Connecting MPE to skateboarding.

Created by Braden Verge BS, MS in Education Physical Education Teacher, Curriculum Developer for First Push Syndicate, and RAD Dad

Skateboarding has always been more than just a hobby for me—it’s been a lifestyle, a passion, and a tool for self-expression. My journey with skateboarding has shaped who I am, not only as a skater but also as an educator. I’ve had the privilege of witnessing how skateboarding can deeply engage students, especially when it's integrated into physical education (PE). Through my work with First Push Syndicate, I’ve been connecting the principles of Meaningful Physical Education (MPE) to skateboarding to create a dynamic curriculum that resonates with today’s students.

The Core of Meaningful Physical Education

Before diving into the integration of skateboarding, let’s unpack what Meaningful Physical Education is all about. MPE focuses on six key features that drive student engagement: Social Interaction, Fun, Challenge, Motor Competence, Personally Relevant Learning, and Delight. These pillars are designed to make physical education more than just a class but an experience that promotes lifelong physical activity.

Here’s how skateboarding fits seamlessly into each of these MPE elements:

Social Interaction: Building Community Through Skateboarding

One of the most incredible aspects of skateboarding is its ability to build community. When students come together to learn, practice, and share their experiences, they’re not just learning tricks—they’re forming bonds. Whether it’s cheering each other on as they land a difficult trick or helping one another overcome a challenge, skateboarding promotes a supportive environment. 

In my curriculum work with First Push Syndicate, we structure group skate sessions that encourage teamwork and collaboration. Even though skateboarding can be seen as an individual activity, it’s these shared moments of success and failure that bring students together and foster strong social connections.

Fun: The Joy of Learning and Progressing

For physical education to be truly meaningful, it has to be fun. And what’s more fun than skateboarding? From the moment students step on a board, they’re engaged. The freedom of movement, the thrill of attempting new tricks, and the satisfaction of finally nailing them are unmatched. 

The skateboarding curriculum we’re building emphasizes this sense of freedom and creativity. Unlike some traditional sports, skateboarding allows students to express themselves through movement. Whether they’re perfecting their balance or working on an ollie, students feel a sense of joy and accomplishment in their progress. It’s this fun factor that keeps them coming back, eager to improve.

Challenge: Encouraging Persistence and Resilience

Skateboarding is all about overcoming challenges. Every skater knows that the road to mastering a trick is paved with failed attempts. But with each fall, students learn resilience and persistence—two essential qualities not just in PE, but in life.

The curriculum we’re developing offers a scalable approach to difficulty. Beginners can start with foundational skills like balancing and pushing, while more advanced students can tackle more complex tricks. This "just-right" challenge keeps students motivated, giving them confidence as they move from basic skills to more advanced maneuvers.

Motor Competence: Enhancing Physical Skills

Skateboarding isn’t just about cool tricks—it’s a full-body workout that requires balance, coordination, agility, and strength. When students learn to skateboard, they’re building essential motor skills that transfer to other sports and physical activities.

Through First Push Syndicate, we’re designing lessons that focus on these key physical skills. Whether it's maintaining balance on a moving board or coordinating foot movements for a trick, skateboarding helps students develop a higher level of physical competence. Plus, students get immediate feedback on their performance, allowing them to refine their movements and improve over time.

Personally Relevant Learning: Connecting to Students’ Lives

One of the reasons skateboarding resonates so well with students is because it’s already a part of their world. Many students are exposed to skateboarding through social media, pop culture, or their own neighborhoods. When they see skateboarding in the PE curriculum, they feel an immediate connection to the material.

I’ve seen firsthand how students light up when they realize they can integrate a hobby they love into their education. By aligning skateboarding with the principles of MPE, we’re not just teaching students a new skill—we’re connecting with them on a personal level. This relevancy boosts their engagement and gives them a deeper investment in their physical education journey.

Delight: Experiencing Joyful Moments in Physical Activity

While Fun is about the overall enjoyment of an activity, Delight captures those magical, unexpected moments that make skateboarding truly special. It’s the moment when a student lands their first ollie or rides down a hill for the first time with the wind in their face. These moments of delight aren’t just pleasurable—they’re deeply fulfilling.

In my work with First Push Syndicate, we emphasize the idea that physical education should create these moments of delight. When students experience joy in what they’re doing, it strengthens their emotional connection to physical activity. Delight makes learning stick, leaving students with positive memories they carry forward long after the lesson ends.

We build these moments into the skateboarding curriculum by creating opportunities for discovery, risk-taking, and surprise. Whether it’s through creative skate challenges or exploring different environments to skate in, we make sure students have the chance to experience the thrill and delight of skateboarding.

Designing the Future of Skateboarding in PE

As a curriculum developer for First Push Syndicate, I’ve been working closely with fellow educators to create a program that aligns with both national PE standards and the principles of MPE. The goal is to offer schools and teachers a way to incorporate skateboarding into their physical education classes in a meaningful, effective way.

We’re crafting lesson plans that cater to different age groups and skill levels, from elementary school students learning the basics to high schoolers mastering more advanced techniques. The curriculum also includes guidelines for safety, skill progression, and ways to incorporate social and emotional learning into each session.

A Meaningful Path Forward

Skateboarding has the power to transform physical education into something students not only enjoy but find deeply meaningful. By aligning it with the MPE framework, we’re providing students with opportunities for personal growth, physical competence, and social connection—everything that makes physical education truly meaningful.

Through my work with First Push Syndicate, I’m excited to continue exploring how skateboarding can be a powerful tool for engaging students in PE. Together, we’re shaping a curriculum that will inspire the next generation of riders, movers, and lifelong learners.

This post shares my journey of connecting skateboarding to Meaningful Physical Education. Stay tuned for more updates from the First Push Syndicate and how we’re bringing skateboarding to schools!  

Resources

Fletcher, T., Chroinin, D., Gleddie, D., & Beni, S. (2021). *Meaningful Physical Education: An Approach for Teaching and Learning*. Routledge.

Gear Pod Grant!

Hey all, this will be a short post but one of the most important that might ever be written. We received funding this summer to launch Get On Board in all 50 states. The concept is straightforward, we want to jumpstart new programs and reinvigorate existing programs. The grant will cover up to 20 complete sets of gear (skateboard, helmet, pads), training, access to resources, and ongoing support in the following years. We are taking a thoughtful approach and will work with applicants to stretch the available resources as far as possible.

Read more here and please spread the word!

Cheers,

Beau

Skateboarding & Standards

At First Push Syndicate, our Get On Board skateboarding program is designed not only to teach the basics of skateboarding but also to align with SHAPE America’s 2024 National Physical Education Standards. These standards provide a roadmap for educators to guide students toward a holistic development of physical, cognitive, and social skills. Let’s explore how our program connects to each of the four core standards.

Standard 1: Develops a Variety of Motor Skills

The first SHAPE standard emphasizes the development of a wide range of motor skills necessary for different physical activities. Skateboarding, with its unique demands on balance, coordination, and precision, serves as a perfect medium to develop these essential skills. Through Get On Board, students practice:

• Locomotor Skills: Moving with control on the skateboard by pushing off the ground and gliding.

• Balance and Coordination: Mastering the ability to stay balanced on a moving skateboard while performing tricks like ollies or kick turns.

• Agility and Reaction Time: Responding quickly to changes in the environment, such as adjusting their body position when navigating ramps or obstacles.

This wide array of motor skills learned on a skateboard transfers into other physical activities, helping students become more versatile and confident movers.

Standard 2: Applies Knowledge Related to Movement and Fitness Concepts

This standard is about understanding movement principles and fitness concepts, and Get On Board integrates these concepts naturally. As students engage in skateboarding, they develop an understanding of:

• Biomechanics and Movement Principles: Learning about balance, weight transfer, and momentum helps students grasp concepts like center of gravity and body alignment. For example, foot positioning (cover two screws, see two screws) is a biomechanical principle that improves stability on the board.

• Fitness Elements: Skateboarding is an excellent form of cardio and core strength exercise. Students experience firsthand the importance of endurance, flexibility, and muscular strength during skate sessions.

• Safety and Risk Management: As students explore different tricks and movements, they also learn about safety—wearing protective gear, managing risks, and understanding personal limits.

By fostering this knowledge through active participation, skateboarding becomes more than just a fun activity—it becomes a learning tool for movement and fitness literacy.

Standard 3: Develops Social Skills Through Movement

Physical education plays a vital role in building social connections, and Get On Board provides the perfect environment for students to develop these skills:

• Cooperation and Teamwork: Whether helping a classmate with a new trick or sharing a ramp during group practice, students learn how to communicate effectively and work together.

• Respect and Empathy: Skateboarding culture encourages inclusivity and respect for all skill levels. In our program, students are taught to cheer each other on, celebrate successes, and show empathy when someone falls.

• Leadership and Peer Support: More experienced skateboarders often take on a mentorship role, offering guidance and feedback to beginners, fostering a sense of leadership and support within the group.

The social dynamics of skateboarding align perfectly with SHAPE's focus on creating positive social interactions through physical activity.

Standard 4: Develops Personal Skills, Identifies Personal Benefits of Movement, and Chooses to Engage in Physical Activity

Finally, skateboarding through Get On Board encourages personal growth and the development of lifelong physical activity habits:

• Goal Setting and Perseverance: Learning to skateboard involves setting personal goals, overcoming challenges, and celebrating progress. These skills extend beyond skateboarding, helping students build resilience in other areas of their lives.

• Self-Esteem and Confidence: As students achieve mastery of tricks and movements, their confidence grows. The joy of landing a difficult trick or successfully riding down a ramp creates a sense of accomplishment that reinforces a positive self-image.

• Physical and Mental Health Benefits: Students recognize the mental clarity and stress relief that comes from physical activity. Skateboarding becomes more than just a class—it transforms into a personal passion that they can continue outside of school.

• Choosing Active Lifestyles: Through our program, students understand the benefits of regular physical activity, leading many to continue skateboarding or engage in other physical activities on their own, making active, healthy choices throughout their lives.

The Get On Board program isn’t just about skateboarding—it’s about helping students develop the motor skills, knowledge, social connections, and personal growth necessary for a lifetime of physical activity. As we align with the SHAPE America 2024 National PE Standards, we empower students to be well-rounded individuals, both on and off the skateboard. We are excited to continue making a meaningful impact through skateboarding in physical education, shaping the future of movement for students everywhere.

You can find a printable document here.

First Post

What better topic for a first post than starting to tell the history of all our “firsts”, from our roots at Rye Airfield and the early days of Get On Board in 2010 to the launch of First Push Syndicate in April 2021.

Enjoy the history lesson!

The FIRST Get On Board program resulted from a dinner conversation with my young family in late spring 2010. My son Levi, who was in 5th grade, wished he could skateboard during PE class, and before I could catch myself, I blurted out, “You Can!” Thank you growth mindset. A few phone calls later, plus some scrambling through our skateboard collection in the barn and grabbing every piece of rental gear possible at Rye Airfield, skateboarding arrived at the Mary Hurd School in North Berwick, Maine.

Day one was full of firsts, with 58 students (every 5th grader in the school) learning how to skateboard, but the most important first was my buddy Josh learning how to skateboard. Josh has Down Syndrome, but because I had known him for most of his life and we were so comfortable together, it never occurred to me that Josh might be the first to jump on his board; there were plenty of other potential rascals (like myself) that I expected to regulate. He was on the ground in a flash, not wanting to continue.

What transpired next was magic, immediately changing what would become Get On Board. I had my co-coach Eric Santos take over the class while Josh and I went to the side and sat down with skateboards on our lap. We started exploring the board by spinning wheels, feeling the grip tape, and rolling it around with our hands. I watched Josh take over, leading the play by crawling onto the board on his belly and swimming away. Our 2nd First, adaptive skateboarding, happened and we didn’t see it coming. In minutes, Josh led the way with how we teach adaptive skateboarding in Get On Board. He rode on his belly, butt, and knees, but more importantly, he taught the rest of the class how to skateboard like him. Josh became a leader and teacher among his peers because skateboarding was a tool that allowed his abilities to be highlighted.

I left the school that day full of stoke and knew that skateboarding needed to be in more schools. The name Get On Board just happened. I don’t totally recall where it came from, but maybe someday, the memory will rattle loose.

Until the next first! - Beau