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Running head: INTEGRATING ACADEMIC CONCEPTS

PPE: 310: Health Literacy for Schools


Integrating Academic Contents & Physical Activities in the Classroom
Signature Assignment
Shaina Bitsui
Course # 81359
Dr. Hesse

INTEGRATING ACADEMIC CONCEPTS

Introduction
As educators, it is important that we know how to integrate academic concepts and
physical activity in the classroom. Our students toady are not getting enough physical activity at
school, when causes students to not fully understand the academic concepts. As an educator, it is
important to be aware of the different strategies one can use while teaching. As you read further,
the main propose is to reinforce an intervention for teachers. This intervention that is being
proposed will help teachers to implement and integrate physical activity in their classroom. For
further information please visit my weebly page at http://shainabitsui.weebly.com .
Literature Review
In the article, Integrating Physical Activity into Academic Pursuits (2009), it discusses
how todays younger generation is exposed to obesity, heart disease, and diabetes. Physical
activity can help prevent childrens health risks of obesity, heart disease, and diabetes. By
integrating movement in the classroom, it can help redirect students to lower their behavior,
children will become more involved in academic activities. The article mentions that, classroom
teachers struggle to maintain a balance between implementing the academic core curriculum and
providing opportunities for increased physical activity in the classroom environment (Simpson,
C., & Gaus, M.) As a result, increasing physical activity in the general education setting could
enhance efforts to combat the rising epidemic of childhood obesity and other health concerns
while simultaneously improving academic performances (Simpson, C., & Gaus, M.). As the
article comes to an end, it provides teachers sample activities they can implement into their
classrooms. These activities can help teachers teach and integrate physical activity in the

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classroom and will also be a part of the 60 minutes physical activity students are to have at
school.
In the article, Preparing Classroom Teachers to Meet Students Physical Activity Needs
(2011), it discusses how to prepare classroom teachers to teach physical education to prepare
classroom teachers to promote physical activity in their classrooms. As the article goes on, it also
discusses how teachers should be provided with better support that will help them teach and
incorporate ways to implement and integrate physical activity in the classroom. The
establishment of a Comprehensive School Physical Activity Program (CSPAP) was created to
help teachers develop appropriate movement activities, increase the level of physical activities to
get participation from students in school (Heidorn, Hall, & Carson, 2010; NASPE, 2008; Rink,
Hall, & Williams, 2010). It is a school-wide program that increases physical activity during
school, before and after school, and outside of school. The implementation of a CSPAP depends
on the support of the school administration and the involvement of classroom teacher, physical
education teachers, and parents (p. 42).
In the, Classroom Teachers and Physical Activity Integration (2010), article it explains
how stakeholders work in complex environments. Schools should have all stakeholders
participate and work collaboratively, including the principal. The role of the principal in
transformational leadership (or leadership related to making change) has a major impact (P.
1381). A lack of emotional connection to students, parents, school and community can impede
teachers ability to fully engage in a curricular change effort. (McCaughtry, Martain, Kulinna, &
Cothran, 2006). There is a study that was conducted in a Native American community where
majority of the students and the community had limited exposure towards physical activity in
and outside of the classroom. These negative physical activity and diet trends have resulted in

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significant numbers of children being at high risk for serious medical conditions such as high
blood pressure and heart disease (p.1382). Statistics are even more alarming for minority
populations with perhaps the most at risk group in the United States being Native Americans
(Salbe, Weyer, Lindsay, & Tatranni, 2002).
The school focused on an intervention which was geared toward physical education and
physical activity. Teachers were trained by experts that were able to help plan physical activity
into the curriculum and help teachers to motivate students to lower their rated of obesity and
diabetes. It was a school movement that helped motive teachers to teach a healthier lifestyle to
students as a motivator to involve students in physical activities. This intervention helped
teachers as well as it helped the students, teachers were able to implement physical activity and
physical movement in their classrooms.
In the, Understanding Classroom Teachers Perceptions of Integrating Physical Activity
(2007) article, the U.S. Surgeon Generals Report on Health and Physical Activity states that
frequent bouts of physical activity helps children to build and to maintain health bones, muscles,
and joints, develop a strong and efficient cardiovascular systems and decreases the risk of
hypertension (United States Department of Health and Human Services [USDHHS], 1996). As
teachers build upon physical activity and physical movement in the classroom, they will help
model a healthier and longer lifestyle and decrease health risks among our young children. The
article also views how teachers understand how to integrate physical activity in the classroom
and how teachers can prepare themselves while implementing physical activity through a study.
The results of the study were to indicate how influential various experiences that helped
strengthened their beliefs to successfully integrate movement in the classroom. Teachers and
principals generally recognized the importance of physical activity for children, as more than

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three-fourths indicated they believed it was very important (p. 322). The purpose of the study
helped teachers establish a framework of their perceptions about integrating physical activity into
the classroom.
In the article, The Role of Students and Content in Teacher Effectiveness (2014), it
discusses how students and teachers view the effectiveness of implementing physical activity and
physical movement in the classroom. This article provide exceptional guidance in identifying the
characteristics of effective teachers (p.7). Students opinions and support play a critical role in
physical education teachers willingness to teach effectively and implement changes in their
curriculum and teaching (p.7).In the article, it also explains how teachers can help students
understand why physical activity is good for them and how it can help them choose healthier
lifestyles. Teachers are active curriculum makers (Craig & Ross, 2008), as a result teachers must
focus beyond-the-standards, to aspire to rich content development with the goals of enhanced
student engagement and learning. (p. 8). Providing content-rich presentations enhances task
complexity and increases students situational interest in physical education (Chen et al., 2001).
In the end, it helps teachers to recognize their characteristics of becoming an effective teacher
and to recognize that students opinions are just as important of becoming and effective teacher.
Synthesis of Information
Throughout the literature review, the five articles that I have read all explain how
implementing academic concepts and physical activity in the classroom help students and
teachers. Finding ways to help implement physical activities and physical movement gives
teachers a new look on teaching and integrating new material through movement. While
integrating physical activity, it helps our younger generation today, children will have a new
outlook on physical activity. The take away on these articles helps bring physical activity and

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strategies teachers can use to help decrease the number of obesity and health risks in our younger
generation. One of the main ideas that was caught the attention of integrating academic concepts
and physical activity in the classroom was, the establishment of a Comprehensive School
Physical Activity Program (CSPAP). Which was created to help teachers develop appropriate
movement activities, increase the level of physical activities to get participation from students in
school (Heidorn, Hall, & Carson, 2010; NASPE, 2008; Rink, Hall, & Williams, 2010).
Practical Implications
Proposal
The proposal that is to be reinforced is an Intervention of Physical Activity in the
classroom, which was talked about in the article, Classroom Teachers and Physical Activity
Integration, (2010). The focus of this intervention is to improve and increase physical education
and to train teachers to integrate physical activity in their classrooms. Before the intervention
was approved, it went through a university committee, Tribal Council, the Educational Division
of Tribal Council, and the Principal and Administrators of the school (p. 1383). Teachers will
together participate in a year-long curricular change to promote physical activity and integrate it
into the classroom. Through this intervention, teachers will generate a goal that will help increase
students involvement in activities and goals that will integrate into their academic concepts.
Workshops
Workshops will be given throughout the year from mentors teaching teachers. The
information that will be given in these workshops discussions of the different techniques or
strategies that help integrate physical activity. In Appendix A, teachers will receive a monthly
calendar of the weekly workshops that will be conducted. As these workshops are in session,

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mentors will perform modeled lessons and teachers will share their successes of what worked
and how they will build upon their successes. Mentors are to model, teach, co-teach, and to
observe teachers as they are teaching their class. Through this experience, teachers and mentors
will have a communication journal where they will write down their experiences, their strengths,
weaknesses, and advice among one another.
Incentives
The incentives were the importance of students health and motivating them to live a
healthy lifestyle. Another incentive was modeling and making a personal change among teachers
and making a change to their own interest in their wellness. To market the intervention, there will
be flyers that will be sent out to teachers via email and they will be placed inside their boxes, this
can be found in Appendix B. Another marketing incentive would be a gift certificate which is
found in Appendix C. This gift certificate will be given out at the end of the workshops for those
teacher who came and participated throughout the session. The use of this gift certificate will be
through Teachers Pay Teachers, which teachers will have the ability to purchase physical activity
books and other physical activity worksheets/ideas that are provided at the company. This will be
funded through the school district that approved the Comprehensive School Physical Activity
Program (CSPAP).
Conclusion
It is important for teachers to implement and integrate physical activity into their
classroom. Most teachers struggle having to integrate physical activity while they are more
focused on teaching the core curriculum to prepare their students for standardize testing. By

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reinforcing the intervention, teachers will have the opportunity to integrate physical activity and
it will also help to model a healthy lifestyle for students.
After a years change, teachers will have noticed the differences in their teaching and
how they are modeling for their students and how to implement physical activity lessons into
their lesson plans. The outlook of the program three years from now would make a big impact on
how teachers integrate physical activity because they will be more experienced and have an idea
of what they are presenting in their classroom. The outcome of this intervention five years from
now, teachers to gain the confidence in teaching and implementing physical activity into their
academic curriculum and they will be able to help incoming teachers gain the motivation to
engage their students to participate in the activities through physical activity. The purpose of this
intervention of integrating academic concepts and physical activity is to help educators build in
physical activity in their classrooms. Beyond five years, the intervention will become recognized
and hopefully other schools and districts will be able to implement this intervention and help
promote physical activity in their classrooms and have a decrease in health related issues among
students.

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9
INTEGRATING PHYSICAL
Appendix A
ACTIVITY WORKSHOPS

Monday
1

Tuesday

Wednesday

Thursday

10

11

16

17

18

23

24

25

4PM
INTEGTATING
PHYSICAL ACTIVITY
WORKSHOP
8

4PM
IMPLEMENTING
PHYSICAL ACTIVITY
WORKSHOP
15

4PM
INTEGRATING
ACADEMICS &
PHYSICAL
ACTIVITY WORKSHOP
22

4PM
IMPLEMENTING
STRATEGIES
WORKSHOP

November 2015
Appendix B

PARTICIPATE IN OUR WORKSHOPS AND


RECEIVE FREE SUPPLIES!
Learn NEW strategies
Discuss NEW techniques
MENTOR INFORMATION
Elaborate on selective PHYSICAL
John Smith Address: _________ MESA, AZ 85202
ACTIVITIES taught in the
Phone: 555-555-5555
Fax: 555-555Motivate & Educate
classroom. 5555

Integrate Physical Activity in your School


Locate
Tim
Contac

Tel:
5552555
4pm
Mentor,
John
In
room

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10
Appendix C

References
Cothran, D. J., Kulinna, P. H., & Garn, A. C. (2010). Classroom Teachers and Physical Activity
Integration. Teaching and Teacher Education, 26(7), 1381-1388.
doi:10.1016/j.tate.2010.04.003
Ennis, C. D. (2014) The Role of Students and Content in Teacher Effectiveness, Research
Quarterly for Exercise and Sport, 85:1, 6-13, DOI: 10.1080/02701367.2014.872979
Hall, T. J., Little, S., & Heidorn, B. D. (2011). Preparing Classroom Teachers to Meet Students'

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Physical activity Needs. Journal of Physical Education, Recreation & Dance, 82(3), 40.
Parks, M., Solmon, M., & Lee, A. (2007). Understanding Classroom Teachers' Perceptions of
Integrating Physical Activity: A collective efficacy perspective. Journal of Research in
Childhood Education, 21(3), 316-328. doi:10.1080/02568540709594597
Simpson, C., & Gaus, M. (2009). Integrating Physical Activity into Academic Pursuits. Kappa
Delta Pi Record, 45(2), 88-91. doi:10.1080/00228958.2009.10516678
Teaching Resources & Lesson Plans | Teachers Pay Teachers. (n.d.). Retrieved December 4,
2015, from https://www.teacherspayteachers.com

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