During my long practicum I had the opportunity to incorporate three classroom strategies to aid in my inquiry. These tactics included:

1. Students writing reflection pieces to share their personal experiences, understanding, and thoughts on physical and health education.

2. Incorporating the TGFU and Sport Education Model into units and lessons in order to promote creativity, diversity, and inclusion in the classroom.

3. Students participating in physical, team-based challenges to develop a deeper sense of teamwork, enhanced communication skills, and classroom unity.

Upon completing my practicum I had the chance to reflect on my own practice and the effectiveness of these teaching strategies. Overall, the students found them to be beneficial. Not only did these approaches provide a novel learning experience, but they also prompted students to take more responsibility for their own success in the class. It was not until the final weeks of practicum that the full effects of these strategies were realized. I received a lot of positive feedback from both students and staff members on the unique approach I took to teaching the PHE curriculum; they all appreciated the effort and energy I put into creating a fun, interactive, and student-cantered learning experience.

Moving forward, I would like to continue honing these strategies so I can use them with other PHE classes and in various classroom settings. I would see my own practice continue to be refined by re-working and adapting these approaches for different age groups, ability levels, and subjects. I am excited to continue on my own inquiry journey as I use this foundation to further inform my future practice as an educator.