Archive for the ‘SPARK PE’ Category

SPARKfamily.org Update 07/10: Physical Education and the iPad

Monday, July 19th, 2010

New Dynamic Rubric for iPad:

It’s mid-summer and although we’re not trying to get you back to school too soon, we do want you to be prepared when the time comes. So, we’ve added the first of our new iPad features for a handful of 3-6 Instructional Units. Check out our new Dynamic Rubrics and Class Roster templates.

Each Rubric and Roster template is given in XLS format and has been designed to look great and function well on iPad and laptops alike. Currently, we’ve posted these tools in the following units (3-6 Instructional Media Library): Aerobic Games, Chasing & Fleeing, Group Fitness, and Racquets & Paddles.

Here’s the quick-tips version on how they work:
(Numbers App is required for iPad)

  1. Visit SPARKfamily.org and download a Dynamic Rubric and Class Roster.
  2. Open the files in Microsoft Excel or Apple Numbers.
  3. Type student names into the Class Roster for quick cut-and-paste into each rubric. See tabs along the bottom of the spreadsheet for 8 separate classes.
  4. Save the rubric in an organized Rubrics folder.
  5. After names are entered into your rubric, connect iPad, select your iPad device in iTunes and select the Apps tab.
  6. Click on the Numbers App, then click “Add…” below the Numbers Documents listing.
  7. Choose the rubric you’d like to work with and click open.
  8. Sync your iPad and you’re ready to work!

Look for detailed iPad tutorials this Fall in the SPARKfamily .org Resource Center.

Enjoy the rest of the summer. We’re looking forward to serving you in the 2010-11 school year!

Aaron Hart
Development Director
SPARKfamily.org

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Posted in Child Obesity, PE, PE teachers, Physical Activity, Physical Education, Physical Education News, SPARK, SPARK Blog, SPARK PE, exercise, fitness | View Comments

Physical Education vs. Physical Activity

Monday, July 19th, 2010

This week Michelle Obama hosted a live chat and took questions from the field as they announced the new look to the Let’s Move! website. This movement has been exceptional way to raise awareness and a call to action to improve the health of our families in this country.

One disturbing piece of information continues to hamper physical education successfully moving forward. The terms “physical activity” and “physical education” are often used interchangeably, yet they differ in important ways. Understanding the difference between the two is critical to understanding why both contribute to the development of healthy, active children. Think of this: Physical Activity is a behavior. Physical Education (PE) is a core subject area with a curriculum that includes physical activity.

Here is NASPE’s definition of physical activity vs. physical education: http://tinyurl.com/27j2pcv

To those of us at SPARK, and certainly to the researchers, active classes is a hallmark of quality Physical Education. A PE class in which students are standing or sitting most of the time cannot be a good PE class. PE is about teaching through the physical. The goal is to teach movement skills, teamwork, and positive social interactions, as well as improve fitness and promote the joy of movement by getting students active. Right?

What are your thoughts??

-Kymm Ballard, Ed.D

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Posted in PE, Physical Activity, Physical Education, Physical Education News, SPARK, SPARK Blog, SPARK PE, exercise, fitness, obesity | View Comments

It’s About Professional Growth

Thursday, July 30th, 2009

This was a great week of the year for all of us at SPARK. We just finished hosting our K-2 and 3-6 physical education Institutes and meeting approximately 100 passionate educators from around the globe. Since 1995, SPARK has been facilitating these professional growth opportunities for individuals whose districts are either too small, too poor, or too poorly prioritized to bring a SPARK trainer to them. Institutes provide the opportunity for people to come to SPARK — and we love it.

While we do our best to limit each program focus to the first 40 people to register, we usually invite a number of special guests to observe, and they may swell our numbers to 50 or more. This year, we entertained people from India, China, Canada, Australia and myriad cities and towns across the U.S. Personally, I think learning about physical education in other countries is fascinating. For example, in China, children start preschool at age 3 and don’t begin at the elementary school until age 6 or 7 — missing what we call Kindergarten, and beginning in first grade. In India, almost everyone speaks English, and our SPARK books don’t have to be translated for teachers there. What we refer to as Standards in the U.S., are known as Outcomes in Canada. And Canadian funding for education comes only from provincial money, not from the federal government, therefore, each province writes their own outcomes. By the way, SPARK has already aligned with Alberta, Ontario and Saskatchewan outcomes and they’re posted on our website Here.

In the evenings, we have a place selected for people to meet, eat, and socialize with our SPARK staff. While it’s definitely about having fun in the sun in San Diego and meeting new friends, SPARK Institutes are designed so each person receives the best possible physical education workshop — and learns SPARK’s unique content and instructional methodology. Our specially selected, fantastic trainers (this week it was Courtney Sjoerdsma and Ken McFadden for K-2; Julie Green and Joan Gillem for 3-6) inspire and motivate everyone, often taking the skeptical and converting them into our most enthusiastic advocates. And, each person leaves with a thorough understanding of SPARK and all training, materials, and support they need to begin “practicing” the craft with their students right away.

We encourage these newly formed professional families to stay in touch with us and one another, and we facilitate that via email distribution lists, our monthly newsletter, and the opportunity to visit SPARK again for another Institute in the future. For the people that attended the Level I K-2 and 3-6 last week, they’re ready now for Level II Institute next year, or whenever they’re ready to see us again.

If You haven’t attended a SPARK Institute yet, I highly recommend it. I don’t know anyone who didn’t think it was a terrific experience and well worth their time and money. Hope to see you in San Diego next year!

-Paul Rosengard

Posted in SPARK Blog, SPARK PE, spark institutes, spark pe training | View Comments

It was 20 years ago today!

Wednesday, July 22nd, 2009

In August 1989 the SPARK study began, with funding from the National Heart, Lung, and Blood Institute. Our goal was to create a national model of physical education designed to respond to children’s health needs. We wanted to not only get kids active, but “turn them on” to activity and build the physical and behavior-change competencies they needed to remain active and healthy.

Twenty years later, I can say we succeeded beyond my wildest expectations! The SPARK and M-SPAN studies provided some of the evidence that led The Community Guide to strongly recommend enhanced physical education as an evidence-based intervention. We now have a suite of physical activity and school health programs to help young people remain active. There is a network of talented trainers across the country who provide hundreds of enthusiastically-received trainings every year. We have shown that when teachers learn to use SPARK, they keep using it for years. Most importantly, well over 1 million children benefit from SPARK every day. I often say SPARK is the most fulfilling experience of my career.

Of course, I was just a catalyst for what SPARK has become. Thom McKenzie is the architect who built a fabulous program. Paul Rosengard is the mastermind behind the blossoming of SPARK into a powerful force for improving health throughout the nation (and hopefully, soon, the world). It is a rare combination of skills to go from being an award-winning coach to a PE innovator to directing the phenomenal growth of SPARK, while maintaining quality and our strong reputation the whole time.

Recently, the SPARK staff and the master trainers got together to celebrate SPARK’s 20th birthday. It was a special occasion for me for many reasons. I really enjoyed paying tribute to Thom, Paul, and all the fabulous staff. It was a special treat to recognize SPARK employee numero uno, Kecia Carrasco. She was number one then, and she is number one now. We are all blessed that she is still devoting her considerable talents to SPARK. And it wouldn’t have been a SPARK party without a lot of fun activities. The master trainers led us in 3 great dances under the California sun, and I hope you get a chance to see some of the video.

With all that the SPARK team has accomplished, it is not nearly enough. While SPARK was growing, so was the obesity epidemic. It is very fortunate that we created some solutions for this problem, because concern about childhood obesity is certainly driving much of the interest in what we can provide. But still most schools do not have evidence-based activity-focused physical education. Most after-school, preschool, and recreation programs are not active enough. We have much more to do. But “with a little help from our friends” we will “come together” and SPARK the “revolution” that is needed to get every child active so they can be healthier and happier.

Jim Sallis

www.drjamessallis.sdsu.edu

Posted in Jim Sallis, PE, SPARK, SPARK Blog, SPARK PE | Comments Off

Rage Against the Political Machine

Tuesday, June 9th, 2009

SPARK was born and bred in California, and while we’re proud of our beautiful beaches, mountains, deserts and diversity, when the topic turns to politics, we deflate like a leaky balloon.

That’s because when you google, “budget crisis,” you see a big picture of the Golden State with a black hole where Sacramento used to be. CA was in terrible economic shape BEFORE the great recession hit. Now, our Governor is actually talking about closing state parks, selling the Del Mar Fairgrounds and racetrack, and other extreme measures to make up for the revenue shortfall. CA is beyond broke – which connotates no money to spend — we’re in debt, big debt, all the way up to the top of our surfboards.

You know the cycle. Budget woes affect schools, school budgets effect physical education (PE), and politicians begin writing non-sensical legislation. I”m embarassed to say, that a local, San Diego based Assembly-person, Mary Salas, was the ringleader for one of the worst PE inspired ideas since picking teams for dodgeball. She drafted and tried to pass a bill (AB 351) that would allow high school students to take band, ROTC, (et. al.) in lieu of their PE requirement.

This concept was popular with some parents and students, who unfortunately, don’t know the difference between physical education (a standards-based, progressive, sequential, and evaluated course of study) and physical activity. And it became painfully obvious Ms. Salas and her staff didn’t either. Either that or the idea of upsetting some influential parents was just too hard of a stand to take. I personally spoke on the phone with one of her assistants, and while he listened to reason, I was quite certain his boss’s mind was made up.
My argument? Students are physically active (at times) in band and ROTC, of course, but to draw a parallel to those programs and physical education is simply wrong. It’s the equivalent of allowing students to take band instead of Math (afterall, they march in formation, count the number of instruments) or ROTC instead of Science (guns are made of metals and consist of elements) or cheerleading instead of English (students read and write routines). You get the idea.

Now look, we all love giving students choices, and ROTC and band in and of themselves, should absolutely be a part of every high school’s program. There is no disrespect or devaluation here, I believe ALL learning and moving opportunities are important. It’s more an apples to oranges approach when you talk about equivalent substitutes.

And, with the CA high school PE requirement already limited to freshman year — and one more before graduation — presenting more “opt out options” represents a move in the wrong direction. Students need MORE quality PE, daily; not less.

Fortunately, physical educators around the state, including Arleen Hammerschmidt, Joe Herzog, Kim Butler, Ashley Wirth, Bruce Bettey, and countless others, rallied with organizations (including SPARK and CAHPERD) to fight this bill and it’s backers.

However, in the end, logic and reason prevailed. The bill was killed — DOA! A true victory for physical education and physical educators — and our supporters in health, and other related fields.

Well, California is a great place to live. We still have our budget crisis, our crazy politicians, a Governor who has trouble pronouncing our state, but that’s OK. When cornered, our people pull together and fight the madness and do what’s best for our kids. Let’s all hope we have a few parks and pennies to leave them when our latest financial mess is behind us.

-Paul Rosengard

Posted in CA budget crisis, California budget crisis effects on physical education, PE, PE teachers, Physical Education, Physical Education Budgets, SPARK, SPARK Blog, SPARK PE | Comments Off

Physical Educators North of the Border

Wednesday, June 3rd, 2009

I always liked the Canadian national anthem. Think it has a nice melody. I heard a real Canadian sing it in beautiful Banff at their national PHE (Physical and Health Education) conference this month, and she really belted it out with pride.

The conference was terrific. It was attended by 1,000 dedicated professionals, a nice mix of university pedagogy people, elementary and middle school practitioners, and a smattering of high school folks. All of them appeared to love their jobs, and yet, they experience some of the same challenges we do in the states (e.g., lack of administrative priority for PE, not enough elementary specialists, classroom teachers responsible to instruct PE but lacking some of the resources to actually do it, secondary people who place coaching first instead of teaching, just to name a few).

So while there were many similarities, there were some differences. What we refer to as Standards, they call Outcomes. Their provinces seem to have more autonomy when it comes to receiving funding then our states do, the weather is (generally speaking), colder more often, so outside activities are less frequent. And, I couldn’t help but notice that the % of overweight teachers appeared to be far lower than ours. I give them credit for walking the talk.

I presented a session called, “SPARK’s Greatest Hits,” but the surprise was that our greatest hits consisted of our unique teaching strategies rather than the terrific activities we’re known for. I incorporated a variety of content and instruction examples into 3 main themes:

1. Talk Less
2. Disguise and Differentiate
3. Modify Traditional Sports

One of our SPARK trainers there, Dan Cooney, led a session called, “Disguising Fitness.” It was a dynamic sampling of activities from elementary through middle school and the attendees had a great time “playing up a sweat.”

The handouts are posted on this website http://www.sparkpe.org/MovingMountains.pdf
If you are one of the very nice people I met at the conference, or at Mt. Royal College in Calgary, where I presented on several topics the day prior to leaving for Banff, I hope you’ll stay in touch with us at SPARK and take advantage of all the resources we have to offer.
If you’re one of the unfortunate few that hasn’t visited Canada for vacation or for professional growth, I strongly recommend planning a trip one day. I think you’ll find the people are more than accommodating, the physical educators are top notch and happy to share ideas, and the scenery (especially in Banff) is something very special.

Thanks to my new Canadian friends for a great trip, and special kudos to my fantastic hosts, Bill McGregor and Harry Deboer of School Specialty Canada, who made it all happen.

“Oh Canada, We Stand on Guard for Thee!”

-Paul Rosengard

Posted in Canada SPARK, Canadian Physical Education, International PE, PE, PE in Canada, Paul Rosengard, Physical Activity, SPARK Blog, SPARK PE | View Comments

Stuck in the Sixties

Wednesday, May 27th, 2009

By Dr. Thom McKenzie

Forty-three years ago this week (1966) I received my first degree, a Bachelors of Physical Education. I had mastered a very excellent program, and I had wonderful teachers. They ensured that I was physically fit, physically skilled, current academically on exercise physiology, kinesiology, and other subjects, and that I had practice and feedback on managing and instructing students. I was ready for my first job as a high school teacher and coach, and I did well at it.

My teacher preparation program taught me nothing at all about promoting physical activity or changing human behavior (Skinner was still being entertained by rodents in his laboratory). But that was OK because it was the sixties and sedentary living was not yet a problem. There were no global obesity and diabetes crises and the term diabesity had not yet been coined. I was not at all concerned with getting my students active outside the gym, because they did this automatically. Most walked to school, many did physical labor at home, and the only screen time to worry about was during fly season in the summer.

In my current job as a researcher I spend more time observing what happens in gyms than directing what goes on there. Teachers are still doing pretty much what I did over 40 years ago, although they now face much larger classes and more disruptive students. I find most are pretty well prepared. Unfortunately their preparation has been aimed primarily at facing the challenges that I encountered long ago, not the challenges of today.

In a scientific study using direct observation we found that PE teachers in six states spent only about 20 seconds of each class prompting or encouraging their middle school students to be active outside of class (McKenzie et al., 2006). In addition at AAHPERD this spring, I conducted a very unscientific poll of physical educators and teacher educators. Of the over 40 higher education institutions represented, only two offered current physical education majors courses in behavior analysis/behavior modification and none provided coursework in social marketing.

Even when offered daily, PE provides only a small proportion of the 60 minutes per day recommended by health authorities. According to NASPE Standard 3, a physically educated person “participates regularly in physical activity.” PE teachers cannot help students meet this objective unless they have been prepared to promote physical activity beyond their gym walls. It is time for PETE (Physical Education Teacher Education) programs to become unstuck from the sixties. In the interim, it is up to district staff development programs to help teachers acquire the new skills that are needed to assist students to avoid a lifetime of sedentary living.

References:

McKenzie, T. L. (2007). The preparation of physical educators: A public health perspective. Quest, 59, 346-357.

McKenzie, T. L., Catellier, D. J., Conway, T., Lytle, L. A., Grieser, M., Webber, L. A., Pratt, C. A, & Elder, J. P. (2006). Girls’ activity levels and lesson contexts during middle school PE: TAAG baseline. Medicine & Science in Sports & Exercise, 38(7), 1229-1235.

Posted in Diabesity, PE, PE and health care, PE teachers, Physical Inactivity, SPARK, SPARK PE, children's health, fitness | Comments Off