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Virtual PE Lessons with Free Downloadable PDF

• Doug Curtin
• March 3, 2023

Virtual PE is becoming an increasingly popular way to provide physical education to students. It offers a unique combination of curriculum and technology that can be tailored to meet the needs of any student. Virtual PE is a great way to engage students in physical activity while teaching important physical education concepts. In this article, we’ll explore the benefits of virtual PE, the curriculum opportunities, and the technology that makes it possible.

Virtual PE in the Age of Virtual Schools

Virtual schools are here to stay. In fact, there has been  a rise in virtual school enrollment  following the pandemic. As a result, many families opt for a virtual learning experience, and public school districts, charter schools, and private schools are all embracing the demand.

No matter what type of school students are enrolled in, children of all ages need physical activity and physical education. The  CDC recommends 60 minutes of activity  because of the well-documented benefits of physical activity on physical health and mental health. Therefore, whether students are in elementary school, middle school, or high school, they need regular “moderate-to-vigorous physical activity.”

But past just physical activity , students need to learn the essential skills and strategies to exercise. Students can develop these critical lifelong fitness skills through physical education classes. Physical education is an integral part of any school, so virtual PE is a necessary subject within any virtual school.

Virtual PE – Two Major Questions

When it comes to planning a virtual PE class, there are two major questions that schools must ask:

1) What curriculum and lesson plans can students do virtually? 

In an in-person physical education class, physical educators can provide equipment and resources for students to complete a variety of workouts. But with virtual PE, students need a simple way to exercise with the limited equipment they have access to at home or no equipment at all.

For example, each student might get a jump rope or yoga mat at home, but not everyone can get weights or other equipment. Therefore, virtual PE must have a complete course offering of lesson plans that can be achieved and completed at home with limited or no equipment. 

2) Is the virtual PE class going to be synchronous, asynchronous, or a combination of both?

If virtual PE is going to be synchronous learning, there is still an obvious element of technology needed for PE teachers and students to work together.

But if virtual PE is going to be any amount asynchronous, then PE teachers need to find a way to track and monitor the completion of course content for students at home.

5 Free Virtual Physical Education Lessons

Here are five free virtual physical education lessons that are excellent for any fitness level. All of these lessons come from PLT4M’s library of physical education curriculum and are perfect for an online PE lesson.

A few notes about these lessons:

No equipment required

A soft surface is nice to have (yoga mat, towel, or even a run)

All of these different virtual PE lessons assume a basic understanding of fitness (If students still need to participate in an intro to fitness program, don’t worry!  We have a full slate of virtual PE lessons for a general intro to fitness .)

Bodyweight Bootcamp

Bodyweight bootcamp is a high-intensity interval training class for all fitness levels. This program guides students through a full-body follow-along workout. With a combination of strength training and cardio, this program is designed to help students find new boundaries that challenge muscular endurance and strength.

This yoga session begins with a guided warm-up and an opportunity for students to check in mentally and physically to the day’s lesson. Our yoga session will follow a traditional yoga flow and move throughout an entire 30-minute workout. We will also introduce 2-3 movement/pose variations embedded directly within the longer flows. 

Boxing is a total body workout! Odd rounds (1,3,5,7) consist of boxing exercises focusing on offense, defense, and footwork. Students will be instructed to practice different combinations and can practice at their own pace or follow along with Sean, our instructor. Even rounds (2,4,6,8) consist of bodyweight circuits. The 8th round wraps up with a core cashout.

Pilates is a low-impact form of exercise that is a great full-body workout. Pilates focuses on control while enhancing balance, flexibility, and the mind-body connection. This introductory program provides an excellent challenge to all major muscle groups, particularly the core. 

Dance Fitness

Let’s turn up the music and have some fun! This workout aims to provide every student with an engaging and welcoming introduction to the basics of dance fitness. We seek to introduce this form of cardio and dance fitness through a fully-developed lesson plan that allows students to learn new dance moves while getting their heart rates up and smiling!

Technology’s Role in Virtual PE

While PE teachers could access workouts on a random youtube channel, virtual PE needs the ability to deliver workouts and track activity.

Just like google classroom can help monitor activity and learning for other subjects, PE teachers can utilize PLT4M to track what is getting done at home. For example, when students log in to PLT4M and complete a workout, they will get credit for their virtual physical education lessons. This allows virtual PE to be an asynchronous subject.

And while there will be synchronous components of virtual PE, by utilizing PLT4M technology, schools can guarantee a high-quality physical education class for all middle school and high school students.

Key Takeaways on Virtual PE

Virtual PE is so important because it directly aligns with what students will see after graduating. Teaching students skills to take care of their physical health and mental health at home makes them more likely to continue pursuing fitness after their school days are over. 

Lifelong fitness starts by empowering students to see exercise as a habit and practice they can do anywhere. Through virtual PE, students can learn that they can still stay healthy and physically active even without access to a gym or fitness center.

Ready to Learn More? 

Schedule a free 10 minute consultation to see how the PLT4M system can help save you time, and empower student learning!

Does PLT4M have programs and workouts for students that do have equipment?

Yes, PLT4M has a full slate of middle school PE lesson plans, high school physical education lesson plans, and workouts that do require equipment. In this article, we featured no equipment lessons and programs. But if students have access to weights or a gym, we have plenty of options for them as well!

What about virtual physical education lessons for elementary school?

PLT4M focuses on middle school and high school students. But if you are looking for elementary school resources, we recommend checking out some of the following websites:

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Free Physical Education Lesson Plans & Resources

Find free physical education lesson plans and teaching resources for grades PreK-12. 

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164 Resources

Physical Education Lesson Plans and Resources for PreK-12

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Project 2025’s Plan to Eliminate Public Schools Has Already Started

P roject 2025, the policy agenda for Former President Trump’s potential first year back in the White House published by the far right conservative think tank the Heritage Foundation, has been making waves recently. Some of the many destructive proposals within the agenda include the elimination of the U.S. Department of Education —along with federal education funding and any civil rights protections—and the diversion of public money to private school voucher programs instead.

Make no mistake: The goal is to end public education. But dismantling our public schools isn’t just the plan if Trump is reelected—it is already happening.

We are on the brink of a new wave of public school closures , another step in the decades-long project to divest and dismantle the institution of public school. Disguised as “school choice,” federal, state, local, and private actors have prioritized paying for  private and charter schools, hoarding educational resources for the haves and depleting resources for the have-nots.

The policies that Project 2025 plans to prioritize—government payments to families sending their children to private school and creation of new charter schools that are run like businesses—have expanded in the last few years, starving public school districts that serve all students of already insufficient resources. In the 2023-24 school year, at least 70 school districts, including in San Antonio, Texas , Jackson, Mississippi , and Wichita, Kansas , announced permanent closures of public schools, impacting millions of students. These districts are resorting to the harmful, discriminatory, and ineffective so-called ‘solution’ of closing schools in Black and Latine communities, stripping those communities of their local public schools.

Read More: Everything Biden and Trump Have Said About the Controversial Project 2025

Here’s how it works: Concerned about shrinking enrollments and budget crises, district leaders conclude that they must close schools, often without any evidence or analysis that it would save money—and, indeed, it hasn’t been shown to save money unless coupled with mass layoffs. They hire consultants who come up with “utilization” rates and then recommend closing schools with the lowest rates to “rightsize” the district—their euphemism for their misguided belief that school facility usage should be guided by arbitrary numbers instead of meeting communities where they are.

The problem is that “utilization”—a school’s enrollment over its supposed capacity—is stacked against schools that have experienced historic underfunding and disinvestment in facilities repairs, curricula, extracurricular opportunities, and staff. These same schools disproportionately serve Black and Latine students, English Learner students, students with disabilities, and students living in poverty.

Closing schools is demonstrably harmful—and has real-life impact. Research on the mass urban school closures from 2012 to 2014 overwhelmingly found that academic outcomes suffered , particularly for low-performing students. A May 2024 study from Brown University linked the experience of a school closure to “decreases in post-secondary education attainment, employment, and earnings at ages 25–27.” Additionally, closures force families to travel farther to get to schools that are not in their communities, making it harder to form relationships with staff, join extracurriculars, or get involved in parent organizations.

These communities are also often the first to lose access to the benefits of neighborhood public schools, which act as essential gathering places for social services and community resources like adult education, polling locations, a place to hold community meetings, and access to democratic community control through school board elections.

There are more equitable and educationally sound approaches than the lazy, unjust, self-sabotaging—and all too common—approach of spending money on consultants to tell districts what they have already decided to do: close the schools they value least, relying on metrics that target symptoms of their systemic neglect, and playing into the conservative agenda to make public schools obsolete.

Districts have better options to address budget woes. They can start a community-driven process to reshape the budget, wherein multiple stakeholders—rather than a selected few—play an active role in setting district budget priorities. Districts can also employ community-led assessments of how they use buildings, allowing school communities, particularly those historically marginalized, to request the resources, support, and spaces they need.

At the very least, districts should integrate equity requirements into school closure proposals, for instance, by incorporating community-based equity audits into decision-making. States can also follow California’s lead by requiring and robustly enforcing equity safeguards for any decisions to close schools.

Young people and their communities deserve better than districts repeatedly making the same mistakes. District leaders must stop listening to expensive consultants and closing much-loved and needed schools, and instead, must listen to the communities they serve and focus on solutions that put students first. Local, state and federal governments must fully and equitably fund public schools—schools obligated to take and educate everyone—and stop diverting money to a system of charter and private schools where students and families are forced to compete for a limited pool of high quality resources for a select few.

Project 2025 is not an inevitability—it is a call to action for anyone who cares about public education in this country. Our public school system requires more resources to create better school environments for everyone. We need investment in our public schools—not closures.

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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