What Happens When We Let Students Explore? Rethinking PE Through Skateboarding
Written by Braden Verge BS, MS in Education; Physical Education Teacher and RAD Dad
As physical educators, we often lean on structured activities and pre-set lesson plans to manage time, ensure safety, and deliver clear outcomes. But what if we took a step back? What if, within a supportive class culture and clear safety boundaries, we allowed students to explore and create their own movement experiences, especially with something as open-ended and expressive as skateboarding?
That’s the question we’re asking through our Get On Board program.
Skateboarding, by nature, resists rigid structure. It thrives on experimentation, persistence, creativity, and self-expression. When students are given space and time to explore with a board, without a demo or direct instruction, we believe the results can be remarkable. Will they collaborate? Will they fall and get back up? Will they teach each other? Will they find flow? Will they discover that movement isn’t just about mechanics or rules, but about expressing who they are?
As an educator, I’ve found that once students have completed the safety components and fundamentals of our program, and with clear classroom expectations in place, that’s when the real learning can begin. It’s essential to carve out time for play-based learning, to allow students to take the lead, try new things, and move in ways that make sense to them. This not only deepens their engagement but fosters ownership, curiosity, and problem-solving.
This approach is supported by growing research in education that challenges the notion that play and learning must be separate. The team behind A Pedagogy of Play, a book from Harvard’s Project Zero, calls this divide a “false dichotomy.” Based on eight years of global research, they argue that playful learning, learning that is joyful, meaningful, socially interactive, and actively engaging, is essential for deep, lasting growth (Ross, 2023). They highlight the power of student choice, collaborative learning, risk-taking, and reflection, principles that come to life naturally when students are allowed to explore skateboarding in PE.
Carolyn McKeon, PhD, of Purdue Global, adds further dimension to this perspective, noting that play must be “self-chosen, intrinsically motivated, self-directed, imaginative, and stress-free” to truly support development (Purdue Global, 2025). In this context, educators shift from being the “sage on the stage” to the “guide at the side,” helping students explore rather than dictate their learning. That shift is evident when a student picks up a board not because they’re told to, but because they want to try something new, and in doing so, they engage with creativity, perseverance, and confidence.
Play-based learning, as described by the National Association for the Education of Young Children (NAEYC), happens across a spectrum, from free play to guided play. And in a skateboarding session, you often see both: students working independently, then seeking out a classmate to show a trick or troubleshoot a balance issue together. It becomes a shared learning lab, full of discovery, trial and error, and real-world social interaction.
In the right environment, with safety gear, shared expectations, and mutual trust, skateboarding becomes more than an activity. It becomes a medium for agency, joy, and self-discovery.
So what happens when we let students explore skateboarding in PE? Maybe they begin to take ownership of their learning. They build community. And they remind us why we became educators in the first place.
If this vision of student-led, play-based movement resonates with you, we invite you to explore what’s possible with Get On Board, our skateboarding-based physical education program created by educators, for educators. At First Push Syndicate, we believe skateboarding is more than a sport; it’s a tool for empowerment, creativity, and connection. Our program provides the structure to teach safety and fundamentals, while also carving out space for student-driven exploration and growth. Whether you're a seasoned PE teacher or new to alternative movement models, the Get On Board program offers resources, support, and inspiration to transform your PE classroom into a place where students don’t just participate, they lead, create, and thrive. Join us in reimagining movement education, one push at a time.
References:
Ross, E. M. (2023, May 17). Embracing Learning Through Play: A new book encourages playful learning in classrooms for all ages. Harvard Graduate School of Education. https://www.gse.harvard.edu/news/23/05/embracing-learning-through-play
Purdue Global. (2025, January 28). Topics and Trends in Play-Based Learning. Purdue University Global. https://www.purdueglobal.edu/blog/education/topics-trends-play-based-learning/