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? n 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.

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

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

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

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

SPARKS BASICS n 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

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

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

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 –T-Rex Tag –Crazy Doctor Tag –The Freeze –Bees and Honey Bears n 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 Cooperative Games & Parachute n Aerobic Games n Power Walk & Jog n Dance & Rhythms n Jump Rope n Run to the Border n Fun & Fitness Circuits n Strength & Conditioning n Run USA n Group Fitness

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

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

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

WVU SPARK INSTITUTE: PARTICIPANT REMARKS n 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.

SPARK CAVEATS SPARK CAVEATS n 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.

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. n n 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).

For More Information on SPARK n n Web Site: >6363 Alvarado Ct., Suite 250 >San Diego, CA >Phone: >Fax: