A Heavy Lift: Literacy in the Weight Room
Autobiographical Fiction
I
A lawn mower chugged by. On the ground floor of the building, the classroom filled with noise as the mower circled back. The whine wound down as it moved along, shaving and shooting the remains into a canvas bag collector.
On this fine Saturday morning in June, with a cool crispness in the air soon to heat up, all twenty-nine PE teachers-in-training gathered in rows of desks, wearing running clothes and shoes.
This was the first meeting of a special summer section of the content area literacy course required for all secondary teacher credential candidates in California. The course was often seen as just another hoop to jump through, especially music and PE teachers.
After calling the names on the class roster and taking care of first day admits, the instructor's work began in earnest. The instructor knew how rare this opportunity was. During regular semesters, PE teachers mingled in pairs or trios distributed among students from diverse disciplines. Among classes dominated by credential candidates from literacy-heavy specialties, these teachers wondered why they were there in the first place.
II
The instructor began by asking each student to share something about themselves, triggering a wave of giggles. One student spoke up: "We already know everything there is to know about each other. We're from the same cohort."
"Change of plans," the instructor said. It was weird to ask for introductions when the only unfamiliar person in the room was the teacher, who did take a moment to share some personal background.
"Since you need no introduction to one another, let's start by asking you to introduce me to your expectations for the course," the instructor suggested, explaining the course's unique circumstances.
Laughter rippled across the room.
"What's funny?" the instructor asked.
"You don't know?" someone asked.
"We don't expect anything. This is a requirement. We expect to do what you assign and pass."
"That's not quite accurate," another voice replied. "I'm Chester. While we are PE teachers focused on the body and movement, we're not Neanderthals. We get reading and writing. We're not opposed to it."
"Do you know what we'll be doing as physical education teachers? Not many professors in the teacher prep program seem to know about us like they do for English or history teachers."
The mower turned, passing very close to the windows. Despite the whirs, growls, and judders from the machine vying with their words, the message came through loud and clear.
III
The instructor felt exposed and vulnerable in that moment. While some credential program instructors might have taken offense, the validity of the students' complaints was clear. The instructor's heart raced, and their skin felt prickly with heat, hoping the students wouldn't read these involuntary signals.
Taking a deep breath, the instructor stepped out from behind the podium. An empty desk at the front beckoned, and the instructor turned it around, sitting down to become physically one with the students.
"Let me say this," the instructor started. "I can't speak for other professors, nor will I make excuses for them, but I genuinely want to learn from you about your roles as teachers. I appreciate your help in making this course better suited to your needs."
With that, the instructor asked the students to rearrange their desks into a circle.
IV
"Our field of study is called kinesiology," Chester shared. "It's all about the study of physical movements. Most folks think we just throw out a ball and blow whistles, but we're really into ballet, fencing, and perky putt."
"Some of us are," Jose chimed in with a smile. "Personally, I'm intrigued by how physical stressors affect the human body and the different outcomes—like the difference between pain versus injury and pain versus growth, kind of like physical metacognition. I'm really into weight training."
"We do a lot of reading and writing in our major," Jill added. "There's a solid foundation in cognitive science here. We have studied learning theory. Honestly, I haven't decided whether I want to teach at the elementary level or pursue physical therapy. Nobody in education takes us serious."
Suddenly, the dam broke. The conversation flowed more freely, shedding the stilted, academic vibe for something more emotionally rich.
"I get frustrated by being pigeonholed during my clinical experiences, especially those after-school faculty meetings we have to attend. Sure, I'm not primarily a content teacher, but I'm a reader, a writer, and a thinker. I'd love to learn how to support reading and writing in my classroom. Yet, it feels like I have to sacrifice physical education for it."
In the ensuing silence, a comfortable, electric tension filled the room. Outside, the mower pulled up near the window and cut off its engine. The worker dismounted, unhooking a canvas bag full of grass clippings and dropping it against a nearby tree.
Another worker in a golf cart, pulling a trailer, would be coming soon to take the clippings to the compost area.
V
"There's a weight room in this building, right?" asked the instructor.
Heads nodded in the affirmative.
"Could we visit it now? Or would I need to schedule a visit?"
"It's open to kinesiology majors all day long. It will be pretty empty, today being Saturday," Jose replied. "I'm headed there after class, me and Chester."
"We're going on a quick field trip," said the instructor. "No need to bring your things. I'll lock the door. Oh, but bring a writing utensil and something to write on."
"Where are we going?" someone asked.
"To the weight room!" said the instructor. "Who is my expert in weight training?"
"Jose, definitely Jose," the students said.
VI
Jose's interest in physical metacognition sparked the instructor's creativity, prompting this improvised lesson plan specific for a weight room.
While they climbed the stairs, the instructor engaged Jose in conversation about the relationship between physical stressors and growth, envisioning a discussion about how the brain lifts weight in collaboration with the body.
The class gathered around a flat bench, anticipation in their voices and faces.
"Jose, would you mind demonstrating the proper way to do a bench press?" the instructor requested.
"Not at all!" Jose replied, confident and ready.
He positioned himself on the bench, aligning his eyes with the empty bar, his hands gripping the gnarled metal at shoulder width, feet firmly planted on the rubber mat.
As he demonstrated, he described his approach, lifting the weightless bar. He emphasized the importance of perfecting the form of movement before adding resistance. With precision, he moved slowly through the full range of the exercise, showing what it would be like if he were lifting over 400 pounds of iron—a powerful visualization that captivated the class.
"First, we train the brain with no weights or struggle. Then we train the body to respond to the brain under stress," said Jose. “Professor?”
VII
“So, Jose and I are going to co-teach this next part of the lesson,” the instructor announced, setting a collaborative tone. “You’ll need to take some notes, and I’ll ask you to do some free writing.”
“Are we turning it in for a grade?”
“No, not at all,” said the teacher. “Nobody will read this unless you agree.”
The instructor paused to see if there were more questions,
“First, let’s tune into this physical space. Look around. Take a moment to jot down words for the objects you see and the sounds you hear that are unique to this place. Try to collect at least thirty words or phrases. We’ll take two minutes.”
The instructor paused. The teachers-to-be began to wander around the weight room, stopping to make notes.
“Times up. Gather round. Ok. Shout our some words.”
The air buzzed with the specialized vocabulary of weightlifting—terms like trapezius, biceps, and hamstrings; cable squats, dumbbell flies, and leg lifts; medicine balls, foam rollers, and balance balls; references to aerobics, anaerobic, and lactic acid showed up unbidden.
“This is using literacy in a content area,” the instructor said. “Could you do an exercise like this with middle schoolers?”
He looked around at the faces of young teachers imagining how to teach the vocabulary of health and fitness to children.
“Now. Consider your feelings, whether they’re positive or negative, and whether you want to be here or somewhere else. Write down a few words to describe your emotions. These are private, but you’ll have a chance to share if you wish.”
Then the instructor facilitated a debrief. Those who chose to do so talked about their feelings. Emotions, though fewer in number, were notably intense and overwhelmingly positive—comfortable, pleasant, excited, even hungry. They felt positive about being in the space and participating with their body in intellectual work.
The instructor asked each teacher-in-training to write a brief text describing their experience, detailing what they observed and participated in during the writing activity, and capturing insights into the importance of language and literacy in weightlifting instruction. The idea was to dig deep for insight and to shape the insight for durability in memory.
Jose then took the lead, ready to guide the class into the next phase of their collaborative lesson.
VIII
"My name’s Jose, and I’m here to say we’re going to learn about physical metacognition today."
He gestured toward the bar on the rack. "See this bar? It's going to stack your back, mold your shoulders, and make you bolder. But first you have to meet and greet the bar and understand its feel in your hands."
“Meta means above, and cognitive means to think. So, we're going to think about thinking with and through the bar. You with me?”
Spontaneous applause erupted along with wolf whistles and shouts of joy.
“I feel you, Jose,” the instructor chimed in, giving him a fist bump.
“Now, I need a volunteer. Who here isn’t the biggest fan of weightlifting? I think I might know…”
A long, lanky student raised their hand, drawing all eyes toward them.
“I don’t mind weightlifting as an activity,” they began, “but I’m not really built for it. I’m into basketball, and I try not to bulk up. I need to be able to jump.”
“May I ask a question, Jose?” the instructor inquired.
“Sure,” Jose replied, his eyes twinkling.
“Is Christine’s thinking about weightlifting and its consequences what you mean by physical metacognition?”
“Partly,” Jose explained. “Christine is thinking about how she is thinking about weightlifting and adjusts her approach to match with her goals. The same applies to running, biking, rowing, and other physical activities. Physical metacognition involves using your brain to think about a strategy so your body develops in the direction you want. But there’s more. A lot more. It goes deeper.”
“No doubt, no doubt at all,” the instructor agreed. “But I think we’ve gathered some insights from this flat bench, the bar, and your teaching. You’ve done a phenomenal job with the task. Thanks so much.”
The room filled with applause, barks, back slaps, and playful jokes, creating an atmosphere of celebration and camaraderie.
IX
Later that afternoon, as students filtered out of the classroom, two students lingered behind, their expressions a mix of hesitation and determination.
"We wanted to let you know we dropped this class in the spring," one of them said, her voice quiet but firm. "We felt like we didn't belong in that section. The professor was interesting, but we seemed to be a distraction."
The other student nodded, adding, "But what you shared with us today really changed things. We realized that reading and writing aren't just meant for literacy teachers. It's about teaching the body and brain as a package."
The instructor leaned in, sensing their need for clarity.
"Absolutely! Literacy isn't in the head. The head is one part of the whole body. Think about it: How can we separate the weight and the feel of a barbell from our thoughts about it? Or the word 'barbell' from the feeling it represents? There's a direct line from the barbell to the body, which feels its weight, to the brain, which processes that experience—and back again."
The students exchanged glances, their initial apprehension giving way to determination.
The instructor continued, "You're not going to teach bodies; bodies without brains couldn't move at all. You're not going to teach brains; brains without bodies could never do a bench press."
With those words, a newfound clarity and resolve filled the space between this teacher and these learners. The students nodded, seeming to understand that every physical challenge would be a cognitive opportunity—a chance to live the relationship between bodies and brains in full and complete human beings.
The two teachers-to-be stepped confidently from the classroom into their futures, looking forward to the next full day Saturday meeting in three weeks when they would have completed a host of reading assignments, online discussions, and writing tasks, including reflective memos anchored in interviews with high school students about reading, writing, and physical education.
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Questions for Professional Development
Pre-Reading:
1. Before we begin: What role does literacy play in your discipline? What specific literacy practices are essential to learning your subject matter? What does "disciplinary literacy" mean to you?
During Reading:
Section 1:
How does the setting of teacher preparation course—a series of Saturdays during a summer with all PE teachers—create unique opportunities and challenges?
Section 2:
What does Chester's statement about not being "Neanderthals" reveal about the stereotypes PE teachers face?
Section 3:
How does the instructor's physical repositioning (moving from podium to student desk) reflect their pedagogical approach?
Section 4:
What shifts in the classroom dynamic occur when students begin sharing their academic backgrounds in kinesiology?
Section 5:
Why might moving to the weight room be a significant turning point in this professional development session?
Section 6:
How does Jose's demonstration of weightlifting form without weights parallel the process of teaching literacy?
Section 7:
In what ways does the vocabulary exercise transform the weight room into a literacy-rich environment?
Section 8:
How does Jose's concept of "physical metacognition" bridge the gap between physical education and literacy instruction?
Section 9:
What significance lies in the two students sharing their previous experience of dropping the course
After Reading - Personal Response:
Think about a time when you felt "pigeonholed" in your discipline. How did it affect your engagement with colleagues? What emotions or memories did this story bring up for you?
Examining Assumptions:
Early in the story, Chester says, "We get reading and writing. We're not opposed to it." What assumptions about your own discipline's relationship to literacy does this statement make you examine? What do you wish other faculty understood about literacy in your field?
Learning Spaces and Practices:
The instructor moves the class to the weight room, transforming the learning space. When have you taken students out of traditional classroom settings? How did such changes affect their understanding of your discipline's specialized language and practices?
Disciplinary Thinking:
Jose introduces "physical metacognition" as thinking about thinking through the body. What analogous concepts exist in your discipline—for example, scientific metacognition, creative metacognition, etc. How do your students learn to "think about thinking" in your field?
Evidence of Understanding:
Consider Christine's understanding of how weight training would affect her basketball performance. What are some possible cause-effect relationships between the body and common expectations of your field? Consider for example safety, tool uses, professional tasks, work environments, professional postures, and more.
Synthesis and Application:
How has this story challenged or expanded your definition of literacy? What implications does this have for cross-disciplinary collaboration in your school?
Action Steps:
What one change could you implement next week to make the literacy practices in your discipline more visible to colleagues and students? What support would you need to make this change successful?