HEALTHRELATED PHYSICAL EDUCATION BY Lynn Housner West Virginia

HEALTH-RELATED PHYSICAL EDUCATION BY Lynn Housner West Virginia University

SPORT PLAY & ACTIVE RECREATION FOR KIDS (SPARK) n WHAT IS SPARK? – SPARK began in 1989 at San Diego State University when a team of researchers obtained a five year grant from the National Heart, Lung, & Blood Institute to develop, implement, and experimentally evaluate a comprehensive health-related elementary physical education program.

WHAT ARE THE OBJECTIVES OF SPARK? To counter heart disease by facilitating engagement in regular physical activity during physical education classes and outside of school. n Because, studies indicate that children receive physical education irregularly & often get very little activity during class. n

UNIQUE CHARACTERISITCS OF SPARK n n n SPARK classes are active (50% MVPA) SPARK promotes physical activity after school, on weekends, and during summers SPARK is teacher friendly n n SPARK consists of progressive units with each lesson pre -planned SPARK is written to comply with NASPE guidelines & State IGOs

SPARK PHYSICAL EDUCATION OBJECTIVES n n Enjoy & seek out physical activity (PA) Develop a variety of motor skills that will facilitate future involvement in physical activities n n Develop & maintain acceptable levels of fitness Develop the ability to get along with others in movement environments

SPARK SELF-MANAGEMENT OBJECTIVES n n Self-responsibility for PA programs Goal setting for PA & healthy food choices Behavior change strategies Injury prevention & safety n n n Strategies for family & peer support Strategies to decrease sedentary behavior Understanding the relationship between PA, diet, & body composition

THE EFFECTIVENESS OF SPARK: THE MOST WIDELY RESEARCHED CURRICULUM EVER n n SPARK can be taught effectively by classroom teachers and specialists SPARK positively affects the levels of MVPA n n SPARK facilitates MVPA, skill development & fitness Children like SPARK activities

SPARKS BASICS B - Boundaries & Routines n A - Activity for the Get-GO n S - Stop & Start Signals n I - Involvement By All n C - Concise Instructional Cues n S - Supervision n

SPARK INSTRUCTIONAL FORMATS Individual Days n Partner Days n – Back to Back, Whistle Mixer, Taller/Shorter n Group Days – Mingle , ABC/123, Shoe Colors

SPARK: K-2 UNITS n n n Perceptual Power Beanbag Boogie Happy Hoops Jumping for Joy Having a Ball n n n Let’s Hit it Great Games Parachute Parade Dance With Me Super Kid Stunts

BEGINNING THE SCHOOL YEAR: PERCEPTUAL POWER n Perceptual Power is designed to: – Teach movement concepts n levels, pathways, personal/general space – Teach fundamental motor skills n hop, skip, gallop, slide, bend, stretch – Teach rules, routines, & procedures for management n grouping, boundaries, stop/start signals

ALL REMAINING K-2 SPARK UNITS Begin with SPARK Starters that focus on providing instant activity with high levels of MVPA (10 -12 minutes) n Skill instruction with continued attention to high levels of MVPA (15 -20 minutes) n Cool Down & Closure (2 -3 minutes) n

Examples of SPARK Starters n Group Movement Activities – – – I see, I see! Crazy Animals Motorcycle Mania 5 Touches Go, Car, Go! Here Comes The Toad n Group Tag Games – – n T-Rex Tag Crazy Doctor Tag The Freeze Bees and Honey Bears Group Dances – – – The Chicken Dance Hokey Pokey S. H. O. E. S.

Sample SPARK Lesson Plan

Unit Assessment Checklist

SPARK 3 -6 UNITS: TYPE I ACTIVITIES (HEALTH-RELATED FITNESS) n n n Cooperative Games & Parachute Aerobic Games Power Walk & Jog Dance & Rhythms Jump Rope n n n Run to the Border Fun & Fitness Circuits Strength & Conditioning Run USA Group Fitness

SPARK 3 -6 UNITS: TYPE II ACTIVITIES (SKILL-RELATED FITNESS) n n n Frisbee Soccer Field Games Gymnastics Basketball n n n Hockey Volleyball Track & Field Softball Handball/Wallball or All-Run Games

SPARK 3 -6 LESSON STRUCTURE Introduction (warm-up) with transition to Type I Activity (15 minutes) n Type II Activity with transition to cooldown (15 minutes) n

Fitness Assessment: SPARK PERSONAL BEST DAY Allows students to track fitness over time n 5 times per school year n SPARK personal best lesson: n – 9 minute jog – modified curl-ups – push-ups

WVU SPARK INSTITUTE: PARTICIPANT REMARKS The SPARK program was awesome! n Experienced teachers learned a lot too. n It helped me realize that I want to continue my education in PE. n I am excited to bring SPARK into S. C. schools. n This was a great experience for me. n

SPARK CAVEATS The SPARK curriculum can be modified n The SPARK units can be flexibly implemented but lessons should be presented in order n SPARK is about increasing MVPA in and out of school. Not increasing short term and transitory fitness test scores. n

CONCLUSION n n SPARK argues that it is more important to focus on the “process” of physical fitness and encourage children to enjoy a lifestyle of regular physical activity than to focus on fitness testing. The President’s Council on Physical Fitness and Sports (1999) agree that physical education should focus on “. . physical activity rather than on physical fitness” (pg. 4).