A Personal Story: Importance of PE & PA for Prevention & Management of Diabetes

My Diagnosis Story

I was diagnosed with Type 1 diabetes in January 1986. At the time, I was a young student growing up in a community where I was the only child in my entire school district living with Type 1 diabetes. There were no other kids who understood what I was going through, no peers I could look to for guidance, and very little established protocol for managing a student with this condition in a school environment.

In those early years, diabetes management looked very different from what it does today. Blood sugar monitoring was far less precise, insulin delivery was less flexible, and the educational community was still learning how to support students with chronic conditions. It was both a challenging and formative time.

The Role of My Parents

One of the greatest gifts my parents gave me was the determination to let me live as normally as possible. Rather than pulling me back from physical activity out of fear, they leaned in. They learned everything they could about diabetes management and worked closely with my medical team to ensure I could participate fully in the activities most kids took for granted.

Because of their advocacy and support, I was able to attend summer camps, participate in sports, and run alongside my peers. My parents understood that keeping me active wasn't just good for my physical health — it was essential for my emotional wellbeing and sense of belonging. They refused to let diabetes define the boundaries of my childhood, and that mindset shaped the rest of my life.

PE Class Was the Best Part of My Day

I'll never forget what physical education meant to me during those school years. PE class was the best part of my day — it was a place I felt normal. In the gymnasium, I wasn't "the kid with diabetes." I was just a student competing, cooperating, moving, and having fun alongside everyone else.

My PE teachers played an enormous role in making that possible. They took the time to understand my condition, they checked in with me, and they made sure I could participate fully and safely. Rather than sidelining me or treating me as fragile, they empowered me. They created an environment where physical activity was accessible and where I could push myself — within appropriate limits — just like any other student.

Looking back, I realize how much those educators shaped my relationship with physical activity. Because of them, I never learned to associate movement with fear or restriction. Instead, I learned that being active was something I was capable of — and something that made me feel strong.

A College Project That Changed My Path

When I went on to study Community Health Education in college, my personal experience naturally guided my academic focus. For one of my health education projects, I developed a training program to educate school staff on diabetes management protocols — covering everything from recognizing signs of hypoglycemia and hyperglycemia to appropriate responses during physical activity.

It was a project born from necessity. I had lived through years of being the sole student with T1D in my district, and I understood better than most how important it was for school staff — not just nurses, but teachers, coaches, and administrators — to be knowledgeable and prepared. That project deepened my commitment to health education and set the course for the career I would build over the next two decades.

Discovering SPARK

As I continued working in physical activity and health promotion, I discovered SPARK programs — and something immediately resonated with me. SPARK's philosophy is grounded in the belief that physical activity should be accessible, inclusive, and enjoyable for every student, regardless of ability or circumstance. That is exactly the kind of PE experience that had made such a difference in my own life.

SPARK provides educators with research-based tools and curricula designed to maximize student movement time and create positive physical activity experiences. For students managing chronic conditions like diabetes, this kind of environment isn't just beneficial — it can be life-changing. Physical education that prioritizes inclusion and sustained moderate-to-vigorous physical activity supports blood sugar regulation, cardiovascular health, and the kind of long-term active lifestyle habits that make a real difference in diabetes management outcomes.

Why Physical Activity Matters for Diabetes Prevention and Management

The evidence is clear and compelling. For individuals at risk of Type 2 diabetes, regular physical activity is one of the most effective prevention strategies available — comparable in impact to medication in many studies. For those already living with Type 1 or Type 2 diabetes, consistent exercise improves insulin sensitivity, helps regulate blood glucose levels, supports cardiovascular health, and contributes to a higher quality of life.

For school-age children, the habits formed in PE class can set the trajectory for a lifetime. When students learn to enjoy movement — when they experience physical activity as empowering rather than punishing — they are far more likely to carry those habits into adulthood. For children with diabetes or those at elevated risk, this is not a small thing. It may be one of the most important investments a school can make in a student's long-term health.

A Call to Action for PE Educators

If you are a physical educator, a coach, or a school health professional, I want to encourage you: the work you do matters more than you may realize. For students living with diabetes — or any chronic condition — you may be the person who helps them understand that their body is capable, that they belong in the gym, and that movement is something to embrace rather than fear.

Take the time to learn about diabetes management in the school setting. Talk to school nurses and health staff. Know the signs of low and high blood sugar. Have a plan. And most importantly, create an environment where every student — including those managing health challenges — can participate fully and feel valued.

SPARK offers a wide range of programs and resources to help educators create inclusive, high-quality physical activity experiences for all students. I encourage you to explore what SPARK has to offer and sign up for the SPARK eNewsletter to stay connected with the latest research, program updates, and practical tools for your PE program.