Archive for the ‘Recess’ Category


What the 2016 Shape of the Nation Report Says About Recess

Tuesday, June 6th, 2017

four kids playing on recess equipment

The latest Shape of the Nation report included a combination of recess and research. Experts from the Centers for Disease Control and Prevention (CDC) and SHAPE America have poured vast amounts of time and energy into figuring out how our children can get the most out of recess.

In the U.S., two recesses rarely look the same. Only eight states have policies that require schools to offer recess, and researchers found there were no real guidelines in any part of the country. This despite the recommendations that children engage in at least 60 minutes of physical activity each day.

With that in mind, there’s no time like the present to reexamine the way your school looks at recess. This summary of the report’s 19 strategies should serve as a good start.

Formalize the Fun

Ever heard of a recess curriculum? One of the broad strategy recommendations of the Shape of the Nation report is to make significant leadership decisions so recess becomes a priority. This doesn’t mean recess should be rigid and regimented, but it does mean your school should have a written physical education plan so all school staff and supervisors understand why daily physical activity benefits their students’ health and focus.

Sit down with teachers, parents, and students and create a set of policies to guide recess. This can involve everything from designating indoor and outdoor play spaces to figuring out how to keep students safe if a freak snowstorm hits during recess. Your strategy should include your school’s philosophy about recess, the goals it will take to get there, and who is responsible for taking on each step.

If you’re not sure where to start, the CDC has a self-assessment tool schools can use to see where they’re doing well and the areas in which they still need improvement.

From Planning to Playground

It’s time to adapt your schoolyard or indoor recess space so students benefit from your planning.

When possible, schools should provide ample play equipment. The types of equipment will vary, based on the age categories of your school. Educators should look beyond soccer balls and jump ropes and ensure their bounty of recess gear includes equipment that is inclusive for children of all ages and abilities. Consider balls of different size, textures, and color, as well as manipulative equipment that can be used by children with gross motor delays.

In addition to equipment, the report recommends creating designated physical activity zones. For example, your schoolyard could be split into three areas: one each for sports, fitness skills, and relaxation. This schoolyard division will make recess more satisfying for students and avoid the accidents that inevitably happen when two sports collide. One of your physical activity zones should also acknowledge that exercise doesn’t just come in the form of traditional sports. Drama productions, mazes, and obstacle courses can be created by more creative staff members and will serve the same positive purpose: getting children on their feet and having fun.

Finally: safety first. The Shape of the Nation report found that just under half of American schools post safety rules and guidelines for equipment, despite almost all schools having this equipment available to students. Creating an accessible list of rules and ensuring play equipment meets safety standards is an excellent preventative measure your school should take.

Activate Your Community

Everyone should be invested and engaged in making recess a success. If you laid out supervisory roles in your written recess plan, now is the time to implement them. While most schools require teachers and parents to be supervisors, less encourage them to be physical activity facilitators. Facilitators guide students through different activities, which helps reduce injury, bullying, and exclusionary behavior. While safety supervisors should be adults, physical activity facilitators can be found within your student body. Allowing older students to organize and facilitate an activity of their choice is essential in positive youth development and can create valuable peer leadership opportunities.

Tweak for Next Year

No strategy is complete without a means to assess it. The report recommends schools gather information about recess: how much intense physical activity is the average child getting, how is this affecting classroom outcomes, discipline rates, etc. Gathering this information will help you constantly refine your recess plan and provide a source of evidence if anyone ever challenges your school’s recess values.

Physical activity time is an essential part of a child’s school day. By incorporating all or some of the Shape of the Nation’s strategies, you can be sure you’re making recess the best it can be.

Adapted Physical Activities for Recess

Thursday, November 3rd, 2016

physical activities

Recess can be the most fun part of a child’s school day, and it’s important for any planned activities to be inclusive for all students.

That’s where adapted physical activities come in. These are activities that have been changed in one way or another to accommodate students who have sensory, motor and/or intellectual disabilities. The tools used in adapted physical activities are also often changed to fit students’ needs, and can include the use of textured sensory balls and padded equipment.

Adapted physical activities aren’t just for students with disabilities, and the right activity can be fun for all students to play together. They key is to have the proper equipment and supervision on hand so that all children participate equally.

Schoolyard Soccer

Soccer is one of the most popular recess sports, and can be easily adapted to allow for inclusion. Some strategies include:

  • Have students walk rather than run;
  • Use a slightly deflated ball, it rolls slower; or adapted equipment that is brightly colored, softer, larger, and/or is textured;
  • Make the playing area smaller and have less students on the field;
  • Ensure a teacher or student is on hand to blow a whistle or call out when a goal has been scored.

The above strategies aren’t dramatic shifts from soccer as we know it, but they do make the game more approachable for students with mobility issues and visual impairments.

Jump Rope

Jump rope can be an excellent way to increase both cardio levels and coordination. It can also be an excellent adapted physical education activity for recess.

One adapted technique is to have students change the way they move the rope. Rather than moving it in circles, try instead having two students hold the rope stationary at a height low to the ground. Students can then jump over the unmoving rope, mastering the movement it takes to jump rope the traditional way. Students without disabilities can be challenged by having the rope raised higher and higher with each subsequent jump. Students holding the rope need to hold it loosely that it comes out of their hands if a jumper trips over the rope, especially for students with limited gross motor skills.

For students who want to jump rope the traditional way, brightly colored ropes or a beaded rope can help increase awareness of when a child needs to successfully jump. The students turning the rope can also call out each time a student’s feet are supposed to leave the ground.

SHAPE America recommends ditching the skipping rope all together. By drawing a target on the ground, students can pretend to jump rope while hopping on and off that specific marker. That allows children to attain the same level of fitness and improve their coordination, without the pressure or frustration of having to keep the rope moving.

For students who can’t jump or children in wheelchairs, jump ropes can be an excellent tool to create a simple obstacle course on a smooth playground surface. Create a series of wavy lines or circles using the rope and have children run, walk, or wheel alongside that course.

Softball

Like soccer, this is another popular recess sport that can be made more inclusive. Recess supervisors should consider the following adaptations:

  • Use a velcro ball and provide those students with gross motor delays a velcro mitt;
  • Limit the pitching distance and have a batting tee on hand for students who have trouble with hand-eye coordination;
  • Reduce the distance between bases and have students without disabilities give tagging leeway for their classmates with a disability;
  • Replace bats with a tennis racquet for students who may have a hard time hitting the ball;
  • Have a bright colored, soft, or beeping ball that is better seen and heard by students with a visual impairment.

Since softball places the focus on one student at a time, it’s an easier activity to adapt for a child’s individual needs, regardless of whether or not they have a disability.

The key to incorporating adapted physical activity into recess is to ensure there’s buy-in from all children. This should be no problem at all if you maintain the tried and true elements of play: movement, laughter, and the opportunity to have fun.

 

Tips to Prevent Bullying in Recess

Monday, September 28th, 2015

Two Boys Fighting In School Playground

Bullying can threaten students’ physical and emotional safety at school and affect their ability to learn and concentrate in class. Opportunities for bullying are found all over the school campus but in this blog we’ll focus on steps we can take to prevent bullying during recess.

Recess is the time when students get a break in their day to connect with their friends, participate in unstructured physical activity and get some sunshine and fresh air. Kids look forward to recess and are excited to get outside to play, but it is not a positive experience for everybody. With a large number of kids and a limited number of adults, recess has a lot of time and many opportunities for bullying to occur. It doesn’t have to be that way.  Here are some strategies to prevent bullying at recess and allow all kids to move and have fun.

Provide age-appropriate activities and equipment

  • Students should feel comfortable participating and have access to developmentally appropriate games, equipment and facilities
  • Need some ideas? Ask your PE teacher for activities and check out the SPARKabc’s program, including resources for recess.

Provide a variety of activities

  • Teach students a variety of activities to play during recess because they spend so much less time outdoors they haven’t learned the types of activities to do during unstructured times- outside of team sports
  • Set up activities for students to encourage them to participate in a new game- maybe something they haven’t experienced before

Active supervision

  • Encourage supervisors to be mobile, constantly moving around the playground area so they are visible and kids know that they have support nearby
  • Teach students how to identify problems and the process for communicating issues with recess supervisors

By keeping students engaged and active we can work to prevent bullying before it starts so kids can be physically active, have fun and feel successful during every school day.

For additional bullying prevention resources, visit the new School Specialty Blog: http://blog.schoolspecialty.com/tag/bullying/

For additional recess resources, read this article on the SPARK Blog: http://www.sparkpe.org/blog/the-importance-of-recess/

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

Recess Implementation Ideas & Resources

Tuesday, March 18th, 2014

Part 2 of 2

BBJ-W-2y BJ Williston

SPARK K-12 Trainer & Curriculum Developer

Click Here to read Part 1 of this article.

After assessing your current recess program with the School Recess Report Card in the SPARK Recess Handbook (included in the SPARKabc’s program), prioritize the components targeted for improvement.  Priority goes to the components with the lowest scores on the report card.

It is then time to implement!

The SPARK Recess Program includes all sorts of components to improve your school’s recess.

Activity Areas

Divide your recess environment into 4 main activity areas:

  1. Playground Structure for unstructured free-play
  2. Group Games Area
  3. Individual and Partner Games/Activities Area
  4. A perimeter area for students to walk/jog around

There should also be space and resources for those students who aren’t able to participate due to illness/injury/etc.

Supervision

It is suggested that adults be the Recess Supervisors responsible for the overall procedures, set-up, and safety.   Student Game Leaders work with the Supervisors to distribute and collect equipment, set up activity areas, and serve as a liaison to communicate student concerns.  Once the program is up and running, students arrive at recess, choose from a variety of activities and follow recess expectations.

Both Supervisors and Game Leaders promote Character Matters, a social skills development program designed to identify, reinforce, and assess character education concepts in physical activity settings like PE and recess.  Concepts such as cooperation, respect, concern, leadership, and fair play are introduced at the beginning of the school year in all SPARK PE programs (K-12) and SPARK After School.

Activities

SPARK’s Recess Program offers a variety of activities for students to choose from. Individual/Partner activities include 2 and 4-Square, Hoop Stations, Jump Rope Stations, and Flying Disc Golf. Group games include 3-Catch and All-Run Kickball.

Maintenance

Recess Supervisors keep the program going by completing monthly Recess Action Plans, maintaining equipment, encouraging enthusiasm among the Student Game Leaders, and staying on top of the needs of the program.  Details for this maintenance are laid out in the Recess Handbook.

SPARKabc’s Recess Program can help your school get it all together to achieve all the benefits a fabulous recess program can bring!

Advocate for Recess

Want to advocate for better recess policies at your school? Take these 5 steps:

  1. Refine your own viewpoint about how children learn best.
  2. Spread the word: share proof about the significance of recess (see attachment for citations).
  3. Lobby for safe and properly maintained play areas in your school, neighborhood, and community.
  4. Get connected to local organizations that support recess.
  5. Stay informed with action alerts from local and national organizations such as the National Association for the Education of Young Children.

For more information on the SPARKabc’s Program and the SPARK Recess Program, go to www.sparkpe.org/abc or contact SPARK at 1-800-SPARK PE (772-7573).

The Importance of Recess

Tuesday, March 18th, 2014

Is it Recess Yet?

Part 1 of 2

BJ-W-2By BJ Williston

SPARK K-12 Trainer & Curriculum Developer

Remember when you were little and someone asked you what your favorite class was?  If you were like me, you emphatically said “Recess!” It’s not that I didn’t like my “real” classes, it’s just that the freedom I got when that bell rang was so sweet I could taste it.

The choices seemed endless.  Sometimes I’d play kickball with a big group and other times I’d play marbles or jacks with a friend or I’d jump rope.  I remember there were several months when I was obsessed with mastering a few tricks on the bars, so that is all I did.  I grew up in Hawaii, and I remember needing help getting down whenever my muumuu got twisted around the bar.  After it rained real hard, we couldn’t wait to chase baby frogs across the field.  It was a smorgasbord of outdoor fun and I got to choose depending on my mood not once but twice a day. It was heaven.

Sadly, today’s elementary school kids don’t have it so good.  Recess has been on the proverbial chopping block in the past decade due to budget cuts and the pinhole focus on academic standardized test scores. The powers that be have decided recess just isn’t important enough to keep.  Well, I for one hope to shout that it is extremely valuable and worth fighting for. I’m not the only one, and more and more folks are causing a fuss to reverse this alarming trend.

Here are just a few of the issues in a nutshell:

  • School-aged children need about 60 minutes of physical activity a day for myriad reasons, including heart health, decreasing risk of overweight/obesity, type 2 diabetes, high blood pressure, and various types of cancer to name just a few.
  • Kids can get this 60 minutes of PA in a multitude of ways including before and after school activities, physical education class, activity during their classroom time, and recess.
  • Only 6 states require PE in all grades K-12.  Almost half of US students don’t receive any PE in an average week.
  • All students don’t have the resources to be involved in before and after school structured physical activity, and many kids don’t live in an environment conducive to unstructured physical activity during their free time.  Neighborhoods are unwalkable, and parks are too few and far between.  For these kids, recess is even more important to get them to the 60 minute goal.
  • Only 9 states require recess be given to elementary school students. Yikes!

We all instinctively know that recess is not just fun, but important for all kids to have on a daily basis. Knowing is one thing, however it sure helps recess’s case that The American Academy of Pediatrics has come out with a strong opinion promoting recess.  They consider recess a necessary break from the demands of school and in their policy statement in January 2013, they concluded that “minimizing or eliminating recess can negatively affect academic achievement, as growing evidence links recess to improved physical health, social skills and cognitive development.” So, there you have it: Recess is important for everyone.

Research conducted on recess and its benefits has found that students with at least 15 minutes of recess daily behaved better than their peers who did not have recess (Baros, Silver, & Stein, 2009).  So, clearly taking it away from children with poor behavior in class is not what the doctor ordered.  The benefits of recess range from increased physical activity to help children reach 60 minutes each day to the social and emotional learning they get from play.

Children learn teamwork, cooperation, empathy, fair play, and how to make adaptations to include all students.  What do they do when they disagree?  Do they need an adult there to help them clear it up? Most of the time, no.  They learn conflict resolution skills to work things out on their own. Skills they can take with them and use in their life outside of school.  Oh, and then there’s the benefit that the powers that be seem to be most interested in: improvements in academic scores.  There are myriad studies correlating fitness and physical activity with higher academic scores.  That’s always a nice feather in the benefits cap.

So, if everyone is saying recess is important, let’s be sure to keep it in schools and to make it the best it can be.  How do you do that?  SPARK can help. SPARK now has a Recess Component as part of the SPARKabc’s Program.  It was written to help school staff get and stay organized, promote health-enhancing PA, and promote positive social interaction in a semi-structured environment.  It’s got the whole package from an evaluation of your ho-hum or worse yet, dangerous and chaotic recess to all the tools you need to make it a recess your school is proud of.

The first step is to assess your current program.  SPARKabc’s Program offers a School Recess Report Card designed to provide you and your committee a starting point for assessing the quantity and quality of your present recess.

The 5 components measured are:

  • Time and Frequency
  • Effectiveness
  • Supervisors
  • Facilities and Equipment
  • Formal Policies

After measuring these (with a committee including representatives from recess supervisors, PE staff, administration, parents, and classroom teachers) prioritize the components targeted for improvement. Priority goes to the components with the lowest scores on the report card.  It is then time to implement!

See Part 2 of this blog for implementation ideas & resources.

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

Holiday Message from Paul Rosengard

Saturday, December 7th, 2013

Hi everybody:

Happy holidays to you and yours from SPARK!

Hard to believe it’s nearly the end of 2013.  Whether you are a preschool teacher, an after school youth leader, a physical education specialist, classroom teacher, or administrator, we know how hard you worked every day this year for your students.

SPARK has been busy too – working for YOU.  Here are some of the new resources we created in 2013:

  • SPARKabc’s (Activity Break Choices) for the Classroom (click here to learn more)
  • Downloadable Music in Every SPARK Program (on SPARKfamily.org – click here to learn more about SPARKfamily)
  • Resources to align to the Common Core State Standards (click here to learn more)
  • New Assessment tools in Grades 3-6 PE (SPARKfamily.org)
  • FUNctional Fitness Resources for High School and SPARKfit (SPARKfamily.org)

Our holiday gift to YOU is a promise to continue developing new, innovative tools that help your students learn and you to become the best teacher you can be.

On behalf of all of your friends at SPARK (and Scout) have a safe and wonderful holiday season.

Paul Rosengard

P.S:  Here’s a picture of Scout and I in Park City, Utah over Thanksgiving break.  Not sure where that bear came from…

Paul and Scout Dec 13