This presentation, Builders and Bulldozers, uses a simple elementary physical education game as a powerful metaphor to explore human behavior across personal, professional, and organizational contexts. The discussion examines how individuals alternate between “building” others up and “bulldozing” them, often influenced by stress, environment, and learned behavior. Drawing from performance and organizational psychology, the presenters highlight that bulldozing is not a reflection of character but a response to internal overload, unmet emotional needs, or reactive leadership patterns. In contrast, builders demonstrate emotional regulation, intentionality, and the ability to foster psychological safety, trust, and collaboration. The presentation further emphasizes the impact of internal dialogue, suggesting that self-bulldozing often precedes negative interactions with others, whereas self-building promotes resilience and growth. Practical strategies are provided to help individuals shift toward builder behaviors, including pausing before reacting, regulating emotions, validating others, and repairing interactions quickly. Through reflective prompts, listeners are encouraged to evaluate their own tendencies and consider how their actions influence others. Ultimately, the presentation underscores the power of choice in shaping environments and relationships, challenging individuals to intentionally build others up rather than tear them down.
Experiential learning provides students with opportunities to apply classroom concepts through meaningful, hands-on experiences coupled with critical reflection. This interactive session highlights an experiential learning project that connects college students with older adults residing in assisted living communities through the design and implementation of engaging leisure activities and games. Participants will engage in a sample activity, discuss implementation strategies, and leave with adaptable resources they can use to develop similar experiential learning opportunities at their own institutions.
Physical education is critically important for students with visual impairment to combat sedentary lifestyles and develop overall physical fitness, motor planning, and self-esteem. This session will focus on increasing knowledge of the disability of visual impairment as well as introducing teaching strategies and equipment to provide accessible fitness activities for students who are not able to learn visually.
