Archive for the ‘Physical Education’ Category


SPARK celebrates 25! Reflection from Dr. Jim Sallis

Monday, July 21st, 2014

SPARK celebrates 25!

By Jim Sallis

It’s exhilarating to celebrate the 25th year of SPARK. In 1989 we had big ambitions for our new NIH grant. We wanted to define what health-related physical education is, comprehensively evaluate a program that we designed to meet that vision, and then encourage schools to adopt the program so kids could be healthier. I could not have imagined where those ideas have led by 2014. I am very proud to be part of the SPARK story, because SPARK has improved the physical activity, health, and quality of life for millions children and adolescents over the past 25 years.

The research teams worked hard on the SPARK and M-SPAN studies that produced the original curricula, training, and support model and materials. But there are numerous successful research programs that never have any impact in people’s lives. What makes SPARK different is the staff, led by Paul Rosengard. Paul and the staff not only share the vision of improving children’s health through physical activity, but they have built an organization that brings the joy of SPARK to about 1.5 million young people every day. I use “joy” of SPARK deliberately, because the first data we collected in a pilot study were enjoyment ratings of SPARK PE classes. We were pleased that the fifth graders chose “smiley faces” almost all the time for all the class activities. Delivering fun has been our job at SPARK ever since.

At 25, SPARK as an organization is now an adult. The staff have high level skills and are dedicated to doing a great job at customer service. We have created a national network of trainers, and the feedback from staff development sessions continues to be consistently enthusiastic. We take responsibility for updating, expanding, and improving programs and products. Like most young adults, SPARK is a sophisticated user of technology. Our video group has produced hundreds of videos that help instructors deliver great physical activity programs. All materials are now available online. I am amazed that teachers now can take all of SPARK out on the field with iPads. That is a real revolution in physical education. SPARK is even doing some traveling, growing rapidly in India and China. I’m confident SPARK will continue to evolve and innovate so we can get better at delivering great instruction to teachers and great physical activity to students.

As long as our schools want children to be active and healthier, we will keep delivering the joy of SPARK.

Jim Sallis

http://sallis.ucsd.edu

James F. Sallis, Ph.D.

Distinguished Professor of Family and Preventive Medicine Chief,

Division of Behavioral Medicine. http://behavioralmedicine.ucsd.edu/

University of California, San Diego

SPARK Staff at ATM Dinner

SPARK staff celebrates 25 years at the Annual Trainers Meeting in June 2014

10 Tips for Teaching Dance

Tuesday, June 3rd, 2014

10 Tips for Teaching Dance

By BJ Williston

SPARK K-12 Trainer & Curriculum Developer

I was lucky to have been exposed to a wide variety of types of dance as a kid. Living in Hawaii, my first experience was taking hula lessons with my older sisters. I may have been the only redhead in the halau (or hula school) but I loved the feeling of moving to the beat and changing as much as my more native-looking friends. In school, our PE teacher taught us square dance, Polynesian cultural dances, and later dances to the hit songs of the day. I am certainly dating myself when I say we danced to Three Dog Night’s “Joy to the World” and The Jackson Five’s rendition of “Rockin’ Robin”.

In middle school we choreographed our own routines and performed in front of the class. The groups were teacher-assigned which meant a mixed bag of students cooperating to complete the task. I have great memories of that assignment. By high school I was taking jazz and modern dance classes outside of school and joined a dance company which performed around the island. We rehearsed several nights a week and the experience helped build my confidence and gave me a greater insight into the life of a dancer.

At the time I didn’t realize how fortunate I was to have been given such a well-rounded dance education. Looking back on it, I owe a lot to my PE teachers who cared enough to expose me to dance at such an early age.

Why teach dance?

My guess is that most teachers inherently know that dance is an important part of every child’s education. Aside from bringing pleasure, dance can increase health-related fitness as well as improve balance, coordination, and balance. Dance brings us more in touch with diverse cultures and may be used as a tool to teach or reinforce cultural awareness. Learning a dance helps memory and sequencing skills. In addition, dance can be a form of self-expression and creativity. Many dances promote social skills like cooperation and teamwork. Dance is typically a non-competitive activity that most students enjoy. So, the real question should be why not teach dance?

As I’m sure you know there are some PE teachers who don’t teach dance. They have all sorts of excuses for leaving dance out of the curriculum. If you are one of these teachers, this blog is for you. Let me put your worries at ease as SPARK can help you overcome just about any barrier you may have for not teaching dance. Below are a few of the barriers and ten tips to help overcome them:

I’m not a “dancer”

No one is expecting you to be an expert in everything. Most PE Specialists are more comfortable teaching certain activities over others. You may be the Invasion Games Expert or the Aquatics Guru or the Racquets and Paddles King/Queen. But just because you are not an “expert” in an area does not mean you can’t teach it. Here are a few ideas for teaching dance when you yourself are just learning:

1. Start small: Look for dances in the SPARK program that have just a few steps like the Conga, The Bunny Hop, The Pata Pata, etc. Get your feet wet with these to build your confidence and see how your students take to dance.

2. Build on that: Each time you teach a dance, use that dance as a warm-up for your next few lessons to reinforce learning. Allow students to add their own twist to dances as they get more comfortable. Revisit your dances throughout the year and keep building their repertoire.

3. Use the Jigsaw Method: Many of SPARK’s dances are broken into 3-4 discernable parts. For example a dance with Verses, Chorus, and Instrumental parts with 3-5 steps in each. Students begin in Jigsaw Groups, then # off according to how many parts there are. They then move to Learning Groups where they are all learn the same steps and become an expert in those steps. When ready, they return to their Jigsaw Group and each student teaches the part they learned. Like a jigsaw puzzle, they put it together to form one full dance. This method encourages students to work cooperatively, promotes reading, and allows students to interpret the dance steps in order to teach them.

4. Get a little help from SPARKfamily: All of the K-12 PE and After School dances are now available on SPARKfamily.org in a new section called SPARKdance.  SPARKdance provides the instructional materials, music, and videos for each dance.  There are two videos per dance – an Instructional and an All Together version. Use the Instructional video to go through each dance step-by-step. Then use the All Together video to help lead the group through the dance with no stops. This frees you to move around the area to help students in need.

5. Turn over the reins: Use PACE dances to allow students to learn at their own pace with a partner or small group. SPARK also has a “Create a Dance” activity in most program levels. These activities should be used after other dances have been taught so students can build on what they have learned.

6. Find an expert: Whether it is another teacher at your school, a parent volunteer, a student teacher, community member, or even one of your students, there are “expert” dancers all around! Invite someone to be a guest teacher a few days each month. Once students learn the dance, get a few students who are comfortable leading, turn on the music, and dance away! Again, this frees you to move throughout and provide feedback to your class.

I don’t have the right music

There are all sorts of resources out there to help you with music. Try some of these:

7. SPARK provides an mp3 version of each of the songs for all of our dances on SPARKfamily.org. SPARK also has CDs with all of the music from each program. Click Here to download the order form.

8. iTunes allows you to purchase songs one at a time for $0.99 or $1.29. Be sure to listen to them for content appropriateness!

9. Some companies, such as Kidzbop® put out kid-friendly versions of the most popular songs of the day.

10. Stay tuned for the SPARKdance DVD set (including instructional materials, music, and videos) in September 2014!

We don’t have a dance room

Very few schools do, so don’t let that slow you down. A gym is perfectly fine for dance. If you don’t have a gym, a blacktop or even grass works just fine. Basically, kids can dance anywhere! It certainly helps to have a good sound system so you and the students can hear the music well.

Now, don’t let your students go one more week without getting them moving to music. It’s the right thing to do! Have fun!

Ready to get started? Join the #SPARKdance contest May 27, 2014 – June 30, 2014 for a chance to win an iPad Mini! Click Here to learn more.

10 Tips for Teaching Dance

Common Core Survival Guide (CCR in PE: Mission Possible)

Thursday, May 22nd, 2014

Common Core Survival Guide (CCR in PE: Mission Possible)

What is “College and Career Readiness” (CCR) and how do we as physical educators walk this talk?

In 2012, the Educational Policy Improvement Center published an article by Dr. David T. Conley, PhD offering, “A Complete Definition of College and Career Readiness.” Having researched several explanations and definitions of this concept I found Dr. Conley’s work to be on target and relevant to physical education.

Within his definition Dr. Conley identifies Four Keys to College and Career Readiness.

  • THINK: Key Cognitive Strategies
  • KNOW: Key Content Knowledge
  • GO: Key Transition Knowledge and Skills
  • ACT: Key Learning Skills and Techniques

In this blog entry we’ll look at two of these keys as they relate to CCR in PE, saving the other two for a future post.

First, Key Cognitive Strategies, “are the ways of thinking necessary for college-level work” (Conley, 2012). Students must be able to identify and formulate problems or challenges in order to conduct focused research, interpret the results and then communicate findings with appropriate accuracy.

In SPARK High School PE we guide students through this process with Jigsaw learning and teaching experiences. In teams, students are given a set of skills and strategies needed for successful participation in a unit. Next, they split up with each of the team members becoming the “expert” in one specific skill or concept. After the research is complete and students have become competent or proficient in their specific area, the groups come back together and communicate to (i.e., teach) their teammates what they’ve learned. In this way, students are provided an authentic context for practicing a way of thinking which aligns to CCR.

Second, Key Content Knowledge as it applies to the technical area of physical education includes key skills and knowledge, the ways in which individuals interact with those skills and knowledge, their value to the learner, and the ability to reflect on how personal attitude and effort can contribute to successful mastery of specific knowledge or skill sets.

This CCR Key provides an opportunity to take a quick look at the new National Standards and Grade-Level Outcomes for PE. Standard 3 and its outcomes at the high school level (S3.H1.L1) jumps right into the center of this CCR Key, “(The learner) discusses the benefits of a physically active lifestyle as it relates to college or career productivity” (SHAPE, 2014). This discussion requires key content knowledge learned throughout the scope and sequence of a quality PE program. Specifically, what are the various benefits of physical activity? It also prompts reflection on how this knowledge directly relates to future productivity. The next progressive step is to ask students who have acquired this knowledge, “what does this understanding mean with regard to your own personal commitment to physical activity and wellness?”

At SPARK we’re all about keeping MVPA levels high in physical education classes. We don’t advocate sacrificing physical activity in an attempt to increase student learning. In fact, evidence suggests our teaching strategies promote BOTH. However, discussions like the one described above are critical to the core outcomes of our content area and therefore must be built in to our lesson structure. If we don’t provide focused discussion in physical education classes, then where will these important talks take place?  Chances are they won’t happen at all.

That’s a very brief look at the first two keys to College and Career Readiness. We’ll look at the final two in the next Common Core Survival Guide blog post.

Click Here to read Part 1 of the SPARK Common Core Survival Guide Blog Series

Click Here to read Part 2 of the SPARK Common Core Survival Guide Blog Series

Happy 25th Anniversary to SPARK!

Monday, May 19th, 2014

How can SPARK be 25 when I’m only 39??

But it’s true!  In June, 1989 a couple of “relatively young” Professors from San Diego State University, Drs. Jim Sallis and Thom McKenzie, received a large award from NIH (National Institutes of Health) to create, implement, and evaluate an elementary school physical education program that could maximize health and behavior related outcomes, and eventually (if successful) become a nationwide model.  Project SPARK (Sports, Play, and Active Recreation for Kids) was born 25 years ago.

As they say, the rest is history.  Today, after many more research and special projects from Early Childhood through University levels, SPARK is referred to as, “The most researched and field-tested physical education program in the world.”

While the data tells an impressive story about significant student outcomes in physical activity, fitness, motor/sport skills, academic achievement, enjoyment of PE, activity levels away from school, program sustainability and more, there are a few lesser known stories from the early years of SPARK.

Did you know?

  • Jim Sallis thought of the name SPARK and the acronym
  • The first SPARK logo was orange and black (scary!) and the colors were voted on by kids in the study
  • One of the original consultants on the first SPARK study was Dr. Bob Pangrazi.  And Bob came back and spent a couple weeks in San Diego with us during our M-SPAN (Middle School Physical Activity and Nutrition – funded by NIH) project that ran from 1996-2000.
  • Kecia Carrasco was Jim and Thom’s first hire, and Kecia is still with SPARK today, 25 years later!
  • BJ Williston worked on the pilot study from 1989-1990 and after a hiatus to work on other studies/projects, she came back to SPARK again about 10 years ago and is now a Lead Trainer.
  • I met my wife Wendy in 1990 when the intervention began and we were married in 1991.  She was one of the elementary classroom teachers at a school we were working with.
  • SPARK won the Governor’s Commendation Award from California Governor Pete Wilson in September 1993
  • The SPARK dissemination effort began in 1994 (20 years ago) and Poway Unified School District was the first to purchase SPARK
  • SPARK’s Director of Dissemination, Leticia Gonzalez, joined SPARK as a part-time employee after her freshman year at San Diego State and has never left!
  • We used to have two cartoon characters in the pages of our manuals – SPARKle and SPARKy!  They were pretty cute, some of us were sad when they grew up…
  • SPARK’s first “beyond the 50 U.S. states experience” was Saipan in 1995.  I led workshops for the elementary physical education teachers on the island and it was a great experience.  Ironically, we’re sending trainers back there again this month.
  • Jim pronounced me – decreed actually — Godfather of SPARK in 1995.  I have a plaque to prove it!  So, if you want a favor, you’ll need some cannoli…

Over more than two decades, all of us at SPARK have appreciated the opportunity to provide innovative instructional materials, effective teacher training, excellent follow up support, and content-matched equipment to thousands of physical educators and physical activity leaders across the globe.

Thank YOU.

Cheers to another 25 years!

Paul RosengardSpark yellow logo color

1993 Governors Award

Q: How Can We Help Students Reach 60-a-day?

Monday, May 5th, 2014
A: Comprehensive School Physical Activity Program!

For National Physical Education Week, we’re taking a deeper look into a Comprehensive School Physical Activity Program and resources available to help reach the goal of 60 minutes of MVPA a day.

How much activity and why?
It seems you can’t look through a magazine or watch a news program without hearing about the importance of physical activity (PA) and its role in overall health. There’s nothing better for controlling weight, reducing risk of heart disease, type 2 diabetes, and some cancers; not to mention PA’s role in increasing muscle strength and bone density, improving attention in class, and so much more. PA is the “wonder drug” of champions (literally!).

The Centers for Disease Control and Prevention (CDC), the Department of Health and Human Services, as well as the President’s Council on Fitness, Sport, and Nutrition all recommend 60 minutes of physical activity for children ages 6-17. With that dosage kids will be healthier, happier, leaner, and have a much better chance of living longer. Sixty minutes seems to be the “magic” number and it should consist mostly of aerobic activities in the moderate to vigorous intensity level range (MVPA), such as brisk walking, running, swimming, etc., as well as 3 days/week of muscular strengthening like gymnastics and calisthenics. So, how on earth are today’s busy kids supposed to accumulate 60 minutes of MVPA most days?

Physical Education (PE) is a great start!

Let’s say your school has a fabulous, quality physical education program with daily PE for all students. They have PE for 30+ minutes (for elementary) and 45+ minutes (for MS/HS) each day and they are engaged in MVPA for 50% of class time — always! It’s an ideal program all around. Sounds great, right?  It is – yet it’s also VERY rare.

Are YOUR students reaching the magic dosage of 60 minutes on most days with PE alone? If not, they’ll need to find other physical activity opportunities throughout the day if they’re going to achieve their 60 minute goal.

How might you supplement student Physical Activity (PA)?

Viable options include before and after school programs, recess, activity during other academic classes, on-site intramurals, as well as myriad activities off campus after school. Programs such as these are components of a Comprehensive School Physical Activity Program (CSPAP). They include quality PE as the foundation, as well as PA opportunities before, during, and after school, staff involvement, and family and community engagement.* The whole package helps keep our children active and fit. Like SPARK Principal Thom McKenzie likes to say, “It takes a village to raise an active child.”

Teaming up for PA!

No one person or entity is responsible for our kids’ health. When everyone does their part and students are supported with PA choices in all sorts of environments, they are much more likely to participate and achieve their 60 minutes or more. And every type of activity “counts” towards the 60 (e.g., walking to school, climbing on the jungle gym, having activity breaks during class, dancing in PE, playing tag at recess, running in a running club, playing intramurals after school).You want your kids to have so many opportunities they can’t help but find activities they love to do and to do them often!

What resources are available?

Let’s Move! Active Schools provides free and low-cost resources to help schools incorporate physical activity before, during, and after school for at least 60 minutes a day.  SPARK is an official supporting organization of Let’s Move! Active Schools and encourages schools to sign up to be an Active School.  Learn more here.  

How can SPARK help you and your students reach the 60 minute goal?

Quality Physical Education – Sadly, many PE programs are not active enough – ironic right? Yet studies show students may spend a good chunk of class time waiting their turn for a chance just to touch the equipment (as in relays) or sitting on the sidelines because they got “out” (elimination games) or simply waiting for someone to pass the ball to them (large-group games). PE classes full of these practices often engage students in MVPA for only a short amount of time. SPARK PE (K-2, 3-6, MS, and HS) offers teachers quality PE programs that in turn provide students many opportunities to participate and practice skills. Research shows SPARK PE engages students in MVPA at least 50% of class time, addresses National Standards, aligns assessment with instruction, and regularly promotes out-of-class physical activity. Students become more active and more skilled when they have SPARK PE. When taught daily, students can receive nearly half of their recommended minutes of PA with SPARK PE alone!

During academic classes – Because students often sit for hours at a time during classes, activity breaks are a must! They help not only by adding minutes of PA, but they have been shown to enhance academic performance. The SPARKabc’s program provides numerous activities to be used as breaks during classroom time as well as activities which integrate academic topics to help “anchor” learning and make it more active and fun. SPARK provides sample SPARKabc’s lessons to give you a taste of what our ASAP movement breaks and academically focused activities look like. They’re easy to teach, easy to learn, fun and effective. SPARK PE (K-2 and 3-6) programs also include multiple limited space activities that classroom teachers can use as activity breaks throughout the day.

During Recess – Recess has potential to be either very active or very sedentary. Depending upon students’ preferences, they might choose to play an active soccer or basketball game or to sit and chat with a friend while eating their snacks. Even if they join what appears to be an active game, they may spend most of their time waiting in line for their turn at wall ball, tetherball, kickback, 2-touch, etc. Frankly, they may get most of their activity jumping up and down cheering for the kids who are playing! Both SPARK K-2 and 3-6 PE programs include Recess Activities sections with ideas for inclusive, enjoyable, and ACTIVE games. SPARKabc’s also provides resources for recess staff looking to improve activity opportunities for all elementary age students. Here’s a sample recess activity that can be played as is, or modified to match your students and setting. Try it and tell us what you think!

Before and After School – Students who attend before and/or after school programs can receive a large percentage of their daily MVPA during structured and/or non-structured activities. Again, as in recess, activities need to be structured in such a way to increase activity levels and to have positive effects. There are many issues to consider with running a quality program that addresses a wide range of ages, group-sizes and skill levels, commonly have a lack of equipment and limited space, as well as high staff-to-student ratios. SPARK’s After School program (which actually targets all out-of-school PA programs, not just those done after school) has been found effective in increasing PA for children and adolescents ages 5-14. It has hundreds of suggestions for addressing many of the concerns typically encountered in these types of programs.

At the end of the day, students CAN reach the goal of 60 minutes or more of MVPA. It’s a matter of structuring your environment to encourage PA. By providing safe places to play, programs that promote movement throughout the day, equipment to complement those programs, and trained staff to lead them, your students will have met or exceeded the 60 min. goal for now, as well as learned the skills to continue to do so for a lifetime!

*(Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013)

Learn More:

Comprehensive School Physical Activity Programs: A Guide for Schools

Let’s Move! Active Schools

Free SPARK webinar!

Comprehensive School Physical Activity Programs

Resources for Integrating Physical Activity Throughout the School Day

May 7, 2014 @ 3pm Pacific (6pm Eastern) – Register Here

Advocating for Physical Education and Student Health

Friday, March 14th, 2014

Republicans and Democrats don’t agree on much these days, but that doesn’t stop hundreds of people from going on “The Hill” to advocate for quality physical education.  And, it seems to be working!  Advocacy has helped provide federal funding for physical education and other important public health initiatives.

Two major organizations advocating for physical education are the Sport and Fitness Industry Association (SFIA) and AAHPERD (soon to be called SHAPE America).

The SFIA National Health through Fitness Day brings together approximately 150 leaders and 15-20 sports celebrities such as Herschel Walker, Mia Hamm, Abby Wambach, Peyton Manning, and Tim Brown, to fight for the Carol M. White Physical Education Act (PEP).  Many physical educators and sporting goods companies have no idea how hard this group works to provide the only federal funding for physical education.  Until you have been in a back room with Gary Player and hear the level of conversations with a Speaker of the House, it is hard to imagine all of the work, money and time that goes into keeping PEP grants funded and safe.

Last week, SPARK was on the Hill with SFIA and the celebrities showcasing quality physical education with local DC Public School (a SPARK district) students.  We are proud to be sponsors and participants of this important advocacy day.  And, if you haven’t seen the video of Herschel Walker doing a SPARK dance with the students yet, click here. This video has had over 1,600 views on Facebook! You can view more photos of the event on the SPARK Facebook page.

SPARK is in DC again this week for National Speak Out! Day hosted by AAHPERD. National Speak Out! Day provides a venue that encourages all of its members to be strong advocates for the profession and for children.  AAHPERD members, sponsors, and associates storm the Hill to meet with their district or state representatives and share with them firsthand what is going on in their home towns.  They share personal experiences, unintended consequences, successes, and possible solutions.  Members advocate for PEP funding and other critical educational issues like educating the whole child.  Educating legislators on quality physical education is essential to making an impact on the national policy landscape.

We all have to do our part to help policy makers understand the benefits of quality, daily physical education taught by credentialed specialists.  We need YOU (teachers, administrators, parents, wellness professionals, etc.) to advocate on the Hill and/or your local governing bodies (School Board and State Legislators). Won’t you join us?

Here are some helpful hints:

  • Make them smart, before you make them mad: Share the full truth, even if some of it is bad.  You can advocate year-round by sharing issues on student health (obesity) in your district.  Share the facts and results from your testing, especially now with student growth evaluations.  You don’t always have to ask for something to advocate, as a matter of fact, true advocacy is not asking, but educating! We want decision makers to know the facts about your program and school district to help them make decisions.  This gains their trust.
  • Make friends before you need them: Provide success stories from your school and share them with your representatives.  Send letters about your school that showcase the positive things you are doing with students.  SPARK salutes all of these organizations and others who work hard on behalf of quality physical education programs and their teachers.
  • Support your friends: Help friends who are advocating on your behalf.  Especially AAHPERD and SFIA in their efforts on the national level, however, there are many others including state and local supporters you have and may not know.  Seek them out and support them.  Visit their websites and send letters.

SPARK is excited to actively support initiatives that support quality, daily physical education taught by credentialed specialists.  Here are a few relevant examples.

1. Recently, publicity around the First Lady’s Lets Move! initiative has sparked enough interest that Let’s Move! Active Schools was created.  This brought together organizations across sectors to increase physical activity in schools.  SPARK signed on and is a supporting organization for Lets Move! Active Schools. We are excited and motivated to have pledged at least 800 schools to sign up and increase physical activity during school!

2. SPARK attended both SFIA and AAHPERD days on the Hill again this year, and plan to go every year!  We sponsor and assist in demonstrations to showcase quality physical education.  We speak to Legislators about what quality physical education looks like and how important it is.  We provide success stories and call on them throughout the year through sign on letters and other advocacy efforts they provide.

3. SPARK feels so strongly about this, we created an Advocacy section on our website (under Resources).  This page will assist you by providing videos, tools, links, and ideas on how to advocate for physical education and wellness programs.  Please visit our advocacy page at http://www.sparkpe.org/physical-education-resources/advocacy/

SPARK is much more than our researched-based programs.  SPARK is proud to invest money, staff and time to advocate for policies that support quality, daily physical education for all!

So, won’t you join us in advocating for physical education and student health?

Support PEP Button


Schooling, Health and Youth Development – What is Necessary?

Thursday, March 13th, 2014

Schooling, Health and Youth Development – What is Necessary?

Provided by ASCD Whole Child Programs · www.ascd.org · www.wholechildeducation.org

Over the past few years, ASCD authors have penned a number of articles about the need for schools, educators and policymakers to focus on the health and well-being of their students. Not just for the sake of their health and well-being (if that shouldn’t be enough on its own) but also to support effective teaching and learning.

Here are just a few selections to read and share:

Physical Activity

Integrating Movement Roundup

Ensuring a high-quality physical education program is important. Equally important is ensuring that students are active across the school day and not just in PE class. Research shows that kids who are physically active are not only healthier, but also likely to perform better academically; and short activity breaks during the school day can improve concentration and behavior and enhance learning

Play and Recess

Playing a Game Is the Voluntary Attempt to Overcome Unnecessary Obstacles

Last month we ran the theme of integrating movement throughout the school day (and outside of physical education classes). Obviously one place where this should be a no-brainer is recess. But it’s been scary seeing how many schools and districts have been cutting back on recess time to either provide enrichment classes or add additional academic study time into the school day.

Investing in Healthy Recess to Nurture the Whole Child

A healthy, positive school environment transcends what goes on in the classroom. In fact, what happens at recess holds a crucial key to developing the whole child. A school that provides time and space for students to run, talk, and play helps ensure every child is healthy, safe, engaged, supported, and challenged. Experience and research tell us that active students learn better, and daily recess is proven to help students focus in the classroom.

Does Better Recess Equal a Better School Day?

In a new study released Tuesday, Mathematica Policy Research and the John W. Gardner Center for Youth and Their Communities at Stanford University rigorously evaluated the Playworks program and found that it improved outcomes in the areas of school climate, conflict resolution and aggression, physical activity, and learning and academic performance.

Nutrition

Reducing the Effects of Child Poverty

In today’s global economic state, many families and children face reduced circumstances. The 2008 economic crisis became a “household crisis” (PDF) when higher costs for basic goods, fewer jobs and reduced wages, diminished assets and reduced access to credit, and reduced access to public goods and services affected families who coped, in part, by eating fewer and less nutritious meals, spending less on education and health care, and pulling children out of school to work or help with younger siblings. These “new poor” join those who were vulnerable prior to the financial shocks and economic downturn.

No Child Should Grow Up Hungry

We are proud to welcome Share Our Strength as a whole child partner. Share Our Strength’s No Kid Hungry campaign aims to end childhood hunger in the United States. It connects kids in need with nutritious food and teaches their families how to cook healthy, affordable meals. The campaign also engages the public to make ending childhood hunger a national priority.

Mental Health

Best Questions: Mental Health

More than 20 years ago, I spent one school year as the full-time school counselor in an early childhood center in Washington, D.C. Our enrollment was 250 full-day preK and kindergarten students in an old, huge brick building with 20-foot high ceilings and massive center courtyard-like hallways. I spent the year in easily washable clothes and with my hair in a ponytail at all times because, as anyone who has ever worked in early childhood can tell you, fancy clothes and fancy hair don’t mix well with peanut butter and finger paint.

A Health Iceberg

I use these slides often when discussing health. It starts with the tenets, becomes a pyramid, and then ends with what I call a “health iceberg.” Let me show you what I mean.

The common thread through all of these articles is that health and well-being matter and they determine how well we learn, grow and achieve. Health and education are symbiotic. What affects one affects the other. The healthy child learns better just as the educated child leads a healthier life. Similarly, a healthier environment—physically as well as socially-emotionally—provides for more effective teaching and learning.

To learn more about ASCD and Whole Child Education, visit the links below.

www.ascd.org

www.wholechildeducation.org

How to Use SPARK Integrations

Friday, February 7th, 2014

If you are a SPARK physical activity or physical education program user, you’ve most likely heard about our fabulous, but not-yet-famous SPARK Integrations on the back side of each activity plan. Found next to the Extensions and just above the Tips and Pointers, these little nuggets are a not-so-hidden gem that can be used to help integrate other subject areas into your PA/PE program, or to infuse some wellness messages or physical activity elsewhere throughout the day. Each program has their own unique topics appropriate for the participants of that program.

  • Early Childhood integrations are all of the Academic persuasion and include Art, Literacy, Mathematics, Music, Nutrition, and Science.
  • After School integrations reinforce learning from the activity, increase MVPA (Moderate to Vigorous Physical Activity) at home, and coincide with the Think Abouts used at the end of the activity. They are all Home Plays, meaning they give information to kids to use in their home life and include Move More, Character Matters, Fitness Focus, and Food Facts integrations.
  • K-2 Physical Education features Academic, Home, and Wellness integrations.
  • 3-6 Physical Education includes Academic, Home, Wellness, and Fun Fact integrations.
  • Middle School Physical Education has Home, Wellness, Global, and Multicultural integrations.
  • High Schools Physical Education includes Home, Wellness, Global/Multicultural, and Sport Literacy integrations.

Please explain these!

Academic integrations link PE to the classroom and back. These range in subject matter from literacy to math to science. These are one of the many ways SPARK helps to address the Common Core State Standards in English Language Arts and Mathematics (Examples: 3-6 Flying Disc: Corner to Corner Give and Go and EC Super Stunts: Animal Movements 1)

Home and Move More integrations promote physical activity at home with friends or family members. (Example: AS Cool Cooperatives: Kin-Ball Cooperative Golf)

Wellness integrations provide tips on nutrition, safety, health, etc. (Example: K-2 Catching and Throwing: Switcheroo)

Fun Facts are only found in the 3-6, but these are some doozies! They include an interesting short story or tall tale that you and your students will get a kick out of and share with others. They are connected to the activity by name or theme, but not necessarily by a straight line. (Example: 3-6 Soccer: Soccer Golf)

Multicultural connect activities to diverse cultures found locally and regionally. (Example: MS Dance: Create a Poco Loco)

Global connect activities and/or units to history, customs, and practices of countries around the world. (Example: MS Golf: Bocce Golf)

Sport Literacy integrations provide useful skill, strategy, or game regulation specifics that pertain to each unit. (Example: HS Badminton: Win the Point)

Character Matters help develop social skills and positive character traits like fair play, initiative, trust, etc. (Example: AS Cool Cooperatives: Hog Call)

Fitness Focus and Food Facts: I don’t think I need to describe these other than to let you know they are great! (Examples: link to AS Great Games: Builders/Bulldozers and AS Super Sports: Mini-Basketball

 

Sounds cool, but how am I going to use them?

Teachers of physical education and physical activity (PE Specialists, Classroom Teachers, Activity Leaders, Early Childhood Leaders, etc.) use the integrations in a variety of ways. Here are a few ideas:

Read during Warm-ups: As students/participants are warming up (e.g. during Perimeter Move) read the Integration aloud to set the stage for the activity to follow. This works best with the types of integrations that give information about that activity, like the Wellness, Multicultural and Global, Fun Fact, and Character Matters integrations.

As an Extension of the Activity: Many of the integrations are actually hidden extensions in that they change the way the activity is played and the focus has now been placed on something math, literacy, or science-related. These Academic Integrations (found in EC, K-2, and 3-6) can be used during the middle of the lesson as an extension to integrate these academic subjects INTO Physical Education. These vary from a quick science fact about aerobic capacity to a math extension that changes the focus of the game to utilize mathematical skills. (E.g. 3-6 Jump Rope: Jumping Color Tag)  When using any of these, it’s wise to check with the classroom teacher to see if the level of academics is appropriate for his/her class and to prepare for teaching the extension instead of the activity as written on the front page.

Read during Cool-down:  While students are cooling down (e.g. stretching) read the integration and discuss using pair/share. For example, after playing Durango Boot (AS Flying Disc) read the Character Matters integration and ask students to discuss the how competition motivated them in the game with a partner. Call upon 3 pairs to share what was discussed. This tends to work best with Home Plays, Move Mores (in AS), Character Matters (as a reflection on behavior during class) and Sport Literacy (to review rules/concepts learned during the lesson.)

Put on Bulletin Boards: Print copies of the integrations. (For MS they can be found on SPARKfamily.org under each unit’s instructional media in the Planning section, just below Unit Plans but all other programs they are on each activity’s backside.) Post the integrations for each week’s lessons so students can read throughout the week as they pass by. This use works best with all types of integrations except those providing an extension to the activity by changing the focus to something academic. Ask students questions about them during roll-call or warm-up to assess their learning. Reinforce students who respond appropriately.

Share with Classroom Teachers: It’s all great to integrate other topics into PE to help address Common Core State Standards, but what about a little reciprocity? To help integrate PE concepts into academic classes, share integrations with your classroom teachers. If you are a classroom teacher, they could be used as short physical activity breaks and an infusion of wellness facts throughout the day. The types of integrations that work best here are those pertaining to Wellness and any Home Play activities.

Use with the Little Ones: If you are a leader of a pre-school/early childhood program, there are a variety of ways you can use the integrations. They serve as academic enrichment tools for before, during and after a SPARK lesson. Use the Music integrations during circle time and the Art integrations during center time. E.g. “We made an umbrella with our parachute today. Can you draw an umbrella?”  (Example: EC Parachute Play: Umbrella)

An example of a Science integration is a discussion about baby animals in a SPARK activity called Guppies. Math integrations may include the concepts of shapes, counting, and grouping. Many of the Literacy integrations suggested in SPARK can be easily added to circle time because they prompt children to act out a story using a skill learned during movement time. All of the books suggested in the Literacy Integrations coordinate with the lessons and relate to one or more of the following themes: colors, language arts, mathematics, movement skills and knowledge, nutrition, personal development, science, self-image, and social development. (Example: EC Building Blocks: Creative Words and Movements)

The Early Childhood program also includes Family Fun activities (in the bottom left corner on the backside of activity plans) which serve as a type of Home Play to promote physical activity at home with their families.

 

Please share how you use them!

Have you been using integrations in these or other ways? If so, please share with us at SPARK. Email your ideas at spark@sparkpe.org. We’d love to share your best practices with the SPARK family!

Parent Tips: Helping Your Child Overcome PE Anxiety

Wednesday, February 5th, 2014

If your child experiences anxiety about PE class, you can make a huge difference—not just in their PE experience, but in their life as well—by helping them through it. Not only will your child learn to overcome fears and gain self-confidence, but they’ll get the all the benefits of PE too. After all, physical education is an important aspect of any child’s life, teaching them long-term healthy lifestyle habits, reducing sedentary time, increasing academic performance, and teaching other valuable lessons like teamwork, persistence, and goal setting.

Your child is not alone—many kids experience anxiety about PE for many different reasons, and the best thing to do is help them overcome their fears to grow and learn. Keep reading to learn how you can help your child feel confident when it’s time to go to physical education class.

Determine the Reasoning

Whether you begin to notice your child’s grades slip in PE or he even voices the fact that he does not like physical education class, it is important to first determine the reason why this is the case. Getting to the bottom of your child’s source of anxiety or animosity towards physical education class can help you to come up with the proper solutions.

There are many common causes of PE anxiety in children and teens. Some of the most common include:

  • Lack of confidence in physical ability
  • Fear of being picked last for teams
  • Self-consciousness about one’s body
  • Being bullied in school

If you are unsure of your child’s reasoning for disliking physical education class, have an honest and open conversation. It is important to be as open and non-judgmental as possible so that your child will have a better chance of opening up to you.

Speak with the PE Teacher

Once you are sure of your child’s reasons for having anxiety over PE class, it may be a good idea to schedule a conference with his or her physical education teacher. The teacher may be able to tell you things about your child’s performance that you were unaware of. For example, perhaps your child voiced to you that he does not like PE because he hates running. To your surprise, the physical education teacher may tell you that your child is one of the best runners in the class but fails to reach his full potential because he is worried about being made fun of or looked at differently because of his abilities.

Furthermore, speaking with the physical education teacher can be a great way to alert the teacher to problems he or she may not be aware of. Perhaps the teacher does not know that the child has PE anxiety. By working with the teacher as a team, you may be able to form a game plan together to make your child feel more comfortable and perform better in PE. After all, your child’s physical education teacher ultimately wants your child to perform well in the class.

Work on Stress-Relief Techniques

Consider working with your child to develop some techniques for relieving stress and calming down when feeling anxious about PE. Practice taking deep breaths with your child, explaining how taking even just three deep, cleansing breaths can help them on the spot when those anxieties pop up.

Help Your Child Find a Niche

If your child has anxiety because of a perceived lack of athletic ability, start by explaining that they don’t need to be excellent at sports to fit in at school. Help your child understand that they aren’t alone by describing uncomfortable moments you had in PE—being picked last for a team, not being able to get the hang of a sport, etc.

To help him or her gain confidence, however, do what you can to help your child find physical activities that he or she truly enjoys. Whether it is playing a game of soccer, going for a jog, or signing up for karate or dance class, making sure that your child has at least one physical activity that he or she truly enjoys is important. Not only will this help them feel more confident at school, but it teaches the value and joy of exercise.

On that note, it is also important to make sure that your child has plenty of time to explore different physical activities. If his or her schedule is jam-packed with music lessons, homework, church, and other activities, take a step back and re-assess your child’s schedule. He or she may be feeling understandably overwhelmed. Make sure that your child still has time to be a kid and have fun while getting a workout in the process.

Boost Your Child’s Confidence

The reality is that most children tend to overthink social situations, especially ones in which they are worried about being embarrassed. This is especially true in PE class. So what if your child cannot do the most sit-ups in the class? More than likely, nobody else is counting expect for the teacher.

Teach your child that it doesn’t matter if they are the best, worst, or somewhere in between at a sport or skill—the only thing that matters is giving it a good try. Confidence isn’t about knowing you’re the best. It’s about knowing that you can give something your best shot—or even just a shot at all.

Lead by example. Be open and willing to put yourself in positions that test your own confidence. Show your child that you don’t take yourself too seriously—that you are free to be yourself in any situation, whether people might be watching or not.

Practice Together

If your child feels anxiety about certain sports or skills, take time to help them improve—even if you aren’t so great at it yourself. In fact, this can be better because you will be learning together and showing your child that it’s okay to be a beginner.

Having someone to learn and practice with—especially a parent—can make a world of difference.

Overall, many children face PE anxiety; it is especially common among middle school and high school aged children, but it can happen at any time. It is important that you are proactive in helping your child tackle his or her anxiety for maximum success in physical education class. By finding out what the root of your child’s anxiety is, consulting with his or her teacher, and working one-on-one with your child to develop stress-handling techniques and self-confidence, you can get your child on the path to success in no time.

Carol M. White: A Lasting Legacy of Physical Education

Tuesday, January 7th, 2014
On October 21, the physical education advocacy community lost a great hero and mentor.
Carol M. White was many things in her life—a teacher, a congressional aide, a wife, a mother. Though White passed at the far-too-young age of 66, her legacy will live on from the important work she did advocating for quality, standards-based physical education programs in schools.
White was instrumental in the passing of the Physical Education for Progress (PEP) Act that was introduced in 1999. Her voice was so strong when it came to the legislation that it was later renamed in her honor to the Carol M. White Physical Education for Progress Act.
PEP: Funding Fit Children
White was always vocal about her belief that physical education (PE) should be a right for all American children and that it was vital to healthy lives and longevity. For PE programs to be given their proper credit and resources, White knew they needed backing on the federal level. As congressional aide, then Chief of Staff, to former Senator Ted Stevens of Alaska, she helped draft legislation that authorized an initial $400 million in grants so that local education organizations could build and maintain physical education programs.
Since the funds were enacted in 2002, over $800 million total in grants have been distributed out to physical education programs across the nation to in public, private and home school settings. The grants are available to K-12 programs and can be used to purchase instructional materials, professional development services, and content-matched equipment in an effort to help districts align their programs to State Physical Education Standards. As a direct result of these funds, millions of children have been introduced to the benefits of enhanced physical education and have experienced more inclusive, active, and enjoyable PE classes.
A Mission about More than Money
The money itself was not the only benefit of the act’s passage. Within the legislation were Congressional findings that raised public awareness on the great need for PE in the lives of American children. Some of those included statements about how:
Physical education improves self-esteem, behavior, independence, and relationships in children.
Physical education gives the overall health of children a boost by improving bone development, cardiovascular stamina, muscular strength, posture, and flexibility.
Physical education encourages healthy lifestyle habits and positive use of free time.
There were also some humbling statistics within the act that ultimately led to its passage as a matter of public health. Based on figures from 1999, those statistics were:
Diseases related to obesity cost the U.S. more than $1 billion annually.
Less than 1 in 4 children get the recommended 20 minutes of vigorous activity in a given day.
Poor diet and sedentary lifestyles cause over 300,000 U.S. deaths every year.
The percentage of overweight children has doubled in the past 30 years.
Children who are exposed to daily physical activity programs remain healthier throughout their adult lives.
Adults of a healthy weight and fitness level have significantly fewer risk factors when it comes to strokes and heart attacks.
Within the act were these words that were undoubtedly influenced by White:
“Every student in our nation’s schools, from kindergarten through grade 12, should have the opportunity to participate in quality physical education. It is the unique role of quality physical education programs to develop the health-related fitness, physical competence, and cognitive understanding about physical activity for all students so that the students can adopt healthy and physically active lifestyles.”
Necessary Funding and a Legacy of Hope
Though she could not predict the recession years that followed her insistence on PEP’s passage, those funds became invaluable to the many schools and programs that needed them to keep physical education initiatives from vanishing due to budget cuts. The money from PEP grants has not just been used for PE program “extras”—in some cases, it has meant the difference between closing a program and keeping it running for children. To White and many other PE advocacy groups, teaching kids healthy habits and how to live active lifestyles was a right, like learning how to read or write—not a fringe component of education.
SPARK is just one of the many organizations that believe in what White stood for when it came to the fight against issues like childhood obesity. Tom Cove, CEO of the Sports and Fitness Industry Association (SFIA), and Jim Baugh, Founder of PHIT America, worked hand in hand with White and continue to fight for PEP funding. SPARK is a proud sponsor of PHIT America and supports the efforts of SFIA and others to keep PEP alive.
In order to counteract the growing sedentary nature of American childhood, White knew that PE had to be an integral part of academics and not viewed as optional learning. Because of people like White speaking up, public awareness about the role of PE has increased. By using her influence in a positive way, White forever impacted the many children who have already benefitted from PEP grants—and the many more to come.
Thank you, Carol M. White. May your lasting contributions to physical education long be realized and remembered.

On October 21, the physical education advocacy community lost a great hero and mentor.

Carol M. White was many things in her life—a teacher, a congressional aide, a wife, a mother. Though White passed at the far-too-young age of 66, her legacy will live on from the important work she did advocating for quality, standards-based physical education programs in schools.

White was instrumental in the passing of the Physical Education for Progress (PEP) Act that was introduced in 1999. Her voice was so strong when it came to the legislation that it was later renamed in her honor to the Carol M. White Physical Education for Progress Act.

PEP: Funding Fit Children

White was always vocal about her belief that physical education (PE) should be a right for all American children and that it was vital to healthy lives and longevity. For PE programs to be given their proper credit and resources, White knew they needed backing on the federal level. As congressional aide, then Chief of Staff, to former Senator Ted Stevens of Alaska, she helped draft legislation that authorized an initial $400 million in grants so that local education organizations could build and maintain physical education programs.

Since the funds were enacted in 2002, over $800 million total in grants have been distributed out to physical education programs across the nation to in public, private and home school settings. The grants are available to K-12 programs and can be used to purchase instructional materials, professional development services, and content-matched equipment in an effort to help districts align their programs to State Physical Education Standards. As a direct result of these funds, millions of children have been introduced to the benefits of enhanced physical education and have experienced more inclusive, active, and enjoyable PE classes.

A Mission about More than Money

The money itself was not the only benefit of the act’s passage. Within the legislation were Congressional findings that raised public awareness on the great need for PE in the lives of American children. Some of those included statements about how:•

  • Physical education improves self-esteem, behavior, independence, and relationships in children.
  • Physical education gives the overall health of children a boost by improving bone development, cardiovascular stamina, muscular strength, posture, and flexibility.
  • Physical education encourages healthy lifestyle habits and positive use of free time.

There were also some humbling statistics within the act that ultimately led to its passage as a matter of public health. Based on figures from 1999, those statistics were:

  • Diseases related to obesity cost the U.S. more than $1 billion annually.
  • Less than 1 in 4 children get the recommended 20 minutes of vigorous activity in a given day.
  • Poor diet and sedentary lifestyles cause over 300,000 U.S. deaths every year.
  • The percentage of overweight children has doubled in the past 30 years.
  • Children who are exposed to daily physical activity programs remain healthier throughout their adult lives.
  • Adults of a healthy weight and fitness level have significantly fewer risk factors when it comes to strokes and heart attacks.

Within the act were these words that were undoubtedly influenced by White:

“Every student in our nation’s schools, from kindergarten through grade 12, should have the opportunity to participate in quality physical education. It is the unique role of quality physical education programs to develop the health-related fitness, physical competence, and cognitive understanding about physical activity for all students so that the students can adopt healthy and physically active lifestyles.”

Necessary Funding and a Legacy of Hope

Though she could not predict the recession years that followed her insistence on PEP’s passage, those funds became invaluable to the many schools and programs that needed them to keep physical education initiatives from vanishing due to budget cuts. The money from PEP grants has not just been used for PE program “extras”—in some cases, it has meant the difference between closing a program and keeping it running for children. To White and many other PE advocacy groups, teaching kids healthy habits and how to live active lifestyles was a right, like learning how to read or write—not a fringe component of education.

SPARK is just one of the many organizations that believe in what White stood for when it came to the fight against issues like childhood obesity. Tom Cove, CEO of the Sports and Fitness Industry Association (SFIA), and Jim Baugh, Founder of PHIT America, worked hand in hand with White and continue to fight for PEP funding. SPARK is a proud sponsor of PHIT America and supports the efforts of SFIA and others to keep PEP alive.

In order to counteract the growing sedentary nature of American childhood, White knew that PE had to be an integral part of academics and not viewed as optional learning. Because of people like White speaking up, public awareness about the role of PE has increased. By using her influence in a positive way, White forever impacted the many children who have already benefitted from PEP grants—and the many more to come.

Thank you, Carol M. White. May your lasting contributions to physical education long be realized and remembered.

 

Help support the PEP grant!  Click Here to send a letter to your representative to support PEP funding. 

 

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