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HEALTH-RELATED PHYSICAL EDUCATION

HEALTH-RELATED PHYSICAL EDUCATION. BY Lynn Housner West Virginia University. SPORT PLAY & ACTIVE RECREATION FOR KIDS (SPARK). WHAT IS SPARK?

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HEALTH-RELATED PHYSICAL EDUCATION

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  1. HEALTH-RELATED PHYSICAL EDUCATION BY Lynn Housner West Virginia University

  2. SPORT PLAY & ACTIVE RECREATION FOR KIDS (SPARK) • 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.

  3. 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. • Because, studies indicate that children receive physical education irregularly & often get very little activity during class.

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

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

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

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

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

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

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

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

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

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

  14. Sample SPARK Lesson Plan

  15. Unit Assessment Checklist

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

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

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

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

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

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

  22. CONCLUSION • 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).

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