McKenzie, Sallis, Kolody and Faucette (1997) Long-term effects of a physical education curriculum and staff development program: SPARK

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Long-term effects of a physical education curriculum and staff development program: SPARK

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CONTRIBUTORS:

	Author:	McKenzie, T. L. (San Diego State University)
	Author:	Sallis, J. F.
	Author:	Kolody, B.
	Author:	Faucette, F. N.

JOURNAL:

Research Quarterly for Exercise and Sport (RQES), 68(4), 280 - 291.

YEAR:

1997

PUB TYPE:

Journal Article

SUBJECT(S):

physical-education; exercise; physical-fitness; child; elementary-school; program; evaluation; professional-preparation

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=454546&title=454546

LANGUAGE:

English

PUB ID:

103-342-471 (Last edited on 2002/02/27 18:44:09 US/Mountain)

SPONSOR(S):

ABSTRACT:
This 4-year study, conducted in seven elementary schools assigned to three conditions - Physical Education Specialists (PES), Trained Classroom Teachers (TT), and Controls (CO) - had two parts. The first investigated effects of a health-related physical education program on quantity and quality of lessons. Specialists produced the best outcomes, and TT were significantly better than nontrained peers. Part Two assessed maintenance effects approximately 1.5 years after intervention termination. Withdrawal of specialists significantly reduced the quantity and quality of physical education. TT maintained PES frequency but with a loss in lesson quality and a decline in student activity to 88 percent of intervention levels. Results support employing specialists and demonstrate the need for extensive professional development for classroom teachers responsible for physical education.

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