Essentially, SPARK has created a successful alternative Physical Education (PE) program aimed at increasing physical fitness levels that teachers, schools, and afterschool programs can then purchase online to implement in their classrooms (SPARK, 2015). Segal (2009) highlights SPARK as a “model program” because of its novel coordination of high activity curriculum, physical education equipment, and professional development to enhance teacher effectiveness (p. 42) What is really unique about SPARK is that all individuals or organizations who utilize a SPARK program are supported by a SPARK program coordinator, ensuring their success (p. 42). McKenzie (2001) examined the effectiveness of a SPARK program in comparison to a traditional PE in increasing physical activity in a middle school setting. The comparison school held a PE class three times a week, had no club sports, and had a built environment that didn’t support physical activity (McKenzie, 2001, p. 233). The SPARK school required PE daily, had a variety of club sports and other activities such as dance, and had “free-play opportunities.” (McKenzie, 2001, p. 233). The SPARK program thus aligns with Hadley, Hair, and Dreisbach (2010)’s classification of a successful
Essentially, SPARK has created a successful alternative Physical Education (PE) program aimed at increasing physical fitness levels that teachers, schools, and afterschool programs can then purchase online to implement in their classrooms (SPARK, 2015). Segal (2009) highlights SPARK as a “model program” because of its novel coordination of high activity curriculum, physical education equipment, and professional development to enhance teacher effectiveness (p. 42) What is really unique about SPARK is that all individuals or organizations who utilize a SPARK program are supported by a SPARK program coordinator, ensuring their success (p. 42). McKenzie (2001) examined the effectiveness of a SPARK program in comparison to a traditional PE in increasing physical activity in a middle school setting. The comparison school held a PE class three times a week, had no club sports, and had a built environment that didn’t support physical activity (McKenzie, 2001, p. 233). The SPARK school required PE daily, had a variety of club sports and other activities such as dance, and had “free-play opportunities.” (McKenzie, 2001, p. 233). The SPARK program thus aligns with Hadley, Hair, and Dreisbach (2010)’s classification of a successful