By: Dr. Kristy Hilton, Adjunct Professor at the University of Southern California
When I signed on to teach the “Movement for Children” physical education class to current and prospective K-6 teachers at USC earning their Masters of Education degree and/or California Teaching Credential, they were using a quality, often-used textbook in these types of graduate classes. Although an excellent textbook, I knew it would end up on the shelf gathering dust once the student completed the class. I suggested to the Department Chair to switch to the SPARK research-based curriculum for a long career value for these teachers. Now that the faculty has taught it for the past six years, the positive outcomes have been widespread.
Students in these USC “Movement for Children” classes are often overwhelmed with the volume of required academic content to crunch in the framework of a typical teaching day. To then add more content time for teaching physical education, plus their often lack of comfort teaching physical education, and possible lack of supplies and facilities just send them “over the top.”
The SPARK curriculum binder provides the students with standards-based, easy-to-read and execute lesson plans. They also receive access to online videos, assessment, and skill cards.
When the students at USC use SPARK lesson plans to provide their teaching videos, they quickly build their confidence to teach a quality, content-based physical education class. Not only are their physical education classes demonstrating excellent quality, but they inspire their Guiding Practice Teacher to begin teaching physical education, as well.
My students have written many testimonials to me about how the culture of their school with modeling the SPARK physical education program has changed. Some of these schools wrote grants and adopted using SPARK. Here is one of the student testimonials:
“At the end of class at USC, I just wanted to say thank you! SPARK has really changed classroom management for me. My students know that Thursdays are SPARK days, and they are extra good those days in order to earn SPARK time at the end of the day. I honestly feel more confident in teaching physical education even though I was no good at it when I was in school. Dr. Hilton, thank you so much for all of your patience and understanding, kindness, passion, and wisdom!! I know this class was only one credit or unit, but I learned so much about classroom management and instructional strategies. It blows my mind!
Rebekah Hwang – Student
University of Southern California – Los Angeles, CA”
SPARK has not only changed my students’ teaching quality, and the communities they teach, but has changed my perspective of how valuable SPARK is. If the bottom line is for our classroom teachers to incorporate physical education, then SPARK is the biggest bang for the buck.
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