Trauma-informed physical education with Dr Douglas Ellison

Govind Krishnamoorthy; Kay Ayre; Dayna Schimke

5 Trauma-informed physical education with Dr Douglas Ellison

Research into childhood trauma consistently highlights the role of repetitive and rhythmic movements in helping to regulate arousal and emotions. Physical education and sports can provide students with experiences of success, agency, and self-efficacy that may be absent in other areas of their educational journey. But how can physical education be adapted to support trauma-informed practices?

Dr. Douglas Ellison

Dr Douglas Ellison is a white male with reddish-brown hair dressed in a blue shirt with a gold tie. Dr Douglas Ellison is an assistant professor at Kent State University, where he teaches future educators in the field of physical education. Before moving into higher education in 2017, Dr Ellison spent a decade in Charlotte, North Carolina, as a nationally certified physical and health education teacher. His academic journey has taken him from Western Michigan University to Wingate University and ultimately the University of Illinois at Urbana-Champaign, where he earned his PhD in Pedagogical Kinesiology. Dr. Ellison’s teaching covers everything from secondary physical education methods to motor development across the lifespan. His research focuses on equity and trauma-informed practices that support both educators and students.

Learn more about Dr Ellison’s work by clicking or scanning the QR code.

Dr. Ellison: I completed my PhD at the University of Illinois, but during my current role at Kent State, I became deeply interested in trauma-informed practices. A colleague held workshops on trauma-informed strategies for faculty, and attending these sessions made me reflect on my ten years as a health and physical education teacher in a large urban school setting, where over 75% of my students faced challenges linked to poverty. While I always focused on building strong relationships with my students, I realised in these workshops that trauma-informed approaches could have amplified my effectiveness as an educator.

Had I known about skills like self-regulation back then, I can only imagine the positive impact it would have had on my students. While working on my doctoral degree, I attended the Teaching Personal and Social Responsibility (TPSR) Alliance conference, which brought together practitioners using physical activity to foster personal and social responsibility among youth. It wasn’t just about research—it was about educators’ hands-on work to make a difference in after-school programs.

My motivation has always been to help others improve their lives, whether through my role as a teacher, a researcher, or a parent. If I had to summarise my sense of purpose, it’s about empowering others to pursue what inspires them. Trauma-informed practices provide a pathway to achieve that, equipping students with skills that nurture their growth and resilience.

Dr. Krishnamoorthy: How do you see physical education in schools being relevant to childhood trauma?

Dr. Ellison: I believe it’s crucial for teachers to first understand their own experiences with trauma before attempting to engage in trauma-sensitive work in their classrooms or gymnasiums. In physical education, students are often on public display, exposing their bodies and abilities, which can be a traumatic experience for some. When you combine the potential negative experiences in the gym with students already dealing with toxic stress, it can create a perfect storm. We, as teachers, could unknowingly be triggering trauma responses, contributing to an unsafe environment. This can manifest as behaviours we might interpret as defiance, disinterest, or resistance to learning. However, these behaviours may be a result of the compounded stress from one or more traumatic experiences outside of school.
“When you combine the potential negative experiences in the gym with students already dealing with toxic stress, it can create a perfect storm.”

Physical education aligns well with trauma-informed practices by connecting the mind and body. It helps students self-regulate, express emotions appropriately, and become more self-assertive. This is why it’s essential for health and physical educators to understand childhood trauma. In physical education, we inherently engage both the mind and body, making it a perfect setting to help students navigate their emotional and physical challenges. Teachers must be intentional in their pedagogical choices to create opportunities for success without inadvertently causing harm.

Principles of Trauma-Aware Physical Education

A QR Code linking to a journal article by Thomas Quarmby and colleagues from Leeds Beckett University concerning trauma-informed practice in physical education.

This journal article by Thomas Quarmby and colleagues from Leeds Beckett University in the United Kingdom explains how trauma manifests and the impact it can have on children and young people’s engagement in physical education.

The authors suggest five evidence-informed principles when seeking to enact trauma-aware practice in physical education: (1) ensuring safety and wellbeing, (2) establishing routines and structures, (3) developing and sustaining positive relationships that foster a sense of belonging, (4) facilitating and responding to youth voice and, (5) promoting strengths and self-belief.

Read the journal articled or scan the QR code for access.

Engaging Reluctant Learners in Health and Physical Education

Dr. Krishnamoorthy: Physical education has the potential for movement and exercise, which can regulate our nervous system. One of the benefits of sport or exercise in schools is that it can begin with low-stakes relationships with educators. This doesn’t seem as imposing to students. What has been your experience engaging students – especially those otherwise closed off or reluctant to participate?

Dr. Ellison: I found great satisfaction in interacting positively with students who struggled academically. Many of these students came alive in the gym. For them, physical education allowed them to shine in ways they couldn’t in the classroom. Students dealing with personal pain could use their physical abilities to excel in the gymnasium. Unlike the academic setting, physical education doesn’t always expose their weaknesses or make them feel vulnerable.

A decorative image of a blackboard with the word 'can't crossed out and the word 'can' written under it. Frequently, I would see surprise on the faces of other teachers when they would pass by the gym and see these students thriving in the gym. They could demonstrate their strengths physically, which they often didn’t get to show in other subjects. When done right, physical education can be a place of growth and success rather than discomfort for students who might not feel confident in their physical abilities. Trauma-informed practices can further enhance the impact. When these practices are used intentionally by teachers, students can truly thrive.

Incorporating the Teaching Personal and Social Responsibility (TPSR) Framework

Dr. Ellison: The Teaching Personal and Social Responsibility (TPSR) framework is a curriculum and instructional model focused on the often-overlooked affective learning domain for those unfamiliar. In physical education, we typically emphasise the psychomotor and cognitive domains, but the affective domain—addressing emotional and social development—is often underutilised. TPSR addresses this gap by empowering students to take responsibility for their wellbeing and be responsive to the wellbeing of others. It embeds life skills and values directly within physical education activities rather than teaching them as separate components.

TPSR’s structure is intentionally integrated, so rather than having a designated ‘life skills day,’ these values are woven through daily activities. The ultimate goal, represented by TPSR’s fifth level, is the transfer of these skills beyond the gym into students’ lives at home, school, and in the community. TPSR has five levels: Level 1 focuses on respecting others’ rights and feelings, Level 2 on self-motivation, Level 3 on self-direction, Level 4 on leadership, and Level 5, the ultimate goal, is the application of these skills in everyday life. As students progress, we gradually shift responsibility from teacher-led to student-led. Through TPSR, students gain a sense of empowerment.

Teaching Personal and Social Responsibility (TPSR)

Don Hellison’s TPSR program guides children toward adopting higher values through progressive steps or levels. However, he was disheartened that educators sometimes treated these levels as fixed achievement goals rather than an evolving, integrated approach to life. When the TPSR system was effectively implemented, teachers noticed that classrooms operated more smoothly, requiring less direct management, as students took responsibility for regulating their behaviour.

Check out this short video for an overview of TPSR from the University of Auckland. Click or scan the QR code to watch the video.

Facilitating a Safe and Supportive Learning Environment

Dr. Krishnamoorthy: How do you facilitate a safe environment in the gymnasium for students who may find physical education triggering or unsafe?

Dr. Ellison: Creating a trauma-informed physical education environment requires understanding foundational principles that support all students. In PE, students are often on public display, which can heighten body image concerns or anxiety. For some, a tight-fitting uniform might be no issue, but for students with body image concerns, it could prevent them from participating altogether. As teachers, we can plan intentionally to ensure the gym is a safe, inclusive space for everyone.

A key strategy is establishing a predictable environment. At Kent State, we use the concept of RREs: Rules, Routines, and Expectations. These helps create consistency, so students know what to expect when they walk in. Encouraging student voice is also powerful; inviting students to share what would make the space safer and more welcoming fosters trust and strengthens relationships. This approach can address some of the challenges unique to the physical education space.

“RREs: Rules, Routines, and Expectations. These helps create consistency, so students know what to expect when they walk in.”

Dr. Krishnamoorthy: Physical education can feel daunting, as students are often acutely aware of how well they perform in front of others. Even having options—like sitting out or choosing activities—can offer a sense of safety and predictability.

Dr. Ellison: It ultimately comes down to teachers understanding their context and students. There’s no one-size-fits-all approach, and each physical education environment is unique.

Dr. Ayre: I remember in my teacher education program, we had to complete specific physical education tasks. While I was a strong swimmer, I struggled with vaulting in gymnastics. My lecturer noticed my discomfort and suggested, ‘How about swimming two kilometres instead? That’ll count as the same marks.’ So, I headed to the pool, swam, and moved on. At the time, this differentiation was innovative and grounded in the lecturer’s understanding of his students. He could provide an immediate solution to reduce my anxiety while still meeting the curriculum goals.

Dr. Ellison: Your reflection highlights how that moment could have been very different if you had been pressured to continue with the vault task. This underscores the importance of relationships and understanding individual needs in any content area. Often, teachers may not realise what a student needs and miss the chance to say, ‘It’s okay. I have expectations and goals for you, but you can meet them in a safe way while still achieving the outcomes.’ This flexibility is key to creating a supportive environment.

Dr. Ayre: That differentiation had a lasting impact on me, even 30 years later. I remember that day vividly because it was positive, but had it gone differently, and it might still be just as clear in my memory for the wrong reasons. It’s a reminder that our choices for students can have long-term effects.

Re-Enactment for Prevention

Dr. Krishnamoorthy: The TPSR framework addresses the concept of ‘traumatic re-enactments,’ where certain interactions can resemble past negative experiences, potentially triggering a student’s traumatic responses. For example, if a student has an intense encounter with a coach, it might mirror complex dynamics from home, causing the student to avoid future interactions with that coach. How can awareness of these re-enactments help us in preventing them?

Dr. Ellison: Teachers often create competitive environments, but it’s essential to recognise when and where competitiveness is appropriate. A high-stakes atmosphere can lead to situations where a student might ‘explode’ emotionally or physically – not due to poor sportsmanship, but because they’re experiencing similar feelings to a challenging situation in their life and struggle to self-regulate. In such cases, physical education becomes another space where they feel they’re failing.

Imagine a scenario in class where a bad officiating call leads a student to lose their temper. On the surface, it may look like poor sportsmanship, but there may be an unresolved struggle beneath. Recognising these cues can help prevent re-enactments. Strong relationships and knowing your students help you manage these external challenges, but internal responses—what’s happening inside the student—are harder to see.

Consider a student who’s a high achiever, consistently stepping up to lead exercises or demonstrate activities.

“When a student says, ‘I don’t want to participate’ or reacts strongly to a situation, it’s not a reflection on the teacher; it’s often an unaddressed need from another part of their life.”

Understanding students through TPSR’s affective foundation is essential. While we build physical and cognitive skills, we’re also helping students develop emotional resilience and self-regulation. This is why I believe trauma-informed practices are vital in PE. When a student says, ‘I don’t want to participate’ or reacts strongly to a situation, it’s not a reflection on the teacher; it’s often an unaddressed need from another part of their life. TPSR integrates trauma-informed approaches, giving students tools to work through these responses without requiring the teacher to know every detail of their personal experiences.

Limbic Defibrillators

Dr. Ellison: ‘Limbic defibrillators’ refer to techniques within physical education that help students regulate their physical arousal, mainly through rhythmic or focused actions. Many sports skills naturally lend themselves to this regulation without explicitly calling it a trauma-informed practice. For instance, when students play catch, they’re just throwing a ball back and forth, but in doing so, they’re practising hand-eye coordination and focusing their attention—helping to engage and stabilise their brains. Allowing students to choose the skills they want to work on also fosters self-direction, aligning with TPSR level three.

Providing choice is key. When students can pick their sports or groups, with expectations set for focusing and avoiding distractions, they gain autonomy. This decision-making supports self-regulation. Activities like cross-lateral exercises—which engage both hemispheres of the brain—are another example. While I’m not a neuroscientist, there’s evidence that this brain activation is beneficial and aligns well with what we already do in physical education.

A decorative image showing a series of musical notes.

Some teachers also incorporate mindfulness practices, such as yoga or breathing exercises, which connect the mind and body. Music is another powerful tool. I often use soothing music when students enter the gym and again as they leave. It helps them transition into a calmer state, which can be crucial for students who are stressed or agitated. I even let students create playlists. Giving them this agency adds another layer of ownership and helps them regulate in a familiar and supportive way.

Physical education teachers often discuss ‘disguising fitness,’ where we embed fitness elements in engaging activities. We can similarly disguise trauma-informed strategies, integrating them seamlessly into our lessons. In TPSR, each lesson begins with an ‘awareness talk’—a brief, two-to-three-minute structured time where we outline the day’s plan, engage students in discussion, and reinforce the TPSR levels. For example, I recently used a boxing fitness lesson to introduce TPSR to my undergraduates. I started with a quote from Bruce Lee: ‘In the middle of chaos lies opportunity,’ which we discussed to bring out themes of self-control and resilience. I then asked students to share something they once struggled with but improved through perseverance. This connected to level two, self-motivation, and set the stage for the physical challenge ahead.
Throughout the lesson, I continued to weave these TPSR levels into feedback – reminding students of their goals, encouraging resilience, and linking physical challenges to personal growth. By embedding these principles into the lesson, students develop affective skills alongside physical and cognitive ones without taking away from the physical education objectives.

Limbic Defibrillators: Using Teaching Personal and Social Responsibility (TPSR) Model as a Trauma-informed Practice (TIP) Tool

A QR code linking to an article by Dr Ellison that provides an overview of trauma and the practical steps for implementing Trauma-Informed Practices (TIPs).

This journal article by Douglas Ellison and colleagues explains how trauma manifests and its impact on children and young people’s engagement in physical education. The article presents an overview of trauma and the practical steps for implementing Trauma-Informed Practices (TIPs) within the daily program format of the Teaching Personal and Social Responsibility (TPSR) model. Examples are also discussed in the article.

Read the journal article or scan the QR code for access.

Dr. Krishnamoorthy: Your example clearly shows how these principles are woven into the lesson plan. You’ve managed to address both the curriculum and the TPSR goals seamlessly, giving students a structured way to understand the different levels of responsibility.

Dr. Ellison: Health and physical education teachers are often skilled at setting psychomotor and cognitive objectives, but affective goals tend to be surface-level. With TPSR, we bring these affective objectives to the forefront, making them explicit and purposeful in every lesson. Watching someone who’s been using TPSR for a long time is incredible. It allows students without strong physical abilities to focus on other forms of success, like leadership or teamwork.

For instance, a student who excels in basketball but struggles in soccer can still succeed by working on collaboration and resilience—skills beyond physical performance. This framework provides a place for every student to grow, regardless of their physical abilities. It opens doors for students who may not have strong physical skills, offering them different paths to success through relationship-building, teamwork, and leadership. In physical education, everyone can grow in these affective domains, whether they excel physically or not. For instance, a student who shines in basketball might feel insecure in soccer when they can’t use their hands. TPSR allows students to focus on leadership or teamwork instead, fostering growth even if they aren’t confident in the activity itself.

Dr. Ayre: That approach would remove many common barriers for students reluctant to participate. They wouldn’t need to make excuses to avoid PE, like asking for a note because they feel unskilled in the physical aspect. This approach lets them engage with the content on their terms, regardless of their athletic ability.

“Kids haven’t fundamentally changed—they’re developmentally similar to how they’ve always been. It’s us, the adults, who need to evolve.”

Dr. Ellison: Sometimes, as PE teachers, we unknowingly create obstacles with our policies. For example, saying a student can’t participate if they forgot their hat. This provides an easy out for those already anxious about PE. This is where trauma-informed practices are transformative. Kids haven’t fundamentally changed—they’re developmentally similar to how they’ve always been. It’s us, the adults, who need to evolve. Trauma-informed practices and TPSR let us step back and create environments where all students can succeed.

Teacher/Student Relationships

Dr. Krishnamoorthy: For many students, some of their closest relationships in school are with their coaches or PE teachers – who often see them at their best. How do you facilitate safe, meaningful connections with students before, during, or after a PE lesson?

Dr. Ellison: For me, connecting with students happens naturally. I’m intentional about noticing their interests. If a student is on a university athletic team, I’ll ask about it. If they’re looking at something interesting on their phone, I’ll discuss it. These small, genuine interactions build rapport. I approach teaching with a playful tone, inviting my students to engage openly. Relationship-building is about using your strengths and being authentic. Students quickly sense sincerity. It could be as simple as asking about their favourite sports team or music tastes. Genuine curiosity goes a long way and must come from a place of sincerity and respect. We should want to know and enjoy our students’ company.

Chapter Summary

Physical education can expose students’ vulnerabilities in a public setting, which may be trauma-inducing for some.
Trauma-informed practices complement physical education by connecting the mind and body, supporting self-regulation and emotional balance.
Physical education provides a valuable space for students who may struggle academically to excel and engage in activities where they feel competent.
The Teaching Personal and Social Responsibility (TPSR) model is a curriculum framework focused on developing students’ affective skills and personal growth. TPSR integrates life skills and values into physical education, helping students build resilience and social responsibility.

Understanding the context and knowing your students are essential for creating a safe, inclusive physical education environment.

Listen to the full interview on the Trauma-Informed Education Podcast

Listen to our full interview with Dr Douglas Ellison on our Trauma Informed Education Podcast.

Click or scan the QR code to start listening.

References

Ayre, K., & Krishnamoorthy, G. (Hosts). (2021, May 02). Trauma-Informed Physical Education with Dr. Douglas Ellison [Audio podcast episode]. In Trauma-Informed Education. SoundCloud. https://on.soundcloud.com/ndN98JjH6uiE5fHgfv

Ellison, D. W., Walton-Fisette, J. L., & Eckert, K. (2019). Utilizing the teaching personal and social responsibility (TPSR) model as a trauma-informed practice (TIP) tool in physical education. Journal of Physical Education, Recreation & Dance, 90(9), 32-37. https://doi.org/10.1080/07303084.2019.1657531

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