SPARK is a research-based public health organization that strives to improve the health of children, adolescents, and adults. Not only that, but SPARK believes that using its model students will improve in classes outside of PE. SPARK’s model is based on 300% more PE time during the week than most schools get.
SPARK says on its website that it improves physical fitness of its students. But how long can a school sustain the program? SPARK materials an expensive and it seems as though the money just keeps getting piled up into SPARK. For the full curriculum set for only 3-6, it is $700. With that in mind, schools still have to pay for training, equipment, and follow-up support. That’s just one level too! It’s roughly the same for k-2, middle school, and high school. You’d think that a school would forego SPARK and continue using their previous program. A case study called Evaluating the Sustainability of SPARK Physical Education: A Case Study Translating Research into Practice notes the unarguable success of the program and finds through 111 surveys from states such as California, Maryland and Hawaii that 20% of schools have returned to their old physical education after four whole years. This means that 80% of schools had great success with the program and kept using and paying for it.
SPARK is not just a grade school tool, it is also offered as a text for university and college students. It comes in two texts, k-5 and 6-12. The SPARK website says the course materials have been developed and field-tested with students since 1994. SPARK-University provides pre-service teachers with a solid foundation of developmentally appropriate content that is well sequenced and aligned with National Physical Education St...
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"How Physical Activity Affects Academic Performance." SPARK PE. N.p., n.d. Web. 06 Nov. 2013.
Marcoux, M.F., Sallis, J. F., McKenzie, T. L., Marshall, S., Armstrong, C. A., & Goggin, K. (1999). Process evaluation of a physical activity self-management program for children: SPARK. Psychology and Health, 14, 659-677.
McKenzie, T. L., Alcaraz, J. E., Sallis, J. F., & Faucette, F. N. (1998). Effects of a physical education program on children's manipulative skills. Journal of Teaching in Physical Education, 17, 327-341.
McKenzie, T. L., Alcaraz, J., & Sallis, J. F. (1994) Assessing children's liking for activity units in an elementary school physical education curriculum. Journal of Teaching in Physical Education, 13, 206-215.
Team, Spark. "SPARK." What is spark. N.p.. Web. 25 Sep 2013. .
3. McKenzie, T. L., Alcaraz, J., & Sallis, J. F. (1994) Assessing children's liking for activity units in an elementary school physical education curriculum. Journal of Teaching in Physical Education, 13, 206-215.
Talbot, M. (2007) ‘Valuing Physical Education – Package or Pedagogy?’ Physical Education Matters, 3 (3).
This essay highlights the new nation wide curriculum values movement in physical education classes and the propositions it has to maintain and support engagement and development. Through effecting teaching strategies such as Mosston’s spectrum and identifying a holistic approach to valuing movement in the curriculum. Teachers can work towards creating supporting learning environments to cater for all students, and promote total student engagement.
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
Incontrovertible, physical education programs are getting more attention in the last few years. They are the key to increase teenager’s physical activity levels. Moreover, there are many benefits in the physical education than just having fun, it sharpen overall cognitive abilities and motor skills via athletics. However, what those classes are really trying to promote is the inclusion of a regular fitness activity in our daily routine. Meanwhile, regular fitness activities are “Active living” day-to-day activities, for example, treadmill walking, bike riding and basic daily activities; that is what our parents and ancestors have been doing for most of their lives. These kinds of activities are what our students are not engaging in; rather they are more likely to engage in sedentary activities from playing video games and watching television (The University of Waterloo, 2009). This will, in the long term, increase the risk of virulent diseases such as diabetes, heart failure, hypertension, and even cancer. Despite all these facts, the physical education programs teaches many personal and social tools to the student, some of t...
For all three behavioral indices, participants in the precontemplation stage reported the least physical activity behavior, whereas participants in the action and maintenance stages of behavior change reported the most physical activity behavior. In addition, physical activity behavior progressively increased from the precontemplation to the action stage of behavior change for all three indices. The results for the relationships between the stages of behavior change and other TTM constructs were that each of the TTM behavior change constructs had a statistically significant relationship with stage of physical activity behavior change. These relationships were positive for self-efficacy, pros, and decisional balance and negative for cons. The results for the perceived pros and cons of physical activity were divided into the top four pro (benefit) statements and the top three con (barriers) statements. The four top pro statements were: 1) sense of personal accomplishment, 2) increased muscle strength, 3) improved muscle tone, and 4) improved mental health. The three top cons (barriers) were: 1) physical activity tires me, 2) I am fatigued by physical activity, and 4) physical activity is hard work for me. Frequency counts were used to
The class wide peer-tutoring program helped serve as both a tutor and a person being tutored throughout the process. There were weekly
Research suggests that several key factors determine the longevity of efforts (Hayes, 2002).The first practice of program stability is a clear vision of achievement. Rather than reacting to situations as it occurs, a clear understanding of outcomes anchors a project to a firm foundation. The second is partner and community support. By themselves, adolescence is less likely to sustain an effort, but true partnerships can fill in gaps of experience, resources, or expertise. The third is a core group of at least three youth committed to the vision and who can attend consistently, becoming the leaven of the program’s growth, and ultimately its sustainability. The fourth component of program sustainability is the opportunity for increasing challenge for the youth—something to aspire to next, once they have mastered the content, experience, or skills at
Physical activity enhances children’s quantitative development within middle childhood, supporting growth toward healthy strong people, physically and psychology. Middle childhood is documented as being between the ages of six to ten years old. A lack of physical activity affects children across all areas of development; it is not restricted within the domain of physical development. Discussed within are the expectations of motor development within middle childhood, the benefits of physical activity and the consequences of prolonged inactivity. Along with how a student’s physical development facilitates or restricts development in other areas and how the learning environment can accommodate and support the physical needs of students.
There are many different variations to the SPARK P.E. program that can fit almost anyone’s needs. The company can also cater to very specific requests for a curriculum if a school desires so. There are two different versions to the curriculum; online and offline. The offline version comes in printed binders with instructions for games, activities, and even entire lesson plans. The offline version also includes all the equipment necessary for the games a...
PBS, "Motivating kids to get fit." Food, Sports, and Fitness. 2003: n. page. Print. .
Speregen, Kathy. “Physical Education in America’s Public Schools”. University of Michigan. SiteMaker, n.d. Web. 26 April 2014
“Children who exercise regularly have higher levels of self-esteem.” (Brown, W.J. & Brown P.R., 1996, p19). Teaching Physical Education can have immediate health benefits as it helps normalise body weight and body composition. Physical activity also promotes positive mental health. Both immediate outcomes may be useful in motivating physical activity practices so that they have long term benefits. One of the main benefits of physical activity is that “it keeps children involved and that it invariably makes you feel good.” (Brown, W.J. & Brown P.R., 1996, p19). Getting the correct amount of Physical activity in school hours will decrease the rates of obesity and will reduce the risk of diabetes, asthma, heart disease and other health related illness’. Regular exercise for children also helps their cardiovascular health and bone development. There is also evidence that Physical Activity has a positive effect on mental health in children, including reducing anxiety and depression and improving their mood. However, there is some evidence that for children who don’t enjoy Physical Education it can have a negative impact on their self-esteem and
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an
Physical education provides a variation of motor skills aimed to enhance the physical, mental, social and emotional development. The obesity statistics of 2009 quantified that childhood obesity rates have more than tripled since 1980 and in addition to concerns regarding chronic diseases, overweight and obesity incidences have even led to poorer levels of academic achievement (Taras & Potts-Datema, 2005). Additionally, in order to teach students the importance of preventing these ailments, those who oppose the amount of time in physical education or want to cut it out altogether should reconsider. Instead, time in physical education should be as equal as core subjects are seen. Physical education can help children in the classroom as well. The physical educator can incorporate math or science in to their lessons. If they are jump roping, they can skip count...