[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M717MSQSJ1J51FS75BBPRJFK":3,"skill-same:01M717MSQSJ1J51FS75BBPRJFK":76},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":28,"publishedAt":45,"linkOnly":46,"markdownContent":47,"markdownBody":48,"frontMatter":49,"refName":53,"commitSha":54,"skillDirectory":55,"forksCount":56,"repositoryHtmlUrl":57,"repositoryHomepageUrl":6,"ownerHtmlUrl":58,"ownerBlogUrl":59,"ownerDescription":60,"updatedAt":61,"install":62,"resources":75},"01M717MSQSJ1J51FS75BBPRJFK","physical-education-service-plan",null,"Design a realistic, measurable service plan for school pupils and sports teams as a PE teacher.\nTRIGGERS - Use when a PE teacher needs a service plan design for school pupils and sports teams in school sports facilities and playing fields.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fphysical-education-service-plan\u002FSKILL.md",[18,23],{"categoryNo":19,"categoryName":20,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000015","视觉设计","SCENARIO","使用场景",{"categoryNo":24,"categoryName":25,"taxonomyType":26,"taxonomyTypeDesc":27},"01JBSEEDCAT000000000000039","教师与教育","PROFESSION","适用职业",[29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44],"plan","physical","service","physical education service plan","education","as","for","triggers","teams","design","use","when","teacher","school","fields","sports","2026-11-10 10:12:30",false,"---\nname: physical-education-service-plan\ndescription: |\n  Design a realistic, measurable service plan for school pupils and sports teams as a PE teacher.\n  TRIGGERS - Use when a PE teacher needs a service plan design for school pupils and sports teams in school sports facilities and playing fields.\ncategory: Physical Education\nlicense: MIT\nversion: 1.0\n---\n# Service Plan Design — Physical Education\n\nDesign a realistic, measurable service plan for school pupils and sports teams as a PE teacher. The deliverable is a written plan with goals, actions, owners, timelines and review dates.\nThis skill is written for a PE teacher working with school pupils and sports teams in school sports facilities and playing fields.\n\n## When to use\n- You are a PE teacher preparing, delivering or reviewing this part of your work in school sports facilities and playing fields.\n- You need a defensible, repeatable approach that produces a written plan with goals, actions, owners, timelines and review dates.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Aerobic fitness | the ability to sustain activity using oxygen |\n| Fixture | a scheduled match against another school or team |\n| Inclusion | adapting activities so everyone can participate meaningfully |\n\n## Workflow\n1. **Step 1** - Start from the assessment findings and agree goals with school pupils and sports teams — specific enough to measure against participation rates\n2. **Step 2** - Break each goal into actions sequenced for school sports facilities and playing fields, naming who does what and by when\n3. **Step 3** - Build the plan around lesson plans so progress, changes and decisions are recorded in one place\n4. **Step 4** - Price or resource the plan honestly: time, fitness testing equipment and materials, with contingencies for injuries from poor supervision\n5. **Step 5** - Set the review date and the trigger points that would change the plan, and confirm the plan with all parties\n\n## Profession-Specific Components\n| Component | Details for Physical Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; risk assessments; fixture records; assessment data |\n| Core tools & equipment | fitness testing equipment; sports equipment; video analysis tools; facility booking systems |\n| People involved | school pupils and sports teams; the PE teacher; colleagues and other services in school sports facilities and playing fields |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in school sports facilities and playing fields] | **Objective:** [What this must achieve] | **Audience:** [school pupils and sports teams and other stakeholders]\n\nThe finished output is a written plan with goals, actions, owners, timelines and review dates, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against participation rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in school sports facilities and playing fields.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| participation rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| fitness progress | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| injury rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment completion | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: injuries from poor supervision.\n- Never let this happen: unsafe equipment.\n- Never let this happen: exclusion of less confident pupils.\n- Work only within the competence and authority of a PE teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to school sports facilities and playing fields's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA PE teacher in school sports facilities and playing fields applies this workflow for school pupils and sports teams: they open\nlesson plans, work through the five steps using fitness testing equipment, and close by recording\nthe outcome against participation rates and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Service Plan Design — Physical Education\n\nDesign a realistic, measurable service plan for school pupils and sports teams as a PE teacher. The deliverable is a written plan with goals, actions, owners, timelines and review dates.\nThis skill is written for a PE teacher working with school pupils and sports teams in school sports facilities and playing fields.\n\n## When to use\n- You are a PE teacher preparing, delivering or reviewing this part of your work in school sports facilities and playing fields.\n- You need a defensible, repeatable approach that produces a written plan with goals, actions, owners, timelines and review dates.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Aerobic fitness | the ability to sustain activity using oxygen |\n| Fixture | a scheduled match against another school or team |\n| Inclusion | adapting activities so everyone can participate meaningfully |\n\n## Workflow\n1. **Step 1** - Start from the assessment findings and agree goals with school pupils and sports teams — specific enough to measure against participation rates\n2. **Step 2** - Break each goal into actions sequenced for school sports facilities and playing fields, naming who does what and by when\n3. **Step 3** - Build the plan around lesson plans so progress, changes and decisions are recorded in one place\n4. **Step 4** - Price or resource the plan honestly: time, fitness testing equipment and materials, with contingencies for injuries from poor supervision\n5. **Step 5** - Set the review date and the trigger points that would change the plan, and confirm the plan with all parties\n\n## Profession-Specific Components\n| Component | Details for Physical Education |\n|-----------|-------------------------------|\n| Core documentation | lesson plans; risk assessments; fixture records; assessment data |\n| Core tools & equipment | fitness testing equipment; sports equipment; video analysis tools; facility booking systems |\n| People involved | school pupils and sports teams; the PE teacher; colleagues and other services in school sports facilities and playing fields |\n| Primary record | lesson plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in school sports facilities and playing fields] | **Objective:** [What this must achieve] | **Audience:** [school pupils and sports teams and other stakeholders]\n\nThe finished output is a written plan with goals, actions, owners, timelines and review dates, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in lesson plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against participation rates.\n3. **Medium-term:** Review results, close actions, and update local procedures in school sports facilities and playing fields.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| participation rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| fitness progress | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| injury rates | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n| assessment completion | Agree a local target and track the trend | Measured from lesson plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: injuries from poor supervision.\n- Never let this happen: unsafe equipment.\n- Never let this happen: exclusion of less confident pupils.\n- Work only within the competence and authority of a PE teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to school sports facilities and playing fields's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA PE teacher in school sports facilities and playing fields applies this workflow for school pupils and sports teams: they open\nlesson plans, work through the five steps using fitness testing equipment, and close by recording\nthe outcome against participation rates and agreeing the next review date. 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