RUNNING HEAD: PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Amber Barlow and Bethany Casselman

Physical Fitness and Academic Performance
PPE 310: Health Literacy for Schools
Arizona State University
Dr. Miller
Fall 2015

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Introduction
Students who learn the skills needed for a more physically fit and active lifestyle benefit
far more than just a longer, healthier life. There is a direct link between being physically fit and
being more academically successful. Many studies indicate, the importance of a total body
fitness link with academic performance. (Wittberg et al., 2009). In a majority of schools, what
the students hear in the classroom is the only instruction they will ever receive on health topics,
meaning there is generally not a strong health conscious support system at home. It is every
instructors responsibility to teach students ways to be a role model to their peers by making
healthy choices and living an active lifestyle. This will not only improve students overall health,
but also improve their academic success.
Encouraging students to get involved in sports can be great for their academics; however,
getting every student into a sport is not a realistic goal. Students may enjoy being active, but do
not desire the competitive nature of sports. Equally, they may be a part of some other extracurricular activities with conflicting schedules to the sports. There are other methods to getting
students to be more active both inside and outside of school. One example is The Energizer
Program. This program gets all the students active and moving, and specifically focuses on
getting them ready for exams or assessments. The students may only have the opportunity to be
physically active in school, so it is important for instructors and administrators to utilize this
time.
Review of Current Literature
Several studies had been conducted indicating that physical fitness positively affects
academic performance in students. In 2014, researchers Laura Chaddock-Heyman, Charles H.

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Hillman, Neal J. Cohen, and Arthur F. Kramer attempted to analyze the association between
physical activity, aerobic fitness, cognition, and the brain. The research is important in
emphasizing the ideas that students are becoming more and more inactive and unhealthy and that
the physical activity and aerobic fitness are essential for the cognitive and brain health of
students. The study was taken by a cross-sectional study on students. The findings also include a
few randomized, controlled trials. These trials demonstrate how students were randomly assigned
to a physical activity intervention group and how they showed greater brain and cognitive
benefits compared to a control group. Their tests concluded that students with higher fitness
levels have larger brain volumes in the basal ganglia and hippocampus, which relate to superior
performance on tasks of cognitive control and memory, respectively, when compared to their less
fit peers. Students also show superior brain function during tasks of cognitive control, better
scores on tests of academic achievement, and higher performance on a real-world street crossing
task, compared to lower fit and less active students (Chaddock-Heyman et al., 2014).
Li-Jung Chen conducted a similar study with his three colleagues Kenneth R. Fox, PoWen Ku, and Chih-Yang Taun. Their study examined the association between a change in fitness
and subsequent academic performance in Taiwanese students from 7th grade to 9th grade. The
students from one district participated. Academic performance was viewed from the students
school records at the end of each grade. Cardiovascular (CV) fitness, sit-and-reach flexibility,
bent-leg curl-ups, and body mass index (BMI) were assessed at the start of each. Results showed
an improvement in CV fitness, but not muscular endurance or flexibility and that these results are
significantly related to academic performance. A weak and insignificant relationship was seen
between academics and the BMI of students (Chen, Fox, Ku & Taun, 2013).

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Researchers Richard A. Wittberg, Karen L. Northrup and Lesley Cottrel also believe that
a lack of physical fitness could affect academics. This study investigated which aspects of
student's fitness assessments are related to their performance in four specific academic areas. The
data for this study was obtained from a sample of 968 fifth grade students who took a statewidestandardized academic performance test. Gender and a socioeconomic status proxy were
compared with a mean groups performance scores across the four academic areas of
mathematics, reading/language arts, science, and social studies. The study found that students
who were in the healthy fitness zone (HFZ) had significantly better achievement in their aerobic
capacity and abdominal strength tests than those students who were unable to achieve the HFZ.
Students in the HFZ for upper body strength excelled in math, while students in the HFZ for
flexibility succeeded in math and science. The scientists findings correlated no difference in
academic performance between students in the HFZ for trunk lift and students not in the healthy
zone. The only variable consistently appearing as significant is Aerobic performance (Wittberg et
al., 2009).
In 2010, that same research group, with the addition of Catherine L. Davis studied the
aerobic fitness threshold of students in a similar way. This time the study examined the aerobic
fitness thresholds associated with fifth grade students academic achievements. Monitoring
FITNESSGRAM mile times and pacer circuits measured student aerobic fitness to conduct the
study. This method assessed if the nature of association between aerobic fitness and standardized
academic performance is dose-response or threshold related. The results of this study indicated
that select achievement in the Mile or Pacer lead to significant increases in academic
performance on standardized tests. (Wittberg et al., 2010).

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

An ecological study was published in 2014 that explored Physical Fitness and Academic
Achievement in Texas State House Legislative Districts. A team of six scientists, led by Mr. Jud
C. Janak, conducted the study. The purpose of this ecological study was to describe the
association between academic achievement, body mass index (BMI), and cardiovascular fitness
(CVF) in a large sample of elementary, middle, and high school students in Texas. The study was
conducted by collecting a large sample of FITNESSGRAM results from 2,550 students and
matching them to their academic standardized test scores. The study found that the majority of
students meeting the standardized test requirements were significantly higher in the fitness
category for BMI and CVF compared to all other categories, regardless of sex or grade category
(Janak et al., 2014).
Literature Synthesis
The positive results of physical fitness are large in number, finding scholarly articles
supporting the correlation between physical fitness and academic success was not difficult. The
study done by Laura Chaddock-Heyman, Charles H. Hillman, Neal J. Cohen, and Arthur F.
Kramer concluded that students with higher fitness levels have larger brain volumes in the basal
ganglia and hippocampus, which relate to superior performance on tasks of cognitive control and
memory, respectively, when compared to their less fit peers (Chaddock-Heyman et al., 2014).
But researchers Li-Jung Chen, Kenneth R. Fox, Po-Wen Ku, and Chih-Yang Taun found a
significant relationship between academic success and students ability to do physical activities
but the relationship between their BMI and their academic success was weak and was
insignificant (Chen et al., 2013). These two articles suggest that academic success could be
related to someones ability to complete physical tasks but not necessarily connected to
someones weight or BMI.

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Researchers Richard A. Wittberg, Karen L. Northrup and Lesley Cottrel conducted a

study and its results were that academic success is related to certain fields of physical fitness.
Such as students who were considered in the Healthy Fit Zone for flexibility excelled in math
and science whereas if the student was in the Healthy Fit Zone of just upper body strength they
excelled in only math (Wittberg et al., 2009).
In 2010, that same research group, with the addition of Catherine L. Davis studied the
correlation between aerobic strength and standardized tests. They studied a group of fifth graders
during a mile run with an addition to them using a pacer. After successfully completing this they
would take standardized tests. The results concluded that students were more successful on the
test after the aerobic exercise (Wittberg et al., 2010).
A team of six scientists, led by Mr. Jud C. Janak in the Texas State House Legislative
Districts conducted a study on elementary, middle, and high school students. They did not have
the students participate in physical activities but instead they looked at past standardizes scores
and compared them to the fitness levels of the students. With that they found the higher scores
that satisfied the standards were typically matched with students who were physically active
(Janak et al., 2014).
Together the literature suggests that academic success has a strong correlation with
physical fitness with students still in elementary, middle, or high school. A majority of the studies
only found a strong relation between physical activity and academic success not necessarily their
weight, sex, age, etc.
Educational Components
Every year when the energizing assemblies are scheduled there will be a survey sent out
to every student during their homeroom period. This survey will be administered twice a year,

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

once at the beginning of the year and once after the standardized tests towards the end of the
school year. The survey will be completely anonymous; the first question will ask them what
grade they are in. Second, the students will answer how often they are physically active. The
answers would range from never to every day. It will also ask for anyone who answered anything
besides never how long are they active and the options will include minute and hour options.
The next question will ask them what their average GPA is. The survey is anonymous so honestly
will be incentivized. There will be no questions regarding their weight or sex since prior research
has proven this is not a strong variable. Grades will be asked due to only certain grades having
physical education in their curriculum, this would be considered in the data.
Just prior to the start of the Energizer Program there will be an assembly to introduce the
idea. Teachers will have known previously of what will occur in the rest of the term but this
assembly will give them the raw data to rationalize this new plan. The statistics of the surveys
will show the administration, staff, and students that a life with more physical activity will
improve your academic success. This assembly is meant to pump the program up and get
everyone excited to get moving in their classes.
Administration
The support of the administration is necessary for the success of this program. There
should be an expectancy to see physical activities in lesson plans from here on out. The
administration could give ideas for teachers on what physical activities they can do. Students
love to be outside or do things outside of the classroom; administration should be aware and
more lenient to allow teachers to take their classes outside to give them more space. This will
increase safety, engagement, and will get them out of the classrooms. An idea is an e-mail,

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

newsletter, or a memo could be sent out weekly giving new ideas for teachers to use in their
classroom.
The most important aspect of administration and the staff is their participation. The staff
members are role models for the students and if the students see the principal and the teachers
participate in the exercises; they feel more compelled to do it. This program is to not only help
students become more active, but anyone a part of that schools community.
Student Engagement
A student being engaged in these activities is the whole point of this program. Keeping
students wanting to participate and stay engaged is important, so teachers should keep their
activities fresh. There should be communication amongst staff to ensure there are a variety of
activities being offered for the students in each class.
Students safety is important above all else and have to be considered when planning
these activities. Teachers should question themselves; are there any adaptations for students who
cannot fully participate? Is this activity going to exclude anyone? A lot of students have physical
disabilities preventing them from doing a lot of activities, and it is the job of the educators to
know their students and accommodate appropriately.
Another component of safety that has to be considered is the space that is offered.
Students will be more engaged and more obliged to participate if the space is appropriate for
what is being asked of them. If a teacher is asking for them to do more of a running activity; a
small classroom would not be ideal. A teacher has to consider this prior to planning the day and
should find a safe space for the students based on what he/she has planned.
Cost of the Production

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Very little monetary costs will be involved in this program. A lot of administration and
staff may not be fully aware of appropriate exercises and the proper procedures before
exercising. So before the AZ Merit testing on each day (two days in February and two days in
April) there will be an assembly with a personal trainer leading the activities. A personal trainer
would be hiring from 24 Hour Fitness and for 5 twenty-five minute sessions it would cost
$234.99. Extra charges may apply due to the sheer mass of the student population. More days
may be purchased according to how a school disperses the AZ Merit testing.
Funding
Three hundred to four hundred dollars is a fairly insignificant cost to address, so the bulk
of the money could be obtained through fundraising. The schools student council could really get
involved in this endeavor. A money collection jar could be placed in every classroom for a week
and a contest could be held to see which class can raise the most money. The winning class will
be rewarded with a pizza party, which uses some of the raised funding money to supply the class
with pizzas. With teacher support, and an effort to make the contest interesting and exciting,
funding could easily be obtained for this program. Additional revenue opportunities include
outside grants such as: the RunJumpThrow grant and the Action for Healthy Kids grant.
Scheduling
A final step in this proposal will be to engage students and the communities in which they
live by instilling the importance of physical fitness and active lifestyles. The need for every day
activity is great among todays adolescents. Many teens are not aware of the importance of
staying active and energetic. To promote awareness and inspire students to become more active
and healthy, a series of health conscious and active events will be scheduled throughout the
school year.

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

10

A Walk-A-Thon will take place in which students and families will be invited to obtain
sponsors to donate for every mile the student walks in 24 hours. One evening, families will
arrive at the school track with camping gear to participate in a 24 hour walk-a-thon. They will
have the chance to work in teams with their friends and family to take turns walking the track all
night. Participating teams will acquire sponsors to donate a certain amount of money for every
mile the team walks. This money will then be used to purchase new health and fitness equipment
for the school. They will also be encouraged to bring a can of food as their entry fee, which will
be donated to a local food bank.
During the year, between active assemblies, weekly active events and mini lessons will
be implemented into the classroom and lunchtime schedule. Students will have the opportunity
to gain new fitness skills, practice what they have learned in assemblies, and remain more
focused during class time.
Marketing
To promote the energizer assemblies, and provide constant access to information, a
weekly committee meeting will be held to keep staff and parents constantly informed of new
events. Students will also have access to the schools E-calendar, which will have all events and
information listed. Progress will be tracked on the school website for students success in the
program, raising money, and test-score improvement after assemblies. To reach out on a larger
scale, pamphlets are being mailed out to the community inviting families of students to get
involved and participate in some of the many planned events.
Conclusion
By participating in a health driven, tested program, students will gain life long test taking
strategies and it is anticipated that schools will improve in the areas of grade averages, test

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

11

scores, fitness levels and health mentality. In years to come, this program or any adaption of it
could be utilized in many other schools across the country. Intentionally, encouraging students to
increase their physical activity and make healthier choices improves self-motivation and
academic achievement of students.
In the first year of implementing the project, it is expected that student ambassadors will
be chosen to lead training camps. After having this program implemented for five years test
scores and fitness levels as well as productivity will be measured. By the time this point is
reached ambassadors as well as teachers will have a strong footing in the way it works and what
needs to be done at each assembly. When everyone is prepared and confident the students will be
more engaged and excited about the activities. Getting the community involved also generates
excitement among students and support for staff.
This program will instill long-lasting health habits, improve test scores and student moral,
and endorse students collaboration and action. While most of the activities seem simple and
uninspired, with a few enthusiastic spokespeople and a solid curriculum students engagement
becomes a simple task. It is important to instill in todays youth the importance of fitness and its
link to valuable life skills. This program allows for a positive platform on which to enlighten
young minds.

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12

References
Chaddock-Heyman, L., Hillman, C. H., Cohen, N. J., & Kramer, A. F. (2014). III. THE
IMPORTANCE OF PHYSICAL ACTIVITY AND AEROBIC FITNESS FOR
COGNITIVE CONTROL AND MEMORY IN CHILDREN. Monographs Of The Society
For Research In Child Development, 79(4), 25-50.
Chen L-J, Fox KR, Ku P-W, Taun C-Y. Fitness change and subsequent academic performance in
adolescents. J Sch Health. 2013; 83: 631-638.
Richard A. Wittberg, Karen L. Northrup, Lesley Cottrel. Childrens Physical Fitness and
Academic Performance. American Journal of Health Education, Volume 40, Number 1
(January 2009), pp. 30-36, <http://ejournals.ebsco.com.ezproxy1.lib.asu.edu/direct.asp?
ArticleID=4C55A2D6C590CE8E65D8>
Richard Wittberg, LesleyA. Cottrell, CatherineL. Davis, KarenL. Northrup . Aerobic
Fitness Thresholds Associated with Fifth Grade Academic Achievement.
American Journal of Health Education, Volume 41, Number 5 (September
2010), pp. 284-291,
http://ejournals.ebsco.com.ezproxy1.lib.asu.edu/direct.asp?
ArticleID=481A8A1E51E4EF2B049F

Janak, J. C., Gabriel, K. P., Oluyomi, A. O., Perz, A., Kohl, H. W., & Kelder, S. H.
(2014).
The Association Between Physical Fitness and Academic Achievement in
Texas State House Legislative Districts: An Ecologic Study. Journal Of School Health,
84 (8), 533-542.

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13

Rubric for Signature Assignment

It is necessary to pass the Signature Assignment to pass this course.
A passing grade is a total score of 72.5 points or higher, which includes your 10 point outline score.
See Appendix B for description of Signature Assignment

Criteria with
Professional
Standards
Referenced

Outline
Outline Turned
In(Already
submitted for
points)

5
Exemplary
(97 100%)

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

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.

Introduction
is fully
developed
with all
topics
introduced.

Introduction is
addressed well,
somewhat
organized and
created a plan
for the paper

Introduction is
addressed
adequately.

Introduction is
omitted or was
disorganized
and did not
create a plan
for the paper.

10 Points
Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted.

5 x 2=10 points
Introduction

10 Points

Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)

Introduction is
fully developed,
well organized,
introduces all
topics, created a
plan for the
paper and
invites the
reader to read
further.

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;

5 x 2=10 points

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

14

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

15 Points
1. Literature
review
highlights
major issues in
the area.

1. Literature
review
addresses
major issues
in the area.

2. Through use
of a range of
references to
support key
issues.

2. Thorough
use of a
range of
references to
support key
issues.

NAEYC 6b

NETS-T 3a,d;
4a,c

CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

3. Description
of important
studies
establishes
context for the
reader.

4. Includes
more than 5
informative
references.

3. Includes
descriptions
of important
studies to
provide
context for
the reader.

1. Literature
review may
address major
issues, but
issues may not
be supported
with expert
knowledge.

2. Good use of
references, but
additional
references may
have
strengthened
the paper.

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

1. Literature
review does
not have the
depth of
knowledge
appropriate to
this upper level
course.

2. Includes 3
references.

2. Includes less
than 2
references.

The literature
review is a
mixed set of

The literature
review does
not

3. Includes 4
references.

4. Includes 5
or more
references.

5 x 3=15 points
Synthesis of
Information

15 Points

Synthesis of
Information
(what did the

1. Studies
covering the
same topic

Studies
covering the
same topic

Information is
presented
study-by-study

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

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

synthesize
related
research.

2. Described
similar or
differing and
detailed themes
throughout the
articles
3. Demonstrate
thoroughly how
your research
and the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school and
in your
community, but
ties to academic
success in your
classroom as
well.

5 x 3=15 points

are
summarized
and
integrated
level work.

rather than
summarized by
topic.

2. Described
similar or
differing
themes
throughout the
articles which
were not
detailed
3. Somewhat
emonstrated
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

15
ideas without a
particular
focus.

demonstrate a
particular
focus and
lacks ideas
based on the
subject chosen.

2. Described
similar or
differing
themes
throughout the
articles,
however they
were not
detailed
3. Did not
demonstrate
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Practical
Implications
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

16

30 Points
1. Practical
implications of
your event
details
including your
teaching level
and in a
particular
setting are
discussed
thoroughly. A
minimum of 6
topics are
applied.

2. Contains
thorough
discussion on
how each of the
6
program/compo
nents that are
in place are
organized,
conducted, and
overseen or a
detailed plan
about how each
component can
be added.

3. All
programs/comp
onents
implemented
include
discussion on
modifications
for those with

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

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

2. Contained
at least 4-5
components of
a
comprehensive
school
program;
however, some
of the needed
detail is
missing.
3. Contains
thorough
discussion on
how most of
the
program/comp
onent that are
in place are
organized,
conducted, and
overseen or a
detailed plan
about how the
components
can be added.

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

1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components of
a
comprehensive
school
program
3. Contains
little
discussion on
which
programs/com
ponents are
currently in
place
4. Contains
little
discussion on
how each
program/comp
onent is
organized,
conducted, and
overseen and
little detail
about how the
components
can be added.
5. Few
programs/com

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

disabilities.

4. Contained a
detailed
description of a
special event
that promotes a
healthy and
active school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by
the special
event
6. Specific
target grade
level was
identified and
was appropriate
for students of
that age
7. Contained
discussion on
how to involve
the entire
school in the
event

5 x 6=30 points

4. Most
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.

5. Contained a
somewhat
detailed
description of
a special event
that promotes
a healthy and
active school
environment
6. Contained
some
discussion on
a specific
health
behavior
highlighted by
the event
7. Specific
target grade
level was
somewhat
identified and
was
appropriate for
students of
that age
8. Contained
some
discussion on

17
ponents
implemented
include
discussion on
modifications
for those with
disabilities.

6. Contained
little detail on
a special event
that promotes
a healthy and
active school
environment
7. Contained
little
discussion on
a specific
health
behavior
highlighted by
the special
event
8. Specific
target grade
level was not
identified
and/or not
appropriate for
students of
that age
9. Contained
little
discussion on
how to involve
the entire
school in the
event

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

18

how to involve
the entire
school in the
event

Conclusion

10 Points

Conclusion

Major issues
support and
establish
conclusions.

ITASC 1c,k; 5k;

9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c

The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a summary
of findings.

No
conclusions
are included.

5 x 2=10 points

CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Writing and
Referencing
Style

10 Points

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.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version.
All were

Most
comments
from
instructor
integrated

Some
comments
from
instructor
integrated into

Very few
comments
from
instructor
integrated into

No comments
from instructor
integrated into
final version.
The changes

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

Writing and
referencing style

19

highlighted in
yellow

into final
version. All
were
highlighted
in yellow

final version.
Most were
highlighted in
yellow

final version.
Most were
highlighted in
yellow

were not
highlighted

1. Cover page
included,
proper spelling
and grammar,
all references in
APA 6.0 style.
Paper was
appropriate
length (at least
5 pages)

1. Cover
page
included,
few
grammatical
errors and
misspellings,
all
references in
APA 6.0
style.

1. Cover page
included, some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. The file
document name
contains
Lastname.firstn
ame.assignment
#.course#

3. This rubric
was added to
the last page of
the document
submitted

4. All sentences
are clear and
well developed
5. Proposals
and events are
appropriate
length with
standard
margins, font,

2. Paper was
appropriate
length (at
least 5
pages)

2. Paper was
too short for
the topic (3-4
pages)

3. The file
name
somewhat
contains the
Lastname.first
name.assignm
ent#.course#

4. This rubric
was added but
not at the end
of the
document
submitted
5. Most
sentences are
clear and well
developed

3. The file
document
name does not
contain the
Lastname.first
name.assignm
ent#.course#

4. This rubric
was not added
to the
document
submitted

5. Many
sentences are
not clear and
underdevelope

PHYSICAL FITNESS AND ACADEMIC PERFORMANCE

and size of text

6. Proposals
and events are
mostly
appropriate
length with
standard
margins, font,
and size of text

20
d
6. Proposals
and events are
not of
appropriate
length with
larger than
standard
margins, font
and size of text

Signature Assignment:
A signature assignment is an assignment that is submitted electronically in Tk20 providing direct
evidence of student achievement and progress towards a specific outcome, or group of outcomes. The
electronic submission of the signature assignment in Tk20 serves two purposes; the signature
assignment is intended to assess important skills, abilities, and identifies areas of strength and
challenge, which instructors use to evaluate student progress. It also serves as a college accreditation
data collection and storage site that is required by the Department of Education. All students seeking
certification are REQUIRED to upload and submit their signature assignment in Tk20 for evaluation.
For information, please see http://mytc.asu.edu/tk20-userguides
You will need to submit your final copy of this assignment into Tk20 at the end of the semester. You
will NOT receive your final grade until all of your documents for this assignment are uploaded into
Tk20 and you cannot pass this course unless you successfully pass the signature assignment with a
score of 3 or higher on each component. These assignments help the Arizona State Board of
Education evaluate Arizona State Universitys teacher preparation programs. Your cooperation and
effort are most appreciated by this professor and other members of the faculty and staff of this
university.