Running head: INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

PPE 310: Health Literacy for Schools

Integrating Academic Concepts and Physical Activity in the Classroom
Signature Assignment
Course # 87706
Kayla Rice
Dr. Hesse

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

Introduction
With little to no physical activity happening in classrooms, my hope is to increase student
engagement and academic performance by creating lessons that allow students to be active
participants in their daily learning. According to many studies, they have found a positive
correlation between physical activity and school performance; yet elementary school children
remain sedentary throughout the school day (Read et al., 2010). As teachers we need to realize
the impact that we have on our students everyday lives. Im a strong believer in leading by
example. This means that as teachers we not only need to teach our students what it means to
lead a healthy lifestyle, we also need to model this through our own actions. Teachers need to be
championing this belief and leading the way by being physically active themselves, as well as
making sure that students believe that physical activity is an important part of the school day
(Patton et al., 2014). My plan to create change involves introducing a school wide program that
infuses both academic concepts and physical activity into the everyday classroom routines and
lessons. See weebly for more details at http://kaylaraerice.weebly.com. The increasing
inactivity in students is not only affecting student health and overall well-being, it is also
affecting student performance in the classroom. The following pages include a literature review
conducted with the use of peer reviewed articles that give all of the up to date information on this
topic, a synthesis of the literature, practical implications for integrating academic concepts with
physical activity, and concluding thoughts.

Review of Current Literature

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

The article, The Daily Physical Activity Program in Ontario Elementary Schools, written
by Ian Patton, Tom Overend, Angela Mandich, and Linda Miller discusses how a number of
Schools in Ontario are using a health and physical education component in their everyday
curriculum as a tool in the fight to improve health by educating and engaging children in
physical activity. The purpose of the research was to show the need for daily physical activity
programs in our schools. The article discusses that there is currently a low priority placed on
physical education in the school system and this has hindered most physical education programs
(Patton et al., 2014). In this specific program the activities were supposed be at a level vigorous
enough to raise heart rates to at least a moderate level within a twenty minute period. The down
fall of this program was that not all of the homeroom teachers put in charge of implementing the
physical activities were qualified to teach such a specialized program. During this trial period 25
schools were randomly selected. From these schools five classes were selected from each grade
to participate. During this trial students were provided with questionnaire packages that they
were to complete with their parents. Responses were graded using a five point scale. Descriptive
statistics were calculated from the responses given. Although students look favorably upon the
program, intermediate students tend to view it somewhat more favorably than senior students.
This is perhaps do to the activities and space not being suitable to older children (Patton et al.,
2014).
The article, Does Integrating Physical Activity in the Elementary School Classroom
Influence Academic Motivation, written by, Spyridoula Vazou, Panagiota Gavrilou, Evangilia
Mamalaki, Anna Papanastasiou and Nefelia Sioumala discusses how integrating physical activity
in the classroom is a promising avenue for youth to increase their physical activity levels and
academic achievement. However, research on its role of academic motivation is limited. The
research conducted was done using the Intrinsic Motivation Inventory that consisted of a scale to

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

measure motivation. The purpose of this research was to examine the effect of physical activity
integrated with academic lessons compared to traditional lessons on childrens academic
motivation (Vazou et al., 2012). The research conducted was focused on 147 fourth through
sixth graders from 15 different classes. The intervention took place over six consecutive lessons
spanned over a two week period. The research conducted involved the use of intrinsic
motivation because according to the article, it predicts both academic achievement and physical
activity participation. During the academic lessons teachers would alternate between traditional
and integrated with physical activity lessons. After the study was complete the research showed
that students were more interested and engaged after the physical activity lessons opposed to the
traditional lessons. Although the research on this topic is still limited the research showed that
Physical Activity integrated with the academic subjects can positively impact childrens
academic motivation (Vazou et al., 2012).
The article, Examining the Impact of Integrating Physical Activity on Fluid Intelligence
and Academic Performance in an Elementary School Setting, written by, Julian A. Reed, Gilles
Einstein, Erin Hahn, Steven P. Hooker, Virginia P. Gross, and Jen Kravitz discusses the impact
physical activity has on students fluid intelligence. The purpose of this research was to examine
the impact of integrating physical activity with elementary curriculum on fluid intelligence and
academic achievement (Reed et al., 2010). The methods used for this research consisted of a
random sample of third grade teachers who integrated physical activity into the core curriculum
thirty minutes a day, three days a week, over the course of a three month period. Noninvasive
fluid intelligence cognitive measures were used, along with State-mandated academic
achievement tests. According to the article, The investigation provides evidence that movement
can influence fluid intelligence and should be considered to promote cognitive development of
elementary aged children (Reed et al., 2010).

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

The article, Childrens Participation in School, written by, Yetunde O John-Akinola and
Saoirse NIC-Gabhainn, discusses the relationships between the participation of students in
school, the school environment, and the outcome of the students. The article also discusses the
importance of the school setting and its key in promoting the health and well-being of children.
The methods used to obtain this research consisted of participants that were recruited from nine
different primary schools with three of the schools in the study designated as health promoting
schools. For each health promoting school, it was matched with two non-health promoting
schools that had similar characteristics to one another. There were two hundred-thirty one
students used in this research, in grades fourth through sixth. Questionnaires were completed in
class groups in order to document how students were taking part in school life, school processes,
and on their overall health and well-being in the school environment (Akinola & Gabhainn.,

2014). The findings of the methods used to compare the health promoting schools with the nonhealth promoting schools found that pupil health and well-being and school relationships could
be improved or sustained by providing or supporting an environment that encourages pupil
participation in school life (Akinola & Gabhainn., 2014).
The article, Physical Activity and Student Performance at School, written by, Howard L.
Taras, discusses the importance of getting enough physical activity throughout the day for your
overall heath. The article also looks at the relationship between physical, activity and students
academic performance. Although the assumption is that physical activity will help with the
learning process, the article says that there is still a lot of research that needs to be done in order

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

to fully back this up. It also states that daily physical activity among elementary and secondary
students is not common in US schools and may be becoming even less so (Taras, 2005). This
article is about representatives from different government organizations and departments coming
together and collecting their research in order to better inform school districts about the need and
importance of having health and physical activity programs in their schools. The findings of this
article suggest that the short term cognitive benefits of physical activity during the school day
adequately compensate for time spent away from other academic areas (Taras, 2005).
School Context

Marley Park sits in a suburban neighborhood in Surprise Arizona. Marley Park

Elementary is a public school A+ rated school in the Dysart Unified School District.
According to Schooldigger.com, Marley Park currently has 1091 students enrolled. The school is
not classified as a title 1 school at this time with only 30% of the students receiving free/reduced

lunch. The demographics of Marley Park are 65% white, 21% Asian, 4-5% African American
and Hispanic, and 4% are considered two or more races. Out of these students 10% are
considered English Language Learners.Schooldigger.com lists the student to teacher ratio at 20.5
students per teacher for 2014 however, due to the override not passing in the Dysart District class
sizes have increased to 30-35 students per classroom. The website also stated that the physical
education budget was a part of these cuts also. This tells me that it is even more important for
teachers to incorporate activity into their classrooms to increase the amount of activity students
are getting in the school day.
Synthesis of Information

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

Looking over the articles listed above, it is clear that the articles all had a common theme:
the correlation between physical activity and academic performance. Schools are pushing
students more and more to achieve higher academic expectations. However, with more emphasis
being put on academics, there seems to be less and less of an emphasis put on physical activity.
It is important for schools to understand that in order for students to reach their full potential
academically, research proves that students need to be getting the proper amount of physical
activity throughout the school day.
A teacher can play a very powerful role when it comes to a healthy school environment. I
feel that it is extremely important to educate both current and future teachers about the
importance of their role, and what this might look like in the classroom. Many people
throughout the community can play a role in creating a healthy school environment.
Incorporating health and activity into your everyday curriculum can help keep students engaged
and more successful both inside and outside of the classroom.
Practical Implications
Teaching Physical Activity in the Classroom
There are many different ways that teachers are able to bring physical activity into their
classroom. This plan is targeted to allow teachers to build physical activity into their daily
lessons. Teachers will create one physical activity lesson daily that gets students up and moving.
As a team they will decide on the content area and time of day that students would benefit the
most from an active lesson. The lesson will contain elements that allow students to stand up and
move around the classroom without taking away from the academic content itself. An example
of this could be as simple as adding arm movements to vocabulary or a bean bag toss for math

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

facts. The lessons do not need to be extravagant, but are designed to have students do more than
just sitting sedentary in their seats.
Student Engagement
Through adding physical activity into our classrooms, we will be increase the student
engagement for our students. Students will feel more inclined to participate when their peers are
up and moving as well. When students are enjoying what theyre learning about through
movement they are more likely to be engaged, focused, and taking in the content of the lesson.
This is something that teachers should be already be focusing on as well as it is a part of the TAP
rubric as student engagement is one of the indicators, physical activity in the class is just one
way to increase that for teachers.
Marketing At the District Level
In order to reach the district level and eventually have this become something that occurs
in all classrooms not just in our school but also in the entire district having super intendents
come to our fun run kick off is the start. This will be a way to show them not just one classroom
example but a school wide example. This will also be an event to give them insight on how other
schools can do the same.
Family and Community
In order to kick this off, there will be an Academic Fun Run. A flyer that will be given
out to families with all the details and information on the Academic Fun Run (Appendix C).
During this run students, family and faculty will come together to show the importance of being

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

up and active. When the fun run concludes teachers will have stations set up in order to
demonstrate how content can be combined with movement in the classroom.
Marketing School Wide
Leading up to the Fun Run we will have a spirt week. During this spirt week we will be
promoting how important staying active is for our students health and overall wellbeing. You
can see (Appendix A) for a calendar breakdown. The calendar gives the information of what
each spirt day will be. On the last day, teachers will come together and wear the shirt created for
this event (appendix B). The graphics on the t-shirt are meant to represent the integration of
physical activity with academics. The t-shirt also has the quote Our Students Are Going Places
this quote is meant to inspire our students and get them to understand that being healthy and
active will only benefit our students as they are going places in their future.

Timelines and Calendar

In order to prepare for this Fun Run we will need to work together as a school and as a
community. The calendar (Appendix A) also provides the dates that teachers will need to come
together to plan for this event. There will also be a PTA/PTO meeting early in the month to
prepare finances and any other details needed to be arranged prior to meeting with staff. The staff
meeting will allow teachers time to brainstorm what they want to do at the event. Later that week
teachers will finalize and submit their plans. This event will allow parents and other community
members to see the importance of implementing more time within the school day for physical
activity.

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

10

Conclusion
In Conclusion, research has found a positive correlation between physical activity and
school performance. With a need for increased physical activity at Marley Park, I believe that
our school wide program that infuses both academic concepts and physical activity is important
for our students overall health and well-being. The Academic Fun Run is a great way to bring
this concept to life, along with educating students and their families on the importance of getting
enough physical activity throughout the day. This event, along with a spirit week to pump
students up, a flyer home to parents about the event and the importance of physical activity, and
the daily active lessons will positively impact students both inside and outside of the classroom.
Within one year, the hope is that this event will be so successful that the school will make it an
annual event. Within three years two to three more schools will adopt our integration of physical
activity into the classroom plan. Lastly, within five years we hope that this becomes a district
wide event.

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

11

References

Reed, J., Einstein, G., Hahn, E., Hooker, S., Gross, V., & Kravitz, J. (2010). Examining the
impact of integrating physical activity on fluid intelligence and academic performance in
an elementary school setting: A preliminary investigation. Journal of Physical Activity
and Health, 7, 343-351.
Vazou, S., Gavrilou, P., Mamalaki, E., Papanastasiou, A., & Sioumala, N. (2012). Does
integrating physical activity in the elementary school classroom influence academic
motivation? International Journal of Sport and Exercise Psychology, Vol. 10 Issue 4, 251263

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

12

Patton, I., Overend,T., Mandich, A., & Miller, L. (2014). The daily physical activity program in
Ontario elementary schools: Perceptions of students in grades 4-8. Physical and Health
Education Journal, Vol. 80, NO.2
John-Akinola, Y., & Nic-Gabhainn, S. (2014). Children's participation in school: A crosssectional study of the relationship between school environments, participation and health
and well-being outcomes. BMC PUBLIC HEALTH, 14(1), 964. doi:10.1186/1471-245814-964
Moljord, I., Eriksen, L., Moksnes, U., & Espnes, G. (2011). Stress and happiness among
adolescents with varying frequency of physical activity. Perceptual & Motor Skills,
113(2), 631-637. doi: 10.2466/02.06.10.13.PMS.113.5.

SchoolDigger.com.(2015).RetrievedSeptember8,2015,fromhttp://www.schooldigger.com/

Wednes d

S unda y

Thurs da

Monda y
Tue s da y
Fri da y
INTEGRATING
ACADEMIC
CONCEPTSaAND
PHYSICAL
y
y ACTIVITY
13
1

Sa turda y
3

PTO/PTA
Meeting
4

10

13

14

15

16
Teacher
Activity
Turn in

17

20
Spirt Day

21
Spirt Day

22
Spirt Day

23

24
FUN RUN

Labor Day
11

12
School
Meeting/

18

19
Spirt Day

After
School Set
25

26

27

28

Appendix A: September 2016

Appendix B

29

30

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

14

Appendix C

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

15

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

16
Criteria with
Professional
Standards
Referenced

5
Exemplary
(97 100%)

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Introduction
is fully
developed
with all
topics
introduced.

Introduction is
addressed well.

Introduction is
addressed
adequately.

Introduction is
omitted.

Literature
review
highlights major
issues in the
area.

Literature
review
addresses
major issues
in the area.

Thorough use of
a range of
references to
support key
issues.
Descriptionof

Literature
review may
address major
issues, but
issues may not
be supported
with expert
knowledge.

Literature
review does not
address the
major issues in
the area; the
level of support
for the issues is
not adequate.

Literature
review does not
have the depth
of knowledge
appropriate to
the upper
elementary
level course.

Thorough use
of a range of
references to
support key

Includes 3
references.

Includes less
than 2
references.

Introduction
Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)

Introduction is
fully developed,
introduces all
topics, and
invites the
reader to read
further.

InTASC 1c,k;
5k; 9f; 10h

5 x 2=10 points

NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5 peer
reviewed
original research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b

Good use of
references, but
additional

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

17
important
issues.
references may
studies
have
NETS-T 3a,d;
Includes
establishes
strengthened
4a,c
descriptions
context for the
the paper.
of
important
reader.
studies to
Includes4
Includes
more
provide
references.
CEC EC2S1;
than 5
context for
CC7K1;
informative
the reader.
EC7K1;CC9K4;
references.
CC9S8
Includes 5 or
more
references.
5 x 3=15 points
Synthesis of
Information
(what did the
articles
collectively say
about the topic?
Which authors
had similar and
different
findings?)

Studies covering
the same topic
synthesize
related research.

5 x 3=15 points

Studies
covering the
same topic
are
summarized
and
integrated

Information is
presented
study-by-study
rather than
summarized by
topic.

The literature
review is a
mixed set of
ideas without a
particular
focus.

The literature
review does not
demonstrate
upper UG

Pratical
implications
are discussed
but not at a
particularly
level or in a

Practical
implications
are not
thoroughly
discussed and
only a few

Practical
implications
are not
discussed and
no details of
the event are

level work.

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Practical
Implications
(Discuss how
the findings can
or will later be
applied to your

Practical
implications of
your event
details including
your teaching
level and in a

Pratical
implications
are discussed
but not
related to a
particular

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

18
teaching setting) particular setting teaching
particular
details of the
are discussed
setting or
setting and
event are
InTASC 1c,k;
thoroughly.
topic or
many details of present
5k; 9f; 10h
Must have at
certain
your event are
least 6 topics
details are
missing.
NAEYC 6b
embedded.
missing.
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

5 x 6=30 points

Conclusions

Major issues
support and
establish
conclusions.

ITASC 1c,k; 5k;

9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c

present.

The major
issues are
summarized
under
conclusions.

The
conclusions are
not complete.

Provides
opinions, but
not a summary
of findings.

No conclusions
are included.

Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in APA
format are
submitted.

Brief outline
with one or no
references
submitted.

No outline was
submitted.

Detailed draft
of ALL
sections with
some errors

Detailed draft
of MOST
sections with
some errors in

Missing
sections or
paper has
regular errors

Incomplete
(missing half of
the
requirements)

5 x 2=10 points

CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Outline Turned
In

Logical, detailed
outline with at
least 5 original
peer reviewed
references
written in APA
format is
submitted.

5 x 2=10 points
First Draft of all
sections
submitted with
changes made

Detailed draft of
all sections of
the paper with
appropriate

INTEGRATING ACADEMIC CONCEPTS AND PHYSICAL ACTIVITY

19
integrating
content, headers, in content
content
across content
instructor
writing style,
covered,
covered,
covered,
comments from
and references
headings,
headings,
headings,
the outline
in APA 6.0 style. writing style
writing style
writing style
and/or
and/or
and/or
refernces in
refernces in
refernces in
APA 6.0
APA 6.0 style.
APA 6.0 style.
style.

or completely
missing paper.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Most
comments
from
instructor
integrated
into final
version. All
were
highlighted
in yellow

Some
comments from
instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments from
instructor
integrated into
final version.
Most were
highlighted in
yellow

No comments
from instructor
integrated into
final version.
The changes
were not
highlighted

Writing and
referencing style

Cover page
included, proper
spelling and
grammar, all
references in
APA 6.0 style.
Paper was
appropriate
length (at least 5
pages)

Cover page
included, few
grammatical
errors and
misspellings,
all references
in APA 6.0
style. Paper
was
appropriate
length (at
least 5 pages)

Cover page
included, some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (3-4
pages)

Cover page not

included, many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (1-2
pages)

Cover page not

included, major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (1-2
pages)

Cover Page = 5
Points
Reference Page
= 5 Points
10 Points Total

5 X 2 = 10
points