourth and fifth grade. I've seen students that are not good sports or do not play fair turn it around, and I hope this does it, because there's going to be some fourth and fifth graders start a white belt or whatever, and this can be some incentive for them. But I know some students might be upset by that or think, well, I'm never going to achieve a certain level, and that's just not true. Again, there are some levels they're not going to be able to achieve, like if they start a white belt in fifth grade. They're not getting a black belt by the end of fifth grade. You know what I mean. It's just not possible.

Speaker 1: 23:22

It's a time thing as well. Like I said, it's consistency over a long period of time, just like in martial arts. It's not just a one and done kind of thing. It's a long period of time. And I saw somebody as just a quick thing. There was a student that, honestly, in the beginning of the school year he was fourth grade last year, beginning of the school year he was not well behaved. There were times when he had to sit out on the bench or he was just not being respectful and he turned it around. And at first I thought, well, is he just trying to become a field day helper? Does he really mean this? And I've had some good conversations with him and his teacher and she's like no, he's turned it around and so we made him a field day helper. Now again, that means in the beginning of fourth grade, you know not great. Middle to end of fourth grade, great. So some students turn things around and hopefully this will incentivize, you know, others to do the same. I'm really hoping this, this works.

Speaker 1: 24:18

So that is orange and that is, oh, by the way, that's the name. The name of it is the hero level. That's, hero is for the orange, all right. The purple belt is the elite level and the name says it all. I mean, again, think of that pyramid there's going to be, you know, maybe half get to hero of the beginning. You know white belt, green belt, you know then to, uh, orange, um, but the purple, you know, just it's, it just continues to get smaller and smaller and more elite. Hence the name. Because if everybody gets belt, it's kind of like everybody gets a trophy, it kind of waters it down. If everybody gets a belt, especially this high level, then it doesn't mean anything. It should mean something.

Speaker 1: 25:05

In this case it is two years of everything that I've talked about before, of leadership demonstrated by being a field day helper, safe patrol captain, referee. That means they've already done it, they've already been an awesome helper, they've already done safety patrol for me it doesn't have to be, but that's a good qualification for it and they've already been a referee captain in games and things like that. Helpers, these students, I would say, are the ones that I give my car keys to and, again, I've never done that before. It's an example of. I can trust them 100%. They are always, always, always helpful, honest, caring everything, demonstrate leadership abilities and something I haven't mentioned in this podcast. But there's a lot of students that are really good, students that are just kind of quiet and shy and that was me, by the way, when I was younger, and I tell the students that a lot so you can still be a quiet, honest, you know leader. It's a little harder because if you're not talking, you know you're doing good for yourself, but you need to do good for others as well, and that's hard, but I'm hoping to bring some students out of their shells. So that's just a little side note there.

Speaker 1: 26:26

So it is possible for a fourth grader to earn this purple belt by the end of the school year, I think, because this is this means two years of leadership, two years of mentorship, two years of being helpful and awesome. Basically, again, there's only one, maybe two levels that are higher, and I mean there's not much. This is, this is one of the best. Highest honors I can give them is purple belt, because it's just not going to go to everybody. You know, it's just not. It's it's just not going to go to everybody. You know it's just not, it's, it's going to have to be reserved for the select few. And uh, yeah, it's, and there's it's. I know there's. It's subjective, right, you know it's subjective, between even purple and black, which I'll talk about in a moment. But these are like the best of the best of my students and again, it doesn't mean they're the best baseball players, it means they're the best leaders in the school. So that is Purple Belt.

Speaker 1: 27:19

And now we get to the ninjas. All right, here it is the ninja, the black belt. We got ninja level. So this is only for fifth graders and only for a handful of students. No one's going to start here in the fall, even if they're grandfathered in, they're not going to start here. Some of them might start at the purple belts, but I'd rather not. I'd rather start them at orange, even if they deserve purple. I'm going to start them probably at orange, and you know, but quickly gives it some of them purple.

Speaker 1: 27:56

But by the end of, or let's say, middle to the end of, fifth grade, they could earn their black belts. I don't want to be the very end of the year, because then it's like, well, then they just get it and they go home and that's it for the summer. I want them to have the black belts if they deserve it, and purple belts. So, again, this is probably going to be the top honor they can earn in fifth grade that I can give them. I mean, these ninjas could run my class if I let them. They really could. They could lead warm-ups, they could lead the games. They could do everything they can. You know, I'll give them access to the and I will, and I do with the purple belts or kids like that, where you know you can go into our office and go grab something, or can you go get this piece of equipment or whatever, just anything. They can do everything and they deserve it.

Speaker 1: 28:43

Now I am going to add some extra credit stuff that will help them. By the way, they don't have to do this, but it'll help their cause to become a black belt or even a purple belt. So I'm going to continue my cup stacking club and again, they don't have to become a black belt or even a purple belt. So I'm going to continue my cup stacking club and again, they don't have to be a member of the club, they don't have to even like cup stacking, they don't have to do it. But I might add another, because our time is changing next year which kind of stinks we're going to go to a later time. So I might add a before school activity, some kind of like extra PE or even like a running club I'm going to. My plan is to hold a Zoom meeting, maybe once a month where we have PE trivia.

Speaker 1: 29:19

I might do some bonus assignments in the Google Classroom about, again, game and skill knowledge strategy, but also maybe about leadership. I mean, because that's what it's about, right, and you know active participation helps their case, but it's not a requirement, it just because I know some kids will be like well, you know, we weren't home last night or I wasn't allowed to get online, or so I get it. So, again, I'm not looking for the best. You know sport, you know athlete. I'm looking for the best leader, leaders who want to shine and help others. Um, the ninjas. These ninjas are going to change the world. I know they are. They're like, they're going to be elite in the world and not just in my classroom. So that is ninja.

Speaker 1: 30:02

Again, at least two years of mentorship, leadership and, above and beyond, the purple belt, which again is subjective, but you know there are students that I know that deserve it and we'll get it. So that is a black belt. Yeah, all right, so it's possible. I had a red belt called the infinity belt. I don't know if I'm going to do that. I'm not going to even talk about it with the students in the beginning of the school year. It might be like a secret belt.

Speaker 1: 30:32

So I was thinking about this. My sensei was a I a fourth level black belt. He might have been higher. Again, I received my first level black belt. I was going to test for my second and I moved. So I never got a chance to do that and there's a big difference between me and him, even though we're both black belts. Big difference. And his sensei, which would also be my sensei, higher level, it was a red belt and I'm like well, this red belt, maybe I could do that with a few students. I'm not sure if I'm going to do it, but basically Black Belt would be like Luke Skywalker, red Belt would be like Yoda. I mean, they could teach the way. I don't know. I was even thinking my safety patrol captains could be the red belts, but that's not a necessary thing. So, again, I'm toying with this. It's something brand new I haven't even done it yet, but something I'm really excited about. If you could tell I'm really excited about it. I'm looking at the time of how long I've been recording this and it's one of the longer episodes.

Speaker 1: 31:30

So I appreciate you listening to this and now it is time for your cowbell tip of the day. All right, so your tip of the day is to look for ways to empower your students. It doesn't have to be this system. I'd be flattered if you tried something like this and gave me some credit for it. Or maybe you already done it and I need to give you credit for it. I don't know, but it'd be awesome if you tried something like this and gave me some credit for it. Or maybe you have already done it and I need to give you credit for it. I don't know, but it'd be awesome if you tried something, a way to empower your students. Just think about ways you can make them. You know the leaders shine and get rewarded for it. So as you're going through the summer, make sure you are thinking about the fall and ways you can help your students and help your program grow and become a better version of what it already is, and that is your cowbell tip of the day.

Speaker 1: 32:31

Thank you everybody for tuning in. I really do appreciate it, as always. Go to supersizefizadcom for more information and go to my Medium or Substack in the show notes if you want to check out some of the articles, as well as the article I will put in there about the next level leadership that I just talked about. So take care, pe Nation, you guys and girls are awesome. Let's have a great weekend whenever, weekend whenever you listen to this, and let's keep pushing our profession forward, Thank you.