Research & Publications
SPARK is the most published study ever on K-8 physical education — recognized by the CDC, National Academy of Sciences, and Institute of Medicine.
90+
Publications
20+
Research Projects
35+
Years of Study
6
National Endorsements
Nationally Recognized
Key Endorsements & Recognitions
"Perhaps the most comprehensively evaluated curriculum in physical education"
Health-Related Fitness Models in Physical Education (March 2014)
Read Report →A national model for programs designed to increase physical activity and combat childhood obesity
School-Based Physical Education: An Action Guide
Read Report →A "Selected School-Based Intervention" in the national obesity prevention report
Preventing Childhood Obesity: Health in the Balance
Read Report →A proven solution for increasing the quantity and quality of physical education in schools
Educating the Student Body: Taking Physical Activity and Physical Education to School
Read Report →A successful model for combating childhood obesity
Fighting Obesity: What Works, What's Promising
Read Report →Subject of a dedicated NCI study evaluating SPARK program effectiveness
National Cancer Institute Study on SPARK
Read Report →Evidence-Based Physical Education
SPARK Leads the Way
The term “evidence-based” is used frequently in education and fortunately for all of us, is directly applicable to physical education as well. A program can claim it is evidence-based if there is data demonstrating positive results on students and/or teachers linked to relevant outcomes (i.e., activity levels, fitness, skill development, etc.) and if those outcomes have been published in a peer-reviewed journal. Additionally, it's important that third party content experts/organizations (i.e., CDC, N.I.H., National Cancer Institute, etc.) agree with the findings and support a group's claim.
SPARK is directly or indirectly included in these evidence-based conversations:
Our Approach
Supplemental Evaluation Tools: SOFIT and SOPLAY
There are two ways the SPARK research team measures Moderate to Vigorous Physical Activity (MVPA):
SOFIT (System for Observing Fitness Instruction Time)
SOFIT is an objective tool for assessing the quality of physical education instruction. It is a comprehensive system that measures three things during class time:
- Student activity levels (including light, moderate, and vigorous)
- Lesson context
- Teacher behavior
SOFIT is a research-validated instrument that involves the direct observation of lessons by trained data collectors. SOFIT has been used to assess physical education in over 10,000 schools throughout the world.
SOPLAY (System for Observing Play and Leisure Activity in Youth)
SOPLAY provides observational data on the number of participants and their physical activity levels (light, moderate, and vigorous) during play and leisure opportunities. The system is based on group time sampling techniques.
SOPLAY was designed to counter the problems of assessing physical activity in “open” environments, such as recreational and leisure settings, and can be used to capture and gauge unstructured physical activity time.
Academic Outcomes
Physical Activity Fuels Academic Success
The data are clear – healthy students are better learners. Over the years, a number of scientists have shown a correlation between high standardized test scores and physical fitness scores (CA Dept. of Education study), and that more time spent in physical education class did not result in a decrease in academic performance (SPARK study in Research Quarterly – Click Here).
Research from around the world continues to confirm the link between physical activity and academic success, while debunking the myth that reducing or replacing PE with more academic learning time improves academic performance. Physical activity supports a wide range of positive student outcomes.
However, physical activity and physical education are not always synonymous. Research shows that many PE programs lack the frequency, duration, or activity levels needed to deliver meaningful health benefits. Simply put, if PE isn't active, it can't claim the full benefits of physical activity.
SPARK strongly supports academic learning AND healthy students through quality, daily physical education for grades PreK-12. And, SPARK realizes that in many schools, physical education and physical activity time are inadequate – totaling far below the recommended 60 minutes a day. Therefore, this section attempts to provide resources to support physical educators integrating academic learning and/or reinforcement into their PE classes, and generalists (e.g., classroom teachers) incorporating physical activity into their classrooms.
Physical Activity Positively Affects:
- Overweight and obesity
- HDL cholesterol
- Blood pressure
- Insulin resistance
- Skeletal health
- Musculoskeletal injuries
- Psychological well-being
- Self-esteem
- Anxiety and depression
Support Resources for Physical Activity & Academic Outcomes
15 itemsReport by the Centers for Disease Control and Prevention
“The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance”
“There is a growing body of research focused on the association between school-based physical activity, including physical education, and academic performance among school-aged youth. To better understand these connections, this review includes studies from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity (outside of physical education and recess), and extracurricular physical activity…”
Click Here to view →Brief by Active Living Research
“Physical Education, Physical Activity and Academic Performance”
This brief from Active Living Research summarizes the best available evidence about the relationship between physical activity and academic performance among children and teens.
Click Here to view →Report by Charles E. Basch, Teachers College, Columbia University
“Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap”
Although Dr. Basch acknowledges that the connection between health and learning is not new, he focuses this paper on seven educationally relevant health disparities that disproportionately affect urban minority youth from low-income families. He discusses how these health disparities impede motivation and ability learn through five interrelated causal pathways.
Click Here to view →Educational Leadership Article from Jan 2010 issue of Health and Learning
“Why We Should Not Cut P.E.”
“Eliminate physical education to increase time for reading and math, the theory goes, and achievement will rise. But the evidence says otherwise…”
Click Here to view →Survey by Robert Wood Johnson Foundation
“First-Of-Its-Kind Gallup Poll Links Recess To Academic Achievement”
Principals say recess has a positive impact on learning; students are more focused, listen better after recess…
Click Here to view →Article from Pediatric Exercise Science, 2001
“Relation of Academic Performance to Physical Activity and Fitness in Children”
The objective of this study was to examine the association of scholastic performance with physical activity and fitness of children.
Click Here to view →Article in ScienceDaily (2009) citing new University of Illinois study
“Physical Activity May Strengthen Children’s Ability To Pay Attention”
“The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students’ cognitive control – or ability to pay attention – and also result in better performance on academic achievement tests.”
Click Here to view →Brief by WestEd and the Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco
“The Critical Connection Between Student Health and Academic Achievement”
“Student health is a strong predictor of academic performance…”
Click Here to view →Study: Physically Fit Students Outscore Obese Students Academically
In a recent story published in the Journal of Sports Medicine and Physical Fitness, researchers at Michigan State University reported that the fittest middle school students in grades 6-8 received better grades and higher scores on standardized tests than their less fit counterparts. The study examined fitness and academic results of more than 300 students at a West Michigan school; the data indicated that cardiorespiratory fitness and muscular strength and endurance were the health-related fitness components most strongly associated with academic achievement. Study coauthor Dr. James Pivarnik contended that the study results “argue against cutting physical activity from the school day.”
Exercise and Academic Performance
As schools everywhere strive to improve the academic performance of their students, many have cut physical education and recess periods to leave more time for sedentary classroom instruction. A sensible new report from the Institute of Medicine titled “Educating the Student Body: Taking Physical Activity and Physical Education to School” shows how shortsighted this trend can be. It found that exercise can significantly improve children's cognitive abilities and their academic performance, as well as their health.
Click Here to view →How Inactivity Changes the Brain
January 22, 2014
Want Your Daughter To Be A Science Whiz? Soccer Might Help
October 22, 2013
Exercise and Academic Performance
May 24, 2013
Physical Activity May Help Kids’ Grades, Too
January 3, 2012
Strong Evidence’ of Link Between Physical Activity, Academic Success
January 3, 2012
NASPE National Physical Education Standards
The Physical Education Curriculum Analysis Tool (PECAT)
Designed to support school districts in conducting thorough and consistent physical education curriculum reviews, the PECAT aligns with NASPE National Physical Education Standards and can also be used to assess curriculum alignment with state and local standards.
The results from the analysis can help school districts enhance existing curricula, develop their own curricula, or select a published curriculum, for the delivery of quality physical education in schools.
Explore PECAT Report for SPARK
4 reportsCDC Guidelines
Comprehensive School Physical Activity Program
See how SPARK aligns with the CDC's goals for a Comprehensive School Physical Activity Program and 60 minutes of moderate-to-vigorous physical activity each day.
Download ResourcePublications
SPARK Publications
SPARK Overview
2 itemsThe following papers provide the best overview and history of the SPARK programs:
- 1.
McKenzie, T. L., Sallis, J. F., & Rosengard, P. (2009). Beyond the stucco tower: Design, development, and dissemination of the SPARK physical education programs. Quest, 61, 114-127.
- 2.
McKenzie, T. L., Sallis, J. F., Rosengard, P., & Ballard, K. (2016). The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination. Journal of Teaching in Physical Education, 35, 381-389.
SPARK Elementary PE
40 items- 1.
Mostafavi, R., Ziaee, V., Akbari, H., & Haji-Hosseini, S. (2013). The effects of SPARK physical education program on fundamental motor skills in 4-6 year-old children. Iranian Journal of Pediatrics, 23(2), 216-219.
- 2.
Prosper, M. H., Moczulski, V. L., Qureshi, A., Weiss, M., & Bryars, T. (2009). Healthy for life/pe4me: Assessing an intervention targeting childhood obesity. Californian Journal of Health Promotion, 7(Special Issue), November 16, 2009.
- 3.
Cardon, G. M., Haerens, L. E., Verstraete, S., & de Bourdeaudhuij, I. (2009). Perceptions of a school-based self-management program promoting an active lifestyle among elementary schoolchildren, teachers, and parents. Journal of Teaching in Physical Education, 28, 141-154.
- 4.
Rosenberg, D. E., Sallis, J. F., Conway, T. L., Cain, K. L. & McKenzie, T. L. (2006). Active transportation to school over 2 years in relation to weight status and physical activity. Obesity, 10, 1771-1776.
- 5.
McKenzie, T. L., Sallis, J. F., Faucette, N., Roby, J., & Kolody, B. (1993). Effects of an inservice intervention on the quality and quantity of elementary classroom teachers' physical education classes. Research Quarterly for Exercise and Sport, 64, 178-187.
- 6.
McKenzie, T. L., Alcaraz, J. E., Sallis, J. F., & Faucette, F. N. (1998). Effects of a physical education program on children's manipulative skills. Journal of Teaching in Physical Education, 17, 327-341.
- 7.
Dowda, M. C., Sallis, J. F., McKenzie, T. L., Rosengard, P. R. & Kohl, H. W. (2005). Evaluating the sustainability of SPARK physical education: A case study of translating research into practice. Research Quarterly for Exercise and Sport, 76, 11-19.
- 8.
Sallis, J. F., McKenzie, T. L., Alcaraz, J. E., Kolody, B., Hovell, M. F., & Nader, P. R. (1993). Project SPARK: Effects of physical education on adiposity in children. Annals of the New York Academy of Sciences, 699, 127-136.
- 9.
Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport, 70, 127-134.
- 10.
Armstrong, C. A., Sallis, J. F., Alcaraz, J. E., Kolody, B., McKenzie, T. L., & Hovell, M. F. (1998). Children's television viewing, body fat, and physical fitness. American Journal of Health Promotion, 12, 363-368.
- 11.
Butcher, J., Sallis, J. F., McKenzie, T. L., & Alcaraz, J. E. (2001). Longitudinal study of children's participation in organized sport and instructional programs. Avante, 7(1), 86-96.
- 12.
Faucette, N., McKenzie, T. L., & Sallis, J. (1992). Self-contained versus team teaching: An analysis of a physical education intervention by classroom teachers. Journal of Teaching in Physical Education, 11, 268-287.
- 13.
Faucette, N., Nugent, P., Sallis, J. F., & McKenzie, T. L. (2002). "I'd rather chew on aluminum foil." Overcoming classroom teachers' resistance to teaching physical education. Journal of Teaching in Physical Education, 21, 287-308.
- 14.
Faucette, N., Sallis, J. F., McKenzie, T. L., Alcaraz, J., & Kolody, B. (1995). Comparison of fourth grade students' out-of-school physical activity levels and choices by gender. Journal of Health Education, 26(2) Supplement, 82-90.
- 15.
Hovell, M. F., Sallis, J. F., Kolody, B., McKenzie, T. L. (1999). Children's physical activity choices: A developmental analysis of gender, intensity levels, and time. Pediatric Exercise Science, 11, 158-168.
- 16.
Kolody, B., & Sallis, J. F. (1995). A prospective study of ponderosity, body image, self-concept, and psychological variables in children. Journal of Developmental and Behavioral Pediatrics, 16, 1-5.
- 17.
Marcoux, M. F., Sallis, J. F., McKenzie, T. L., Marshall, S., Armstrong, C. A., & Goggin, K. (1999). Process evaluation of a physical activity self-management program for children: SPARK. Psychology and Health, 14, 659-677.
- 18.
Marshall, S., Sarkin, J., Sallis, J. F., & McKenzie, T. L. (1998). Tracking of health-related fitness components in youth ages 9-12. Medicine and Science in Sports and Exercise, 30, 910-916.
- 19.
McKenzie, T. L., Alcaraz, J., & Sallis, J. F. (1994). Assessing children's liking for activity units in an elementary school physical education curriculum. Journal of Teaching in Physical Education, 13, 206-215.
- 20.
McKenzie, T. L., LaMaster, K. J., Sallis, J. F., Marshall, S. J. (1999). Classroom teachers' leisure time physical activity and their conduct of physical education. Journal of Teaching in Physical Education, 19, 125-131.
- 21.
McKenzie, T. L., Sallis, J. F., & Armstrong, C. A. (1994). Association between direct observation and accelerometer measures of children's physical activity during physical education and recess. Medicine and Science in Sports and Exercise, 26(5), Supplement, 143. (Abstract)
- 22.
McKenzie, T. L., Sallis, J. F., Kolody, B., & Faucette, N. (1997). Long term effects of a physical education curriculum and staff development program: SPARK. Research Quarterly for Exercise and Sport, 68, 280-291.
- 23.
McKenzie, T. L., Sallis, J. F., and Nader, P. R. (1991). SOFIT: System for observing fitness instruction time. Journal of Teaching in Physical Education, 11, 195-205.
- 24.
Prochaska, J. J., Sallis, J. F., Slymen, D. J., & McKenzie, T. L. (2003). A longitudinal study of children's enjoyment of physical education. Pediatric Exercise Science, 15, 170-178.
- 25.
Rosengard, P. (1994). Helping elementary school classroom teachers provide quality physical education instruction. CAHPERD Journal/Times, 57(2), 5.
- 26.
Rosengard, P. & McKenzie, T. L. (1994). Strategies to increase children's physical activity levels in physical education. CAHPERD Journal/Times, 57(1), 9.
- 27.
Rosengard, P., Sallis, J. F., and McKenzie, T. L. (1997). Thirteen ways parents can encourage physical activity in children. Strategies, 11(2), 25-26.
- 28.
Sallis, J. F., Alcaraz, J. E., McKenzie, T. L., & Hovell, M. F. (1999). Predictors of change in children's physical activity over 20 months in Project SPARK: Variations by sex and level of adiposity. American Journal of Preventive Medicine, 16, 222-229.
- 29.
Sallis, J. F., Alcaraz, J. E., McKenzie, T. L., Hovell, M. F., Kolody, B., & Nader, P. R. (1992). Parental behavior in relation to physical activity and fitness in 9-year-old children. American Journal of Diseases of Children, 146, 1383-1388.
- 30.
Sallis, J. F., Condon, A., Goggin, K., Roby, J., Kolody, B., & Alcaraz, J. (1993). The development of self-administered physical activity surveys for 4th grade students. Research Quarterly for Exercise and Sport, 64, 25-31.
- 31.
Sallis, J. F., and McKenzie, T. L. (1991). Physical education's role in public health. Research Quarterly for Exercise and Sport, 62, 124-137. (Reprinted in AAHPERD's Speaking of Fitness anthology, 1996)
- 32.
Sallis, J. F., McKenzie, T. L., & Alcaraz, J. E. (1993). Habitual physical activity and health-related physical fitness in fourth-grade children. American Journal of Diseases of Children, 147, 890-896.
- 33.
Sallis, J. F., McKenzie, T. L., Alcaraz, J. E., Kolody, B., Faucette, N., & Hovell, M. F. (1997). The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. American Journal of Public Health, 87, 1328-1334.
- 34.
Sarkin, J. A., McKenzie, T. L., & Sallis, J. F. (1997). Gender differences in physical activity during fifth-grade physical education and recess periods. Journal of Teaching in Physical Education, 17, 99-106.
- 35.
Sallis, J. F., McKenzie, T. L., Kolody, B., & Curtis, P. (1996). Assessing district administrators' perceptions of elementary school physical education. Journal of Physical Education, Recreation, and Dance, 67(8), 25-29.
- 36.
Discovering Obstacles to Physical Education (Do PE). Active Living Research, Robert Wood Johnson Foundation. 2008-10; M. Lounsbery, PI.
- 37.
Lounsbery, M. A., McKenzie, T. L., Trost, S. G., & Smith, N. J. (2011). Facilitators and barriers to adopting evidence-based physical education in elementary schools. Journal of Physical Activity & Health, 8(Suppl 1), S17-S25.
- 38.
Pühse, U., Barker, D., Brettschneider, W., Feldmeth, A. K., Gerlach, A., McCuaig, L., McKenzie, T. L., & Gerber, M. (2011). International approaches to health-oriented physical education: Local health debates and differing conceptions of health. International Journal of Physical Education, 48(3), 4-17.
- 39.
Belansky, E., Cutforth, N., Kern, B., & Scarbro, S. (2016). Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy. Journal of Physical Activity and Health, 13, 1002-1009.
- 40.
Smith, N. J., Belansky, E. S., & Cutforth, N. (2020). The Southeast Colorado PE Academy: Implementation and Outcomes in Rural Elementary Schools, 2014-16. Advances in Physical Education, 10, 436-458.
SPARK Middle School PE — Project M-SPAN
23 items- 1.
McKenzie, T. L., Sallis, J. F., Prochaska, J. J., Conway, T. L., Marshall, S. J., & Rosengard, P. (2004). Evaluation of a 2-year middle school physical education intervention: M-SPAN. Medicine and Science in Sport and Exercise, 36, 1382-1388.
- 2.
Sallis, J. F., McKenzie, T. L., Conway, T. L., Elder, J. P., Prochaska, J. J., Brown, M., Zive, M. M., Marshall, S. J., & Alcaraz, J. E. (2003). Environmental Interventions for Eating and Physical Activity: A Randomized Controlled Trial in Middle Schools. American Journal of Preventive Medicine, 24, 209-217.
- 3.
Hoefer, W. R., McKenzie, T. L., Sallis, J. F., Marshall, S. J., & Conway, T. L. (2001). Parental provision of transportation for adolescent physical activity. American Journal of Preventive Medicine, 21(1), 48-51.
- 4.
Jones, L. R., Sallis, J. F., Conway, T. L., Marshall, S. J., & Pelletier, R. L. (1999). Ethnic and gender differences in request for and use of low/non-fat foods in bag lunches. Journal of School Health, 69, 332-336.
- 5.
Marshall, S. J., Biddle, S., Sallis, J. F., McKenzie, T. L., & Conway, T. L. (2002). Clustering of sedentary behaviors and physical activity among youth: A cross-national study. Pediatric Exercise Science, 14, 401-417.
- 6.
McKenzie, T. L. (2001). Promoting youth physical activity: Focus on middle school environments. Quest, 53(3), 326-334.
- 7.
McKenzie, T. L., Marshall, S. J., Sallis, J. F., & Conway, T. L. (2000). Leisure-time physical activity in school environments: An observational study using SOPLAY. Preventive Medicine, 30, 70-77.
- 8.
McKenzie, T. L., Marshall, S. J., Sallis, J. F. & Conway, T. L. (2000). Student activity levels, lesson context, and teacher behavior during middle school physical education. Research Quarterly for Exercise and Sport, 71, 249-259.
- 9.
McKenzie, T. L., Prochaska, J. J., Sallis, J. F., & LaMaster, K. (2004). Coeducational and single-sex physical education in middle schools: Impact on physical activity. Research Quarterly for Exercise and Sport, 75, 446-449.
- 10.
Moody, J. S., Prochaska, J. J., Sallis, J. F., McKenzie, T. L., Brown, M., & Conway, T. (2004). Viability of parks and recreation centers as sites for youth physical activity promotion. Health Promotion Practice, 5(4), 438-443.
- 11.
Powers, H. S., Conway, T. L., McKenzie, T. L., Sallis, J. F., & Marshall, S. J. (2002). Participation in extracurricular physical activity programs in middle schools. Research Quarterly for Exercise and Sport, 73, 187-192.
- 12.
Sallis, J. F. (1998). Helping schools provide better food and more activity. Weight Control Digest, 8(5), 748-752.
- 13.
Sallis, J. F., Conway, T. L., Prochaska, J. J., McKenzie, T. L., Marshall, S. & Brown, M. (2001). School environments are associated with youth physical activity. American Journal of Public Health, 91, 618-620.
- 14.
Sallis, J. F., McKenzie, T. L., Conway, T. L., Elder, J. P., Prochaska, J. J., Brown, M., Marshall, S. J., Alcaraz, J. E., Rosengard, R., Strelow, J., & Powers, H. (2002). Promoting and measuring youth physical activity throughout the school day: Project M-SPAN. Acta Kinesiologiae Universitatis Tartuensis, 7 (supplement), 44-53.
- 15.
Strelow, J. S., Larson, J. J., Sallis, J. F., Conway, T. L., Powers, H. S., McKenzie, T. L. (2002). Factors influencing the performance of volunteers who provide physical activity in middle schools. Journal of School Health, 72, 147-151.
- 16.
Wildey, M. B., Pampalone, S., Pelletier, R. L., Zive, M. M., Elder, J. P., & Sallis, J. F. (2000). Fat and sugar levels are high in snacks purchased from student stores in middle schools. Journal of the American Dietetic Association, 100, 319-322.
- 17.
HEALTHY Study Group. (2010). A school-based intervention for diabetes risk reduction. New England Journal of Medicine, 363(5), 443-453.
- 18.
Jago, R., McMurray, R. G., Bassin, S., Pyle, L., Bruecker, S., Jakicic, J. M., Moe, E., Murray, T., Volpe, S. L. (2009). Modifying middle school physical education: Piloting strategies to increase physical activity. Pediatric Exercise Science, 21, 171-185.
- 19.
McMurray, R. G., Bassin, S., Jago, R., Bruecker, S., Moe, E. L., Murray, T., Mazzuto, S. L., Volpe, S. L. for the HEALTHY Study Group. (2009). Rationale, design and methods of the HEALTHY study physical education intervention component. International Journal of Obesity, 33, S37-S43.
- 20.
Jago, R., Drews, K. L., McMurray, R. G., Thompson, D., Volpe, S. L., Moe, E. L., Jakicic, J. M., Pham, T. H., Bruecker, S., Blackshear, T. B., Yin, Z. (2010). Fatness, fitness, and cardiometabolic risk factors among sixth grade youth. Medicine & Science in Sports & Exercise, 42(8), 1502-1510.
- 21.
Jago, R., McMurray, R. G., Drews, K. L., Moe, E. L., Murray, T., Pham, T. H., Venditti, E. M., Volpe, S. L. for the HEALTHY Study Group. (2011). HEALTHY intervention: fitness, physical activity and metabolic syndrome results. Medicine & Science in Sports & Exercise, 43(8), 1513-1522.
- 22.
Yang, T. & Gyu, L. (2020). An investigation of physical activity promotion plans for female students: Action research on SPARK program based soccer class. Korean Journal of Sport Science, 31(2), 257-274.
- 23.
Setiawan, H., Rahayu, N. I., & Juliantine, T. (2020). Integrasi program SPARK dalam pendidikan jasmani terhadap peningkatan health related fitness siswa. Jurnal Penelitian Ilmu Pendidikan, 13(2), 156-165.
SPARK High School PE
2 items- 1.
Poster 1 — Frank, J., McKenzie, T., Rosengard, P., & Smith, N. Pittsburgh Obesity Prevention Initiative: Lessons Learned. APHA, 2011.
- 2.
Poster 2 — Frank, J., McKenzie, T., Rosengard, P., & Smith, N. Pittsburgh Obesity Prevention Initiative: Lessons Learned. PETE, 2011.
SPARK Early Childhood
8 items- 1.
Nicklas, T. A., Nguyen, T., Butte, N., Liu, Y. (2013). The Children in Action Pilot Study. International Journal of Child Nutrition and Health, 2013;2:296-308.
- 2.
Prosper, M. H., Moczulski, V. L., Qureshi, A., Weiss, M., & Bryars, T. (2009). Healthy for Life/PE4ME: Assessing an Intervention Targeting Childhood Obesity. Californian Journal of Health Promotion, Volume 7, Special Issue (Obesity Prevention).
- 3.
Bryars, T. B., Mouttapa, M., McMahan, S., Tanjasiri, S. The Effects of a School-based Obesity Prevention/Intervention Program Targeting Preschool Children.
- 4.
Bryars, T. B., Mouttapa, M., McMahan, S., Tanjasiri, S. Longitudinal Results of a School-Based Obesity Prevention Program Targeting Ethnically Diverse, Early Childhood Students.
- 5.
Physical Activity Curriculum Training for Early Childhood Educators: 2006-2007 Evaluation Outcomes, Final Report.
- 6.
Poster — Head Start Partnership to Prevent Childhood Obesity in New York State.
- 7.
Poster 1 — The Effects of a School Based Obesity Prevention/Intervention Program Targeting Preschool Children (Healthy For Life).
- 8.
Poster 2 — The Effects of a School Based Obesity Prevention/Intervention Program Targeting Preschool Children (Healthy For Life).
SPARK After School
24 items- 1.
Messiah, S. E., Diego, A., Kardys, J., Kirwin, K., Hanson, E., Ramirez, S., Nottage, R., Arheart, K. L. (2014). Effect of a Park-Based Afterschool Program on Participant Obesity-Related Health Outcomes. American Journal of Health Promotion, January 24, 2014.
- 2.
Sallis, J. F., McKenzie, T. L., Conway, T. L., Elder, J. P., Prochaska, J. J., Brown, M., Zive, M. M., Marshall, S. J., & Alcaraz, J. E. (2003). Environmental Interventions for Eating and Physical Activity: A Randomized Controlled Trial in Middle Schools. American Journal of Preventive Medicine, 24, 209-217.
- 3.
Cardon, G. M., Haerens, L. E., Verstraete, S., & de Bourdeaudhuij, I. (2009). Perceptions of a school-based self-management program promoting an active lifestyle among elementary schoolchildren, teachers, and parents. Journal of Teaching in Physical Education, 28, 141-154.
- 4.
Nigg, C., Geller, K., Adams, P., Hamada, M., Hwang, P., & Chung, R. (2012). Successful dissemination of Fun 5 — a physical activity and nutrition program for children. Translational Behavioral Medicine, Volume 2, Number 3, 276-288.
- 5.
Haney, K., Messiah, S. E., Diego, A., Arheart, K. L., Kardys, J., Kirwin, K., Hanson, E., Ramirez, S., Nottage, R., Binhack, L. (2014). Park-Based Afterschool Program to Improve Cardiovascular Health and Physical Fitness in Children with Disabilities. Disability and Health, February 5, 2014.
- 6.
Sandoval Iversen, C. S., Nigg, C. R. & Titchenal, T. A. (2011). The Impact of an Elementary After-School Nutrition and Physical Activity Program on Children's Fruit and Vegetable Intake, Physical Activity, and Body Mass Index: Fun 5. Hawai'i Medical Journal, 70 (suppl), 37-41.
- 7.
Nigg, C. R. & Richards, K. (2006). Cancer Research Center Hotline: Physical Activity in Youth. Hawaii Medical Journal, 65, 148-149 and 153.
- 8.
Prosper, M. H., Moczulski, V. L., Qureshi, A., Weiss, M., & Bryars, T. (2009). Healthy for life/pe4me: Assessing an intervention targeting childhood obesity. Californian Journal of Health Promotion, 7(Special Issue), November 16, 2009.
- 9.
Armstrong, C. A., Sallis, J. F., Alcaraz, J. E., Kolody, B., McKenzie, T. L., & Hovell, M. F. (1998). Children's television viewing, body fat, and physical fitness. American Journal of Health Promotion, 12, 363-368.
- 10.
Butcher, J., Sallis, J. F., McKenzie, T. L., & Alcaraz, J. E. (2001). Longitudinal study of children's participation in organized sport and instructional programs. Avante, 7(1), 86-96.
- 11.
Faucette, N., Sallis, J. F., McKenzie, T. L., Alcaraz, J., & Kolody, B. (1995). Comparison of fourth grade students' out-of-school physical activity levels and choices by gender. Journal of Health Education, 26(2) Supplement, 82-90.
- 12.
Kolody, B., & Sallis, J. F. (1995). A prospective study of ponderosity, body image, self-concept, and psychological variables in children. Journal of Developmental and Behavioral Pediatrics, 16, 1-5.
- 13.
Marcoux, M. F., Sallis, J. F., McKenzie, T. L., Marshall, S., Armstrong, C. A., & Goggin, K. (1999). Process evaluation of a physical activity self-management program for children: SPARK. Psychology and Health, 14, 659-677.
- 14.
Sallis, J. F., Condon, A., Goggin, K., Roby, J., Kolody, B., & Alcaraz, J. (1993). The development of self-administered physical activity surveys for 4th grade students. Research Quarterly for Exercise and Sport, 64, 25-31.
- 15.
Hoefer, W. R., McKenzie, T. L., Sallis, J. F., Marshall, S. J., & Conway, T. L. (2001). Parental provision of transportation for adolescent physical activity. American Journal of Preventive Medicine, 21(1), 48-51.
- 16.
Marshall, S. J., Biddle, S., Sallis, J. F., McKenzie, T. L., & Conway, T. L. (2002). Clustering of sedentary behaviors and physical activity among youth: A cross-national study. Pediatric Exercise Science, 14, 401-417.
- 17.
McKenzie, T. L. (2001). Promoting youth physical activity: Focus on middle school environments. Quest, 53(3), 326-334.
- 18.
McKenzie, T. L., Marshall, S. J., Sallis, J. F., & Conway, T. L. (2000). Leisure-time physical activity in school environments: An observational study using SOPLAY. Preventive Medicine, 30, 70-77.
- 19.
Moody, J. S., Prochaska, J. J., Sallis, J. F., McKenzie, T. L., Brown, M., & Conway, T. (2004). Viability of parks and recreation centers as sites for youth physical activity promotion. Health Promotion Practice, 5(4), 438-443.
- 20.
Powers, H. S., Conway, T. L., McKenzie, T. L., Sallis, J. F., & Marshall, S. J. (2002). Participation in extracurricular physical activity programs in middle schools. Research Quarterly for Exercise and Sport, 73, 187-192.
- 21.
Sallis, J. F., Conway, T. L., Prochaska, J. J., McKenzie, T. L., Marshall, S. & Brown, M. (2001). School environments are associated with youth physical activity. American Journal of Public Health, 91, 618-620.
- 22.
Sallis, J. F., McKenzie, T. L., Conway, T. L., Elder, J. P., Prochaska, J. J., Brown, M., Marshall, S. J., Alcaraz, J. E., Rosengard, R., Strelow, J., & Powers, H. (2002). Promoting and measuring youth physical activity throughout the school day: Project M-SPAN. Acta Kinesiologiae Universitatis Tartuensis, 7 (supplement), 44-53.
- 23.
Strelow, J. S., Larson, J. J., Sallis, J. F., Conway, T. L., Powers, H. S., McKenzie, T. L. (2002). Factors influencing the performance of volunteers who provide physical activity in middle schools. Journal of School Health, 72, 147-151.
- 24.
Abstracts: Nigg, C., Geller, K., Adams, P., Hamada, M., Hwang, P., & Chung, R. (2010). Successful Dissemination of Fun 5: A physical activity and nutrition program. Journal of Sport & Exercise Psychology, 32, S203.
SPARK Curricula
18 items- 1.
Grinder, F., Garcia-Roger, B., Rosengard, P. (2011). SPARK: Early Childhood/Preschool Program. San Diego: SDSU Foundation.
- 2.
Baranowski, M., McKenzie, T. L., Rosengard, P., Short, K., Williston, B. (2008). SPARK Physical Education Program, Grades K-2. San Diego: SDSU Foundation.
- 3.
McKenzie, T. L., & Rosengard, P., Willison, B. (2006). SPARK Physical Education Program, Grades 3-6. San Diego: SDSU Foundation.
- 4.
Baranowski, M., DeJager, D., Hart, A., Himberg, C., McKenzie, T. L., Rosengard, P., Strikmiller, P., & Williston, B. (2011). SPARK Physical Education Program, Grades 6-8. San Diego: SDSU Foundation.
- 5.
Hart, A., Mohr, D., Rosengard, P., Townsend, J. (2011). SPARK Physical Education Program, Grades 9-12. San Diego: SDSU Foundation.
- 6.
McKenzie, T. L., Rosengard, P., Short, K., & Strelow, J. (2000). SPARK: After School Program, Ages 5-14. San Diego: SDSU Foundation.
- 7.
Goggin, K., Williston, J., Rosengard, P., Bernal, R., Sallis, J., & McKenzie, T. L. (1993). SPARK Self-Management, Level I. San Diego: SDSU Foundation. (116 pages)
- 8.
Armstrong, C., Rosengard, P., Condon, A., Sallis, J., Bernal, R., & McKenzie, T. L. (1993). SPARK Self-Management, Level II. San Diego: SDSU Foundation. (97 pages)
Early Childhood
8 items- 1.
Prosper, M. H., Moczulski, V. L., Qureshi, A., Weiss, M., & Bryars, T. Healthy for Life/PE4ME: Assessing an Intervention Targeting Childhood Obesity. Californian Journal of Health Promotion 2009, Volume 7, Special Issue (Obesity Prevention).
- 2.
Bryars, T. B., Mouttapa, M., McMahan, S., Tanjasiri, S. The Effects of a School-based Obesity Prevention/Intervention Program Targeting Preschool Children.
- 3.
Bryars, T. B., Mouttapa, M., McMahan, S., Tanjasiri, S. Longitudinal Results of a School-Based Obesity Prevention Program Targeting Ethnically Diverse, Early Childhood Students.
- 4.
Physical Activity Curriculum Training for Early Childhood Educators: 2006-2007 Evaluation Outcomes, Final Report.
- 5.
Poster — Head Start Partnership to Prevent Childhood Obesity in New York State.
- 6.
Poster 1 — The Effects of a School Based Obesity Prevention/Intervention Program Targeting Preschool Children (Healthy For Life).
- 7.
Poster 2 — The Effects of a School Based Obesity Prevention/Intervention Program Targeting Preschool Children (Healthy For Life).
- 8.
SPARK Early Childhood Research Overview.
After School
2 items- 1.
Nigg, C. R., Battista, J., Chang, J. A., Yamashita, M. & Chung, R. S. (2005). Elementary After School Programs: An Opportunity to Promote Physical Activity for Children. Californian Journal of Health Promotion, Volume 3, Issue 4, 108-118.
- 2.
Nigg, C., Geller, K., Adams, P., Hamada, M., Hwang, P. & Chung, R. (2012). Successful Dissemination of Fun 5 – A Physical Activity and Nutrition Program for Children. Translational Behavioral Medicine: Practice, Policy and Research.
Research & Special Projects
20 projectsSPARK has been chosen by universities and prominent organizations to meet the goals of their research studies and projects.
Project SPARK (Sports, Play, and Active Recreation for Kids)
Nationally funded study of the development and implementation of a health-related physical education and behavior change program for elementary schools (14 schools, 2 districts).
University: San Diego State University
Location: Encinitas and Poway, CA
PI / Key Staff: Dr. Jim Sallis, Dr. Thom McKenzie, Paul Rosengard, Kecia Carrasco
Project M-SPAN (Middle School Physical Activity and Nutrition)
Benchmark study (24 schools, 9 districts) designed to increase physical activity opportunities throughout the school day, increase MVPA in PE classes, and decrease fat consumption on middle school campuses.
University: San Diego State University
Location: San Diego, Oceanside, La Mesa, El Cajon, Poway, and Vista, CA
PI / Key Staff: Dr. Jim Sallis, Dr. Thom McKenzie, Paul Rosengard, Bruce Bettey, Kathy Stumm
OPI (Obesity Prevention Initiative)
Intervention involving 40 elementary schools providing a comprehensive school health approach including physical education, nutrition education, and smoking awareness.
University: San Diego State University
Location: San Diego, CA
PI / Key Staff: Paul Rosengard, Dr. Thom McKenzie; Co-coordinators: Kathy Stumm, Julie Frank
Power Play
Project focusing on physical activity for after school programs using 13 church site programs for intervention.
University: University of Tennessee, Memphis; San Diego State University
Location: Memphis, TN
PI / Key Staff: Dr. Bob Garrison; Key staff: Dr. Phyllis Richey, Patty Kimbrell, Paul Rosengard
Project BOLT (Building Opportunities for Leisure Time)
Project targeted low-income youth of color ages 10-14 in after school programs.
University: San Diego State University
Location: Los Angeles, Oakland, and San Diego, CA
PI / Key Staff: Paul Rosengard, Kathy Stumm, Bruce Bettey, Jaime Strelow
Health Champions
Physical education, nutrition, and gardening interventions in two urban K-8 schools.
University: University of CA, San Francisco; San Diego State University
Location: San Francisco, CA
PI / Key Staff: Dr. Sherry Sherman, Courtney Sjoerdsma, Paul Rosengard
Gender Equity and Sports Project
Designed to increase PA opportunities for girls in after school and sports programs. Integrated gender equity concepts with SPARK Active Recreation.
University: San Diego State University
Location: Endicott, NY; Southbury, CT; Burlington, VT; Atlanta, GA; San Jose, CA; Raleigh, NC; Boulder, CO
PI / Key Staff: Barbara Colombo Adams, Paul Rosengard, Melissa Fletcher, Courtney Sjoerdsma
TAAG (Trial of Activity for Adolescent Girls)
Six-site national study examining ways to provide more physical activity for girls of middle school age, aiming to reverse the downward activity trend that begins at this age.
University: SDSU, University of Arizona, University of Minnesota, Tulane, University of South Carolina, UNC
Location: San Diego, CA; Tucson, AZ; Minneapolis, MN; New Orleans, LA; Raleigh, NC; Baltimore, MD
PI / Key Staff: Dr. John Elder, Dr. Thom McKenzie, Dr. Jim Sallis, BJ Williston, Paul Rosengard
CA Department of Health — 5 a Day Power Play!
SPARK staff collaborated to integrate physical activity into the 5 a Day Power Play School and Community Kits. Conducted workshops across California.
University: University of Tennessee, Memphis; San Diego State University
Location: Multiple CA locations
PI / Key Staff: Dr. Phyllis Richey, Patty Kimbrell, Julie Frank, Paul Rosengard, Courtney Sjoerdsma, BJ Williston
Early Childhood Project
Developed, implemented, and evaluated a physical activity program targeting 3-5 year olds.
University: University of Tennessee, Memphis; San Diego State University
Location: Memphis, TN
PI / Key Staff: Dr. Phyllis Richey, Patty Kimbrell
Middle School Physical Education and Self-Management Project
Brought SPARK PE and Self-Management programs to an impoverished area in Alabama.
University: University of Alabama, Birmingham; San Diego State University
Location: Rural, central Alabama
PI / Key Staff: Paul Rosengard, Melissa Fletcher
OPprA (Obesity Prevention in Pre-Adolescents)
Social cognitive theory-based, 3-year multiple-component intervention for primary and secondary prevention of obesity among children. Evaluated in a 13-school randomized controlled trial with one-year follow-up (N~1000 children).
University: Stanford University School of Medicine
Location: Santa Clara, CA
PI / Key Staff: Thomas N. Robinson, MD; Paul Rosengard
PEACH (Parents and Educators Advancing Children's Health)
Developed and evaluated a cancer risk factor reduction program including behavioral and environmental components for preadolescents in schools serving predominantly low-income, Latino families. Randomized controlled trial in 16 elementary schools (N~1200).
University: Stanford University School of Medicine
Location: San Jose, CA
PI / Key Staff: Joel D. Killen, PhD; Paul Rosengard
Pathways
Provided modified SPARK curricula and staff development for a national study targeting Native American elementary children on reservations in 4 geographical locations. Over 20 schools participated.
University: University of New Mexico, University of Arizona, Johns Hopkins, University of Minnesota, UNC
Location: Navajo, Hopi, Pima, Apache, Lakota reservations; AZ, NM, SD
PI / Key Staff: Dr. Tim Lohman (U. of AZ); Paul Rosengard
Aventuras Para Ninos
Study of obesity prevention in Latino communities. Provided SPARK K-2 curricula and staff development for teachers of grades K-3 in 12 elementary schools.
PI / Key Staff: Dr. John Elder, Dr. Thom McKenzie
California Fit WIC (Active Play for Families)
Five-state grant to increase physical activity within WIC clinics and empower WIC staff to educate families on the need for physical activity at all ages.
Location: 12 cities in California
PI / Key Staff: Pat Crawford, Margaret Strode, Patty Kimbrell
Navajo Nation WIC Program
Grant to increase physical activity knowledge and awareness for WIC families on the Navajo Nation.
Location: Navajo Nation in Arizona and New Mexico
PI / Key Staff: Doris McGuire, MS, RD, LD; Patty Kimbrell
San Benito County UC Cooperative Extension (Start Early for Healthy Children)
Provided physical activity for preschool teachers and day care providers, nutrition classes, and parent classes. Primary goals: increase physical activity awareness and healthy eating.
Location: San Benito County, CA
PI / Key Staff: Laura ReedKey; Patty Kimbrell
Fun 5 Hawaii
Evaluated the SPARK After School Program. SOFIT data showed significant increases in frequency and duration of physical activity in after school settings and in moderate to vigorous activity levels.
Location: Hawaiian Islands
PI / Key Staff: Dr. Claudio Nigg (Univ. of Hawaii); Steven Lorick; Joan Gillem, Courtney Sjoerdsma, Paul Rosengard, Julie Green
POPI (Pittsburgh Obesity Prevention Initiative)
Attempted to improve PE content and instructional practice in 7 urban high schools.
Location: Pittsburgh, PA
PI / Key Staff: Paul Rosengard, Dr. Robbie Ali, Sarah Jameela Martin, Larry Higgins, Paige Metz
External Literature
Industry Research
- 1.
Haney, K., et al. (2014). Park-based afterschool program to improve cardiovascular health and physical fitness in children with disabilities. Disability and Health Journal, 7(3): 335-342.
- 2.
Torrijos-Nino, et al. (2014). Physical Fitness, Obesity, and Academic Achievement in Schoolchildren. The Journal of Pediatrics, Volume 165, Issue 1, Pages 104-109, July 2014.
- 3.
Houston, J. & Kulinna, P. (2014). Health-Related Fitness Models in Physical Education. Strategies: A Journal for Physical and Sport Educators, 27:2, 20-26.
- 4.
Thompson, H. R., Linchey, J., Madsen, K. A. (2013). Are Physical Education Policies Working? A Snapshot From San Francisco, 2011. Preventing Chronic Disease, 10, 130108.
- 5.
Lounsbery, M., McKenzie, T., Morrow, J., Holt, K., Budnar, R. (2013). School Physical Activity Policy Assessment. Journal of Physical Activity and Health, 10, 496-503.
- 6.
Lounsbery, M., McKenzie, T., Morrow Jr., J., Monnat, S., Holt, K. (2013). District and School Physical Education Policies: Implications for Physical Education and Recess Time.
- 7.
Lonsdale, C., Rosenkranz, R., Peralta, L., Bennie, A., Fahey, P., Lubans, D. A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56 (2013) 125-161.
- 8.
Bassett, D., Fitzhugh, E., Heath, G., Erwin, P., Frederick, G., Wolff, D., Welch, W., Stout, A. (2013). Estimated Energy Expenditures for School-Based Policies and Active Living. American Journal of Preventive Medicine, 44(2): 108-113.
- 9.
Sallis, J., McKenzie, T., Beets, M., Beighle, A., Erwin, H., Lee, S. (2012). Physical Education's Role in Public Health: Steps Forward and Backward Over 20 Years and HOPE for the Future. Research Quarterly for Exercise and Sport, 83(2), 125-135.
- 10.
POSTER — Health Optimizing Physical Education (HOPE): A 23-Year Case-Study of Translating Evidence-Based Research. McKenzie, T. (San Diego State University), Rosengard, P. (The SPARK Programs), & Sallis, J. (University of California, San Diego).