Running head: Practical Implications

PPE310: Health Literacy for Schools

Physical fitness and academic performance
Signature Assignment
Jeff Denson
Course # 25965
Mary Dean

Practical Implications

Practical Implications
To promote a healthy lifestyle and physical fitness, I propose Hohokam Elementary adopt a program called Get Moving!.
Teachers, students, and parents are encouraged to participate in order to motivate students and model behaviors we want to see in our
kids. Once a month, students will engage in physical activities including sports and team building activities. This program is driven
by research and studies that prove a positive correlation between physical fitness and academic performance. This program will
ensure students are meeting their academic goals while simultaneously fighting against the alarming rate of childhood obesity in our
country.
The Get Moving! program will occur once a month at the end of each month for the entire school year. This program
addresses a lot of issues facing students today like low academic performance and obesity but it will also promote a partnership
between parents and faculty. The goal of the program will show how dedicated school staff is to helping students in various ways
outside of the classroom. Activities will consist of sports including kickball, softball, flag football, and volleyball. To promote
participation and competitiveness, colored t-shirts could be loaned to identify teams (eg. Red vs. Blue). Members of the committee
could have special thirsts created to indicate their participation in the committee.
Occasionally, parents and children can participate in other activities requiring less movement and more bonding experiences
like watermelon eating races, relay races, or fieldtrips to see local professional or college games.
To remind parents of these activities, a monthly reminder can be sent home in the form of a newsletter. This newsletter will
inform parents of what activity they can volunteer for, where the activity will take place, and the time. To kick off this program,
volunteers from the school staff will create a committee dedicated to presenting the idea to administration and funding. If approval is

Practical Implications

granted, a request for funding from Fuel Up to Play 60 will be sent and a committee will be established consisting of staff, parents, and
students to create a monthly calendar of events. The committee will meet every Monday from 8:20 8:45 am to plan for the monthly
event, discuss important topics, and create advertisement posters. To encourage students and parents to join the committee, money
could be set aside to fund an end of year field trip to watch an ASU team play in the spring.

Monthly raffles and catered meetings

might encourage parents to participate and attend group sessions.

Fuel Up to Play 60 is a program that encourages healthy eating habits and physical activity opportunities. It offers $4,000
every year to K-12 schools that are enrolled. Funding information and eligibility guidelines can be located at
https://www.fueluptoplay60.com/funding/general-information. To promote this program, the committee will create posters, a
Facebook page, and inform the school via morning announcements. To educate students and parents, the committee will create
newsletters every month that include educational information about childhood obesity, the link between physical fitness and academic
performance, and tips to implement at home that encourage healthy eating habits and suggested physical activities.

Poster

Practical Implications

Join the Get Moving

Revolution!

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When: Friday 5:00-6:30 pm.

Where: Hohokam Elementary soccer field
Why: Staying active will ensure a happy and healthy life while
improving academic performance.
Who: Staff, students, and parents welcome!
What: Activities will include volleyball, kickball, flag football,
and various team activities.

Criteria with Professional 5

Practical Implications
Standards Referenced

6
Exemplary

Highly

Proficient

Approaching

Unsatisfactory

(97 100%)

Proficient

(83 92%)

Proficient

(72%

(73 82%)

and below)

(93 96%)
Introduction
Introduction to the topic
and overview (In your
purpose statement also

Introduction is fully
developed, introduces
all topics, and invites
the reader to read
further.
5 x 2=10 points

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.
Thorough use of a range
of references to support
key issues.
Descriptionof
important studies
establishes context for

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

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

Literature
review does not
address the
major issues in
the area; the
level of support
for the issues is
not adequate.
Includes 3

Literature review does

not have the depth of
knowledge appropriate
to the upper
elementary level
course.
Includes less than 2
references.

introduce all subtopics)

InTASC 1c,k; 5k; 9f; 10h
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
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S8

Practical Implications

7
the reader.
Includes more than 5
informative references.
5 x 3=15 points

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

references, but
additional
references may
have
strengthened
the paper.
Includes4
references.

references.

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;CC9S8

Studies covering the

same topic synthesize
related research.
5 x 3=15 points

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

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

The literature
The literature review
review is a
does not demonstrate
mixed set of
upper UG
ideas without a
particular focus.

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;CC9S8

Practical implications of
your event details
including your teaching
level and in a particular
setting are discussed
thoroughly. Must have
at least 6 topics
embedded.
5 x 6=30 points

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

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

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

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

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8
missing.

Conclusions
ITASC 1c,k; 5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S8

Major issues support

and establish
conclusions.
5 x 2=10 points

The major
issues are
summarized
under
conclusions.

The
conclusions are
not complete.

Provides
opinions, but
not a summary
of findings.

No conclusions are
included.

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

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.

First Draft of all sections

submitted with changes
made integrating
instructor comments
from the outline

Detailed draft of all

sections of the paper
with appropriate
content, headers,
writing style, 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.

Very few
comments from

No comments from
instructor integrated

Integration of instructor
All comments from
comments from first draft instructor integrated

Most
Some
comments from comments from

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Writing and referencing

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

9
into final version. All
were highlighted in
yellow

instructor
integrated into
final version.
All were
highlighted in
yellow

instructor
integrated into
final version.
Most were
highlighted in
yellow

instructor
integrated into
final version.
Most were
highlighted in
yellow

into final version. The

changes were not
highlighted

Cover page included,

proper spelling and
grammar, all references
in APA 6.0 style. Paper
was appropriate length
(at least 5 pages)
5 X 2 = 10 points

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)