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STEM Sports

STEM Sports® provides turnkey K-8 educational curriculum that combines STEM disciplines with sports!

STEM Sports® provides turnkey K-8 curriculum that uses sports as the real-life application to drive STEM-based, hands-on learning in classrooms, after-school programs and camps. Our modules are aligned with NGSS, and/or CCSS and/or National Standards for K-12 Physical Education.

09/23/2026

⛳ YOU MADE YOUR PREDICTION. Now let's find out. 🏌️ PUTT 📏 MEASURE 📝 RECORD 🔍 COMPARE. Did the ball go where you expected? YES? Why? NO? Even better question: WHY NOT? Maybe the force changed. Maybe the angle was different. Maybe the surface affected the ball. Maybe something happened that you didn't expect. That's not the end of the experiment. That's the data. 📊 Students predicted what would happen. Now they have evidence. And that evidence can help them decide what to change next. ⛳ PREDICT → TEST → ADJUST
👉 Explore hands-on STEM through sports at https://na2.hubs.ly/H07Xvtn0.

09/22/2026

🏀👟 Why does a basketball shoe grip the court? And here's the more interesting question: Would that same shoe design work equally well on every surface? That's where friction becomes an engineering problem. In our newest blog, we're exploring simple ways students can investigate: 👟 Shoe traction 🏈 Football glove materials 🚲 Tire and brake friction 📐 Tread patterns 🧱 Different surfaces 🔄 Wear and durability. One classroom challenge is especially simple: give students identical “shoe” models and let them design different tread patterns using grooves, zigzags, squares, circles, or ridges. Then test those designs across different surfaces. Students may discover something engineers already know: The design that works best in one situation might not work best in another.
👉 Read the new Sports Friction STEM Activities blog at https://na2.hubs.ly/H07ZcrJ0

09/21/2026

⛳ 📐 TRY THIS: Turn a golf putt into a STEM investigation. Create a starting point and target. Before students take their first putt, ask them to predict: 📏 How far will the ball travel? 📐 What angle should they use? 💥 How much force will they need? 🎯 Where should they aim? Take the shot. Then measure what actually happened. Now comes the important part: Change ONE variable. Move the target farther away. Change the starting angle. Add an obstacle. Then ask students to predict again.
💡 Teacher tip: Have students record their prediction and result for every attempt. By the end, they'll have their own dataset to use when explaining which variables had the biggest impact.
That's geometry, measurement, experimentation, and problem-solving—all hiding inside a putt. 👉 Explore sports-based STEM at https://na2.hubs.ly/H07Xr0Y0.

09/18/2026

🏆⚾ STEM SUCCESS FRIDAY🏆⚾
Which player would you choose?
PLAYER A - Trial 1: 92 Trial 2: 95 Trial 3: 94 = Average: 93.7
PLAYER B - 20 trials. Average: 90.8
But Player B's results stay consistently around that average. 🤔 Seems easy, right? Player A has the better average. But wait... Player A only has 3 data points. Player B has 20. Now ask students: WHOSE PERFORMANCE ARE YOU MORE CONFIDENT ABOUT? Would more trials change your opinion? Does consistency matter? How much evidence is enough? And if you're choosing a player for an important game... Would you make the decision now or collect more data?
💡 Teacher takeaway: Don't always design data activities with one obvious winner. Give students enough ambiguity that they have to explain which evidence matters and why. That's when the conversation moves from: “What's the answer?” to: “What does the evidence support?”
👉 Explore hands-on STEM through sports at https://na2.hubs.ly/H07Nqdm0.

09/16/2026

⭐ WHAT THEY SAID WEDNESDAY⭐ After watching students participate in STEM Baseball, Superintendent Shane McCord said:
“The students were engaged at the highest level because they had to physically participate and interact with their environment.” ⚾ And that participation can generate some pretty interesting data. Try this: Create a simple baseball throwing challenge. Each student completes 5 trials. For every attempt: ⚾ THROW 📏 MEASURE 📝 RECORD. Then ask students to calculate: ➗ Average ↔️ Range 📈 Change between trials 🔍 Highest and lowest results.
But don't stop there. Ask: WHY AREN'T ALL FIVE NUMBERS THE SAME? Maybe the release changed. Maybe the starting position changed. Maybe measurement wasn't perfectly consistent. Maybe fatigue played a role. Maybe one result is simply unusual. 💡 Teacher takeaway: Don't throw away the “weird” result immediately. Ask students whether it's an outlier—and what might explain it. Now students aren't simply calculating data. They're questioning it. 👉 Explore hands-on sports-based STEM at https://na2.hubs.ly/H07Nqb60.

09/14/2026

⚾📊 BASEBALL DATA CHALLENGE.

PLAYER A
At-Bats: 20
Hits: 8 Doubles: 2 Walks: 1

PLAYER B
At-Bats: 20
Hits: 6 Doubles: 3 Walks: 5

WHO HAD THE BETTER PERFORMANCE? Seems simple...
until students realize they first have to decide: 🤔 What does “better” mean? More hits? More extra-base hits? Getting on base more often? Consistency? Now you've moved beyond calculation. Students have to decide which information matters for the question they're trying to answer.
💡 Teacher takeaway: Don't tell students which statistic to use first. Ask them to choose the evidence they think matters and defend their reasoning. Then let the discussion begin. That's data literacy through baseball. ⚾🧠 👉 Explore hands-on STEM through sports at https://na2.hubs.ly/H07Nq4W0.

09/09/2026

⭐ WHAT THEY SAID WEDNESDAY ⭐ What happens when students aren't just watching a STEM lesson? They become part of it. After observing students participating in STEM Baseball, Shane McCord, Superintendent of Gilbert Public Schools in Arizona, described what he saw: “The students were engaged at the highest level because they had to physically participate and interact with their environment.” That's exactly the kind of learning we're exploring with this week's Signals, Systems & Teamwork theme.
Try a simple communication challenge: 🏈 Put students into teams. 🤫 Give one student information that must be communicated without speaking. 📡 Have another student receive the signal. 🧠 Decode it. 🎯 Check for accuracy. Then introduce a new constraint. Maybe the distance increases. Maybe visibility decreases. Maybe one signal can no longer be used. Now students have to talk to one another, evaluate what happened, and redesign the system together.
💡 Teacher takeaway: After the activity, ask each student to explain what role they played in making the system work. You'll move the discussion from “Did we succeed?” to “How did our team succeed?” 👉 Explore active STEM learning through sports at https://na2.hubs.ly/H07G-Cc0.

09/08/2026

🏈🤫 CLASSROOM CHALLENGE: Can your students run a play without saying a word? Football teams have to transfer information quickly. But what happens when players can't rely on normal verbal communication? Turn that problem into STEM. Split students into teams and give them four instructions: ➡️ MOVE RIGHT ⬅️ MOVE LEFT ⏸️ STOP 🔄 CHANGE DIRECTION
Now give them the challenge: Create a code that communicates each instruction WITHOUT speaking. They might use: ✋ Hand signals 🟦 Colors 🔢 Numbers 🧍 Body movements 🚩 Symbols
Then put the system to the test. Can another student correctly decode all four messages? Now introduce interference or a new constraint. What happens if students can't see one signal clearly? Can they redesign the system?
💡 Teacher takeaway: Track both speed AND accuracy. Students may discover that the fastest communication system isn't necessarily the most reliable. That's systems thinking hiding inside football. 👉 Explore sports-based STEM at https://na2.hubs.ly/H07Gvlr0.

09/04/2026

🏆 STEM SUCCESS FRIDAY 🏆
Prototype #1: 💥 Didn't work. Now what? ❌ Throw it away? ❌ Tell students the correct answer? ❌ Start an entirely different activity? Or... 📊 USE THE RESULT. That's where an engineering challenge gets really interesting. Ask students: 👀 What happened? 🧠 Why do you think it happened? 📏 What evidence do you have? ⚙️ What ONE thing could you change? 🔄 What do you predict will happen next? Then... Test it again. Now students aren't randomly rebuilding. They're using evidence to improve a solution. 💡 Teacher takeaway: Try limiting students to changing only one variable between tests. It makes it much easier to discuss whether that specific change affected the outcome. Prototype #1 isn't a failure. It's the starting point for Prototype #2. 👉 Explore hands-on STEM through sports at https://na2.hubs.ly/H07wTmb0.

09/03/2026

🔊🏀 What does STEM sound like? It might sound like... 🏀 A basketball hitting hardwood. 🎾 A racket striking a ball. 📣 A crowd cheering. 🏒 A hockey puck hitting the boards. 🏈 A quarterback trying to communicate inside a roaring stadium.
Each of those sounds begins with vibration. That vibration transfers energy through the surrounding air as a sound wave until it eventually reaches our ears. But the sound we hear also depends on the source, materials, surrounding surfaces, frequency, amplitude, and environment.
💡 Try this with students: Ask them to identify five sounds during a sporting event. Then investigate: What is vibrating to create each sound? That one question can turn something students hear every day into an investigation of waves and energy. Our newest blog goes even further with hands-on activities involving sound mapping, stadium design, distance, decibels, and more.
👉 Read the complete Sports Acoustics STEM Activities blog at https://na2.hubs.ly/H07yMv30

Address

3219 E. Camelback Road #476
Phoenix, AZ
85018

Opening Hours

Monday	8am - 5pm
Tuesday	8am - 5pm
Wednesday	8am - 5pm
Thursday	8am - 5pm
Friday	8am - 5pm

Telephone

(602) 845-0316

Website

https://stemsports.com/

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