Running head: FAMILY FIELD DAY

PPE 310: Health Literacy for Schools

Family Field Day and Health Fair
Maryanna Baumer and Melissa Hensley
Arizona State University
Fall 2015
Course # 79599
Ms. Dean

FAMILY FIELD DAY

Introduction
The Family Field Day and Health Fair is a one-day event with the goal of educating
students, parents, and community members about the benefits of physical fitness, nutrition, and
improvement of overall health status. Family Field Day and Health Fair began as a college
course assignment designed to encourage elementary education majors to think about the role of
schools in student health. Students and their families will benefit from Family Field Day by
gaining awareness of health and fitness issues while participating in physical activities that
encourage teamwork and bonding. The community, as a whole, will benefit by hopefully
realizing a healthier and more knowledgeable population.
Literature Reviews
According to the Healthy Eating Index (HEI), research has shown that eighty percent of
children between the ages two and nine have diets that are poor or have room for improvement.
That leaves only twenty percent of students from ages two to nine with diets that are considered
healthy. The percent of children who are considered to have poor diets continues to increase.
According to Cotugna and Vickeryn (2007), over the years, the amount of families that are no
longer consuming meals at home and are instead eating at restaurants and fast food
establishments has increased. The portion sizes at restaurants play a large role in energy intake
and may be a contributing factor to obesity in the United States. Those students who are eating at
home with their families are more likely to have better diets. Meals made at home are higher in
protein and are often more nutritious. Home cooked meals are less likely to be high in saturated
fats, fried, or greasy. The number of children who eat at home decreases as their age increases.
No child is raised or educated in total isolation, but in Western Civilization and in
particular, American culture, there is a great deal of emphasis placed on independence and

FAMILY FIELD DAY

individualism. An article by GoKale (2005) discusses the positive role of community in

education in Mandwa Balwadi, India. Gokale (2005) states, The socio cultural view holds that
all aspects of childs development and learning are rooted in and are influenced by his or her
culture. In this Indian culture, the community must first find and train a teacher, not an easy task
for a poor and un-educated community. The community of Mandwa Baldwadi is made up of 500
families, most of who are farmers and local government employees. The teacher starts the day at
seven am and goes until six-thirty pm. In the morning, she teaches the younger grades and in the
afternoon, she runs an after-school program for older students. There is a large emphasis on
community collaboration. A fifteen-member committee meets the teachers and the school
supervisors every two months. During this time, the committee members, the teachers, and
supervisors evaluate the achievements that the school is experiencing and the challenges as well.
There are parent meetings, exhibitions, and special celebrations throughout the year. The childs
culture and community play a large role in their academics and development. The support from
the community has a positive effect on the education system (GoKale, 2005).
Student health plays a role in academic success and several studies have been conducted
to try and determine just how large a role. One such study conducted by Basch (2011) looked at
the achievement gap between poor students and middle-class students and the impact of student
health. According to Basch (2011), Health-related problems play a major role in limiting the
motivation and ability to learn of urban minority youth, and interventions to address those
problems can improve educational as well as health outcomes. A focus on the differences in
student health would be a major departure from the usual approaches taken to reduce the
achievement gap since most efforts are focused on policy and financial resources. The study
pinpoints seven major areas of health disparities that schools should seek to address as priority

FAMILY FIELD DAY

and that have the greatest maximizing effect on academic outcomes. Schools have a
responsibility to provide a healthy environment and ensure that all students have the best
opportunities available to learn. One of the main ways to achieve that goal is to improve the
overall health of students.
One of the major health concerns facing todays student population is childhood obesity.
Coordinated School Health Programs have had success with improving childrens eating
behaviors and physical activity levels in higher socioeconomic, non-minority communities.
Rausch, Berger-Jenkins, Nieto, Mccord, and Meyer (2015) undertook a study in an underserved
minority community in an effort to determine whether socioeconomic factors played a key role
in effectiveness of such programs. This study indicates that a program focused on parents and
tailored to the needs of the specific community may have success at improving family health. In
particular, the program reduced the amount of unhealthy food that was consumed and
consequently, raised the amount of food with higher nutritional values that was consumed by
families (Rausch, et al., 2015). One of the primary goals of each school should be to improve the
health of its students and perhaps the best and most direct way to influence that health is to
address the health of whole families and by extension, the surrounding community.
In the past several years, there has been an increased focus on standardized testing and
student achievement. As a result, many schools have greatly reduced the role of physical
education in order to increase focus on core academics. A study conducted by Chomitz, Slining,
McGowan, Mitchell, Dawson, and Hacker (2009) suggests that this may be a counter-productive
approach. Chomitz, et al. (2009) join a growing body of evidence that make a connection
between physical fitness and academic achievement. The results of the study do indicate a
correlation between fitness and higher scores. The initial indication is that increased fitness

FAMILY FIELD DAY

results in greater self-esteem as well as, better concentration and more activity in certain
cognitive areas of the brain (Chomitz, et al., 2009).
Synthesis of Information
In order to grow up healthy and make the best of the opportunities available to them, all
children need the support of a multitude of people. Many studies have shown that there are
strong connections between student health and strong academic performance. One of the primary
ways for children to learn about health and nutrition is through their classroom teachers and
school. This requires that teachers are capable health educators and role models. This is where
most students first learn about nutrition
Having a community that is supportive and participating will help ensure a healthier
younger generation. In many of our poorer neighborhoods, the community is supportive of
education and the goals of the school. However, often these community members are lacking in
health, fitness, and nutritional knowledge. This is an opportunity for schools to improve the
health of their students by educating the supportive members that make up each diverse
community.
A number of studies have shown connections between academic performance and
physical activity. The more active students can be; the more engaged in education they are likely
to be. Increased physical activity leads to increased cognitive activity. Most schools have
reduced their physical education programs to focus on literacy and math skills, but this is
probably in error. Studies have found correlation between healthy behaviors and the achievement
gap between higher and lower socioeconomic classes.

FAMILY FIELD DAY

Practical Implications
The Family Field Day and Health Fair can be implemented numerous times throughout
the school year. It can be an every quarter event, end of the semester, or just once a year at the
very end of the school year. Ideally, this would be done at the very end of the school year in May
after all of testing was complete. The goal of the Family Field Day and Health Fair is to educate
students, parents, and even teachers about health, nutrition, and community resources. There
would be a variety of family activities taking place on the field and a health fair available in the
gym/cafeteria.
Laird School participates in a national program called AVID (Advancement Via
Individual Determination). In order to be accepted into AVID, students must complete an
interview process and be willing to be placed into coursework that challenges them beyond their
previous educational experiences. It is a college skills program that incorporates leadership,
presentation, and organization skills. Avid students would assist school staff with facilitating the
physical activity events of Family Field Day. The students would be in charge of leading some of
the events with oversight by school staff.
Health Fair booths would range from being about what foods to eat, what foods to stay
away from, physical activities to do as a family, and the benefits that go along with being a
healthier student. Laird is a kindergarten through eighth grade school, so the booths would cater
to the needs of students of all ages. These booths would give information that pertained to a
kindergarten student, and then also all the way up to a student who is in the middle grades. This
is important to keep in mind because the Field Day would want to benefit all students, not just
the younger or just the older grade levels. In order to create a school-wide event, each grade level
would be asked to participate in some way. The younger grades would be asked to create posters
or other displays about a health related topic, while older grades would be able to take shifts
working a booth and giving short presentations about their topic.

FAMILY FIELD DAY

One booth would give information about nutrition, and would be centered around the idea
that the community needs to be educated on nutrition to help ensure that our students are
receiving all of the necessary requirements to grow and develop in a healthy way. Informing
students, parents and teachers what foods are foods they should eat a lot (See: Appendix A), food
they should eat on occasion, and food they should try and stay away from. This booth could also
provide healthy easy recipes that the families could try at home. Students at this booth could
introduce participants to the Choose My Plate website (See: Appendix B) and show how it can be
used to create healthier meals at home.
Another booth would focus on physical activity. This booth would give information on
how physical activity and higher cognitive ability are linked in a positive way (See: Appendix
C). There will be a list of example activities that the families could do all together, such as go on
a nightly walk or have a contest to see who takes the most steps in one day. The booth will
include a comprehensive list of local sports clubs that are offered in the community. Since these
are activities that can help families bond and become closer, this would be a booth where
students can create posters about favorite experiences they have shared with their family
members.
The main booth would focus on why all of this matters. Explaining different studies that
have been done that show that healthier students are in fact better learners. Why we need to make
sure our students, teacher and parents are eating healthy. Also, why it is just as important to be
active and complete physical activities every day, as it is to ensure students are making academic
strides and completing their homework everyday.
Additionally, the school would partner with local community organizations and public
safety agencies. The event would ideally include: local police conducting a child fingerprint
event, firefighters speaking about fire alarms and checking for properly installed car seats, a
MOM bus for mammogram screening, and non-profit public health organizations conducting
blood pressure, cholesterol, and BMI screenings. Laird School has a large Native American

FAMILY FIELD DAY

population and the local tribes would be invited to have a booth to share what health resources
are available to their members.
This event is about creating a healthy community and would include information and
benefits to all family member that attend. However, the students are the main focus and in order
to encourage attendance there would be a reward system for participation. Students would be
able to collect tickets at each booth and physical event that their family members attend. These
tickets would be used to enter into a raffle for prizes at the end of the event. The prizes would be
funded and provided by the Laird School Booster Club, which conducts fundraisers throughout
the academic year. In time, this event would grow to become a regular event and strengthen
community bonds between the school, families, and other community stakeholders.
Conclusion
Numerous studies point to the benefits of schools taking a lead role in the health and fitness of
their students. This begins with teachers embracing the role of health educator and the
neighborhood school taking charge in educating, not only the youngest, but the entirety of its
community members. A solid starting point for this undertaking is to implement a communitywide event such as the Family Field Day and Health Fair. Events focusing on health and fitness
provide an opportunity to address health education both in the classroom and to the local
community as a whole. This serves to reduce health related problems for all members of the
community and especially the schools students.

FAMILY FIELD DAY

Appendix A

Appendix B

FAMILY FIELD DAY

10

Appendix C

FAMILY FIELD DAY

11

References
Basch, C. (2011). Healthier students are better learners: High-quality, strategically planned, and
effectively coordinated school health programs must be a fundamental mission of schools
to help close the achievement gap. Journal of School Health, 81(10), 650-662.
Chomitz, V., Slining, M., Mcgowan, R., Mitchell, S., Dawson, G., & Hacker, K. (2009). Is there
a relationship between physical fitness and academic achievement? Positive results from
public school children in the Northeastern United States. Journal of School Health,79(1),
30-37.
Choose MyPlate. (2015, April 3). Retrieved December 3, 2015, from
http://www.choosemyplate.gov/recipes-cookbooks-and-menus
Cotugna, N., & Vickeryn, C. (2007). Educating early childhood teachers about nutrition.
Childhood Education, 83(4), 194-198.
Gokale, N. (2005). Educating a community to educate their young. International Journal of
Early Childhood IJEC, 37(2), 21-28.
Rausch, J., Berger-Jenkins, E., Nieto, A., Mccord, M., & Meyer, D. (2015). Effect of a
school-based intervention on parents' nutrition and exercise knowledge, attitudes, and
behaviors. American Journal of Health Education, 46(1), 33-39.
Technology Infusion
http://ppe310mkempley.weebly.com/about-me.html
Rubric
Criteria with
Professional Standards
Referenced
Outline
Outline Turned
In(Already submitted
for points)

Introduction

5
Exemplary
(97 100%)
10 Points
Logical, detailed
outline with at least 5
original peer reviewed
references written in
APA format is
submitted with a
technology choice
selected to embed the
assignment.
5 x 2=10 points
10 Points

4
Highly Proficient
(93 96%)

3
Proficient
(83 92%)

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.

2
Approaching
Proficient
(73 82%)
Brief outline with
one or no references
submitted.

1
Unsatisfactory
(72%
and below)
No outline was
submitted.

FAMILY FIELD DAY

Introduction to the
topic and overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b

12

Introduction is fully
developed, well
organized, introduces
all topics, created a
plan for the paper and
invites the reader to
read further.

15 Points
1. Literature review
highlights major issues
in the area.
2. Through use of a
range of references to
support key issues.

NETS-T 3a,d; 4a,c

CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

4. Includes more than

5 informative
references.
5 x 3=15 points

Introduction is
addressed adequately.

Introduction is
omitted or was
disorganized and did
not create a plan for
the paper.

1. Literature
review addresses
major issues in the
area.
2. Thorough use of
a range of
references to
support key issues.

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

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

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

2. Good use of
references, but
additional references
may have
strengthened the
paper.

2. Includes 3
references.

3. Includes
descriptions of
important studies
to provide context
for the reader.
4. Includes 5 or
more references.

2. Includes less than

2 references.

3. Includes 4
references.

15 Points
1. Studies covering the
same topic synthesize
related research.
2. Described similar or
differing and detailed
themes throughout the
articles
3. Demonstrate
thoroughly how your
research and the data
collected supports
your stance on why
your healthy and
active school plan is
not only important for
hope and engagement
at your school and in
your community, but
ties to academic
success in your
classroom as well.
5 x 3=15 points

Practical Implications
and Technology
infusion

Introduction is
addressed well,
somewhat organized
and created a plan for
the paper

5 x 2=10 points

3. Description of
important studies
establishes context for
the reader.

Synthesis of
Information
Synthesis of
Information (what did
the articles collectively
say about the topic?
Which authors had
similar and different
findings?)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

Introduction is
fully developed
with all topics
introduced.

30 Points

Studies covering
the same topic are
summarized and
integrated
level work.

Information is
presented study-bystudy rather than
summarized by topic.
2. Described similar
or differing themes
throughout the
articles which were
not detailed
3. Somewhat
emonstrated how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

The literature review

is a mixed set of
ideas without a
particular focus.

The literature review

does not demonstrate
a particular focus and
lacks ideas based on
the subject chosen.
2. Described similar
or differing themes
throughout the
articles, however
they were not
detailed
3. Did not
demonstrate how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

FAMILY FIELD DAY

Practical Implications
(Discuss how the
findings can or will
later be applied to
your teaching setting)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

1. Practical
implications of your
event details including
your teaching level
and in a particular
setting are discussed
thoroughly. A
minimum of 6 topics
are applied.

13
1. Pratical
implications are
discussed but not
related to a
particular teaching
setting or topic or
certain details are
missing.

1. Pratical
implications are
discussed but not at a
particularly level or
in a particular setting
and many details of
your event are
missing.

1. Practical
implications are not
thoroughly discussed
and only a few
details of the event
are present

2. Contained 3 or
fewer components of
a comprehensive
school program

2. Contained at least
4-5 components of a
comprehensive
school program;
however, some of the
needed detail is
missing.

2. Contains thorough
discussion on how
each of the 6
program/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.

3. Contains little
discussion on which
programs/component
s are currently in
place

3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized,
conducted, and
overseen or a detailed
plan about how the
components can be
added.

3. All
programs/components
implemented include
discussion on
modifications for those
with disabilities.
4. Contained a detailed
description of a special
event that promotes a
healthy and active
school environment

4. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little
detail about how the
components can be
added.
5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.

4. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.

5. Contained
discussion on a
specific health
behavior highlighted
by the special event

6. Contained little
detail on a special
event that promotes a
healthy and active
school environment

5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment

6. Specific target
grade level was
identified and was
appropriate for
students of that age
7. Contained
discussion on how to
involve the entire
school in the event

6. Contained some
discussion on a
specific health
behavior highlighted
by the event

8. An approved
technology platform
was used to enhance
your signature
assignment

7. Specific target
grade level was
somewhat identified
and was appropriate
for students of that
age

5 x 6=30 points

8. Contained some
discussion on how to
involve the entire
school in the event

7. Contained little
discussion on a
specific health
behavior highlighted
by the special event
8. Specific target
grade level was not
identified and/or not
appropriate for
students of that age
9. Contained little
discussion on how to
involve the entire
school in the event
9. Technology
infusion was not used
as a platform to
enhance your
signature assignment.

9. Technology
infusion was used but
it did not enhance
your signature
assignment
Conclusion
Conclusion

10 Points
Major issues support

The major issues

The conclusions are

1. Practical
implications are not
discussed and no
details of the event
are present.

Provides opinions,

No conclusions are

FAMILY FIELD DAY

14

ITASC 1c,k; 5k; 9f;

10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Writing and
Referencing Style
First Draft of all
sections submitted
with changes made
integrating instructor
comments from the
outline

and establish
conclusions.

are summarized
under conclusions.

not complete.

but not a summary of

findings.

included.

Detailed draft of all

sections of the paper
with appropriate
content, headers,
writing style, a choice
of technology to
embed the assignment
and references in APA
6.0 style.

Detailed draft of
ALL sections with
some errors in
content covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Detailed draft of
MOST sections with
some errors in
content covered,
headings, writing
style and/or refernces
in APA 6.0 style.

Missing sections or
paper has regular
errors across content
covered, headings,
writing style and/or
refernces in APA 6.0
style.

Incomplete (missing
half of the
requirements) 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

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

1. Cover page
included, few
grammatical errors
and misspellings,
all references in
APA 6.0 style.

1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, many
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, major
grammatical errors
and misspellings,
many errors in
referencing style APA
6.0.

2. Paper was too

short for the topic (34 pages)

2. Paper was too

short for the topic (12 pages)

2. Paper was too

short for the topic (12 pages)

5 x 2=10 points

10 Points

2. The file document

name contains
Lastname.firstname.as
signment#.course#
3. This rubric was
added to the last page
of the document
submitted
4. All sentences are
clear and well
developed
5. Proposals and
events are appropriate
length with standard
margins, font, and size
of text

2. Paper was
appropriate length
(at least 5 pages)

3. The file name

somewhat contains
the
Lastname.firstname.a
ssignment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

4. This rubric was

added but not at the
end of the document
submitted

4. This rubric was not

added to the
document submitted

5. Most sentences are

clear and well
developed
6. Proposals and
events are mostly
appropriate length
with standard
margins, font, and
size of text

5. Many sentences
are not clear and
underdeveloped
6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text