Running head: EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

PPE 310: Health Literacy for Schools

Effects of Physical Activity in the Classroom
Signature Assignment Practical Implications
Katie Seckinger and Sarah Sawyer
Professor Dean

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

Introduction
Physical movement in the classroom extends beyond students moving around during
transition periods from one content area to another. It is defined by the students physical activity
during classroom academic areas of math, reading, and writing. Over the years education has
become more centered around standardized testing with an emphasis on student achievement
affecting planning for physical activity in the classroom. The use of existing academic content
areas to implement physical activity in the classroom will help reduce the amount of time it takes
teachers to plan, while supporting student growth in the areas of academics, testing, and overall
health improvement
School-based physical activity, which can be incorporated into academic lessons and can
be used as movement breaks during transition times, is beneficial for all students. Regular
physical activity increases mental alertness and improves mood in children. In the school setting,
students are often told to sit still and quietly during instruction. However, this inactivity for long
periods of time is very difficult for children, especially those with intellectual delays, health
impairments, or sensory needs. These students with special needs benefit greatly from physical
activity in the classroom because it gives them time to refocus and activate the three domains of
learning: cognitive, affective, and psychomotor.
Overall, it is important for schools to create an active and healthy environment. Given the
benefits of physical activity in the classroom, all teachers should make it a priority to include
physical activity in the daily routine of their students. Involving families and other health
professionals will support teachers and students moving to a healthier and more physically active
environment.
E-Portfolio - http://kseckingerportfolio.weebly.com/

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

Literature Review
Integrating physical activity into the classroom is a team effort. Cothran, Kulinna, and
Garn (2010) advocate that accessing all stakeholders to support students physical activity in the
classroom is a necessity. The authors evaluate three different types of pressures on teachers that
include stakeholder, personal, and institutional (Cothran, Kulinna, & Garn, 2010).
They also discuss the key stakeholder in the classroom, the teacher, which includes
his/her attitude towards physical activity (Cothran, Kulinna, & Garn, 2010). With extenuating
pressures of education on teachers there is a greater need to look at their emotional connection to
students and families in their classroom. The personal connection also includes the teachers
beliefs about implementing changes in the classroom. Integrating physical activity in the
classroom is a greater challenge because not all teachers have been trained on how implement
this strategy. The study conducted by the authors of the article included 23 teachers and their
experience of moving to a more physically activity classroom. The results of the study found the
teachers increased interest in their own health wellness as well as their students, which provided
a position impact to the school day.
Classroom behavior is a key component to successful teaching and academic
achievement for students. Carlson et al. (2015) discusses the implications of brain breaks in the
classroom. The study was conducted in six elementary schools located in California from 201314. The authors defined classroom activity breaks as 10 minutes blocks of time incorporated into
the teachers instructional time (Carlson et al., 2015). They found that students physical activity
and behavior improved over the study period. To continue to support more frequent
implementation of physical activity the authors suggested whole-school-based physical activity
program.

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

The impact of cognitive function on academic achievement is necessary to consider when

looking at integrating physical activity into the classroom. Donnelly and Lambourne (2011)
compare how physical activity influences the cognitive function of students and the outcome on
their academic achievement. The article discusses how the authors used the PAAC (Physical
Activity Across the Curriculum) program for the three year cluster randomized, controlled trial
on 24 elementary school to compare changes in fitness and fatness to changes in academic
achievement (Donnelly & Lambourne, 2011). The authors used the PAAC system throughout
the different content areas in the classroom. The outcome of the study found increased academic
achievement compared to controlled schools (Donnelly & Lambourne, 2011).
Physical activity in the classroom can be as simple as short breaks from cognitive tasks.
One study was done to gain insight on how selective attention is affected by short physical
activity breaks (Janssen et al., 2014). One hundred and twenty-three 10-11 years olds engaged in
four experimental breaks in a random order. Results indicated that attention scores were
significantly better after a moderate or vigorous physical activity break compared to no break. A
similar study was conducted to examine the impact of short bouts of physical activity on
attention-to-task (Mahar, 2011). Researchers directly observed attention-to-task in students using
a detailed record. The findings of the study were that students who participated in physical
activities that incorporated academic content showed significantly better improvements than the
control group (Mahar, 2011).
With increased pressure for students to perform well on standardized tests, schools may
struggle to make physical activity a school-wide priority. Buscemi et al. (2014) encourages
elementary schools to find a variety of ways for students to engage in physical activity while in
school in their position statement. They define the problem, explain how school-based physical

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

activity is a key opportunity to improve the health of children, and offer recommendations for
schools to use.
Synthesis of Current Literature
Overall, the majority of the articles reviewed stated that there is a positive correlation
between physical activity in the classroom and academic performance, physiological health,
attention, and behavior. The studies that were conducted within the articles resulted in similar
findings in regard to physical activity in the classroom. Buscemi et al. (2014) and Donnelly and
Lambourne (2011) found that physically active lessons promote academic achievement and
physiological health such as improved body mass index (BMI) in students. Janssen et al. (2014),
Mahar (2011), and Carlson et al. (2015) concluded that moderately intensive physical activity
breaks improve attention levels and behavior. Klein and Hollingshead (2015) discussed the
importance of physical activity for all students, especially those students with disabilities.
Cotharn et al. (2010) examined teachers willingness to engage incorporate physical activity in
the classroom and found that their engagement was dependent upon their pedagogical and
personal beliefs. Across the board, it was determined that physical activity in the classroom
supports the development of three critical learning areas: cognitive, psychomotor, and affective.
The impact of implementing physical activity during the school day goes beyond the
hours the students spend at school. The stakeholders, including parents and teachers, increase
participation and personal growth by actively engaging in activities at home supporting healthier
lifestyles. The articles discuss taking physical activity beyond the classroom also supports
positive student behavior and increases their anticipation of the school day before they arrive.
Practical Implications

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

Despite the many benefits of physical activity for kids, schools are still not making
physical activity a priority for their students. Three nationwide studies were conducted and the
results found that only 4% of elementary schools in the United States provide physical education
on a daily basis (Lee, Burgeson, Fulton, & Spain, 2007). This startling statistic should motivate
schools, educators, and parents to take action get kids moving and healthy. Therefore, the
proposal of the Get Active in Academics program will be an initiative that will set an example
for other schools. This program will promote the incorporation of physical activity in the
classroom and provide support for educators and families on how to effectively get their kids
moving, while learning at the same time. Some aspects to consider when implementing the
program are the initial proposal to administration, integration of curriculum, student engagement,
getting families and the community involved, marketing, and funding.
Proposal to Administration
Get Active in Academics will be proposed to administration, staff, and parents by the
Parent-Teacher-Student-Organization (PTSO) at the PTSO meeting on April 12th. They will
create a PowerPoint presentation to propose the plan, emphasizing the physical and cognitive
benefits the plan will have on students, the training that will be needed for teachers, the resources
that will be needed, the need to get families and communities involved, and the kick-off event.
They will explain that the goal of this plan is to ensure students are being physically active for 60
minutes each day.
Educational Components
In order to easily and effectively incorporate physical activity into academics, teachers
will need training and professional development. Lets Move Active School Tools has free online
resources that will be used by teachers to receive personalized training on physical activity in the

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

classroom. All teachers will be required to complete an online training, which consists of eight
modules designed to ensure students are getting 60 minutes of physical activity every day (Lets
Move Active Schools, 2016). These modules are designed for teachers to work at a pace that fits
their schedule, and they will have a two week time frame to complete all of them. Teachers can
also attend professional development workshops, either in-person or online, to further expand
their knowledge. The professional development workshops offered provide a variety of topics
including best practices in physical education and instructional strategies to easily incorporate
physical activity into the curriculum (Lets Move Active Schools, 2016). Once teachers are
trained, they will be required to incorporate at least 3 physical activities into their classroom each
day, which can take the form of brain breaks, but ideally will be a part of the academic lesson.
On a weekly basis, teachers will be asked to share their best physical activity with the principal
via an email. Each week during Professional Learning Communities (PLC), teachers will discuss
the physical activities they have been using and collaborate with their grade level teams to
change or improve activities as needed. At the monthly school-wide staff meeting, teachers will
be encouraged to share if something they have been doing has been going particularly well.
Student Engagement
During the week of May 2-6, the kick-off of the school-wide physical activity program
will begin. The Get Active in Academics assembly will be held on the first day of the
program. Students and teachers will come together to in the multi-purpose room to do a short
physical activity. The principal will go over the grade level challenge of getting the most hours
during the program to earn a The Wet Olympics. Students will be encouraged to bring one
non-perishable food item to be dropped off at a designated spot to be picked up by the food bank
at the end of the program.

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

Beginning Monday, May 2nd, students will Take 5 and Thrive throughout the school day.
Take 5 and Thrive will be 5-minute physical activity breaks led by the principal on the T.V. This
initiative will get students accustomed to physical activity breaks being a regular part of their
daily routine. Teachers will continue the initiative by implementing brain breaks with physical
activity during academic periods that support the 60 minutes of movement a day.
Family and Community Involvement
Healthy living extends beyond the school grounds and classrooms. Involving the families
and community is necessary to support students active living. Teachers taking time to connect
with the students families as important stakeholders increases the chances of student learning
carrying over into other areas of their lives (Cotharn, Kulinna, & Garn, 2010). Parents/Guardians
will be encouraged to volunteer during lunch recess to facilitate physical activity through playing
games like kickball, soccer, and/or running laps to be a part of Running Club. To be a part of
Running Club students will need to walk/run three laps around the large playground field.
Parents will be asked to support their students at home by completing physical activities that
include; going for a walk, jogging, and/or playing sports, as well as tracking the how long the
students are active during the week. In addition to support their students in physical activity at
home, families will be provided the link to access http://www.letsmoveschools.org/parents/.
The grade level with the most activity hours logged during the school-wide program will
earn a The Wet Olympics to be celebrated on a warm day. The Olympic activities will include
dodge ball in the sprinklers with beach balls, 100 meter run in the sprinklers, and soaked noodle
toss. The winning grade level will be announced by the principal on the schools morning
announcement once Get Active in Academics is complete.
Marketing

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

Get Active in Academics posters will be displayed throughout the school to encourage
and remind students, families, and educators to participate during the school-wide program (See
Appendix A). The posters will include visual representations of the physical activities students
will be completing during the school day and at home. Brain Break posters will also be displayed
throughout the school to remind educators and students of the importance of taking time out
during academics to do physical activity (See Appendix B). To motivate students to participate
and encouragement families there will be posters illustrating The Wet Olympics and activities.
Funding
Funding for the program will be organized by the PTSO and Student Council. The
biggest expense of the program will include supplies for the Wet Day Olympics and creating
the flyers and posters. Student Council will create the Get Active in Academics, The Wet
Olympics and brain break posters for the school. Posters will need to be displayed in the main
hallway and grade level hallways. The PTSO will create the flyers describing the program and
the grade level active challenge, as well as encouraging each student to donate one food item for
the local food bank. The Wet Olympics funding will need to include the expense of water,
beach balls, sprinklers, and pool noodles for dodge ball in the sprinklers with beach balls, 100
meter run in the sprinklers, and soaked noodle toss. A portion of the proceeds from the Jamba
Juice days will be set aside to pay for the beach ball, sprinklers, water hose, and noodles.
Conclusion
Physical education in schools is not solely confined to P. E. classes during the school
day. Physical activity should be incorporated into all classrooms regularly, whether it is
integrated into the academic content, as movement breaks, or during transitional times. The
cognitive benefits of physical breaks in the classroom are apparent in student behavior and

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

10

academic work. Collaborating with other professionals within the school and parents increases
the opportunity for general education teachers to implement physical activity breaks that are
appropriate for their student's physical abilities. Physical activity breaks in the classroom will
increase the likelihood that families will continue physical activity at home, encouraging healthy
habits. Physical education is not restricted to a specific period during the day or amount of time,
it is ongoing life activity.

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

Appendix A

Get Active in Academics

5 minute physical activity breaks:
Help us be more alert and ready to
learn
Improve our mood
Keep our bodies healthy

11

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

Appendix B

12

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

13

References
Buscemi, J., Kong, A., Fitzgibbon, M. L., Bustamante, E. E., Davis, C. L., Pate, R. R., & Wilson,
D. K. (2014). Society of behavioral medicine position statement: Elementary schoolbased physical activity supports academic achievement. Translational Behavioral
Medicine, 4(4), 436-438.
Carlson, J.A., Engelberg, J.K., Cain, K.L., Conway, T.L., Mignano, A.M., Bonilla, E.A.,
Geremia, C., & Sallis, J.F. (2015). Implementing classroom physical activity breaks:
Associations with student physical activity and classroom behavior. Preventive Medicine,
81, 67-72.
Cotharn, D.J., Kulinna, P.H., & Garn, A.C. (2010). Classroom teachers and physical activity
integration. Teaching and Teacher Education, 26, 1381-1388.
doi:10.1016/j.tate.2010.04.003.
Donnelly, J.E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and
academic achievement. Preventive Medicine, 52, S32-S42. doi:10.1016/j.ypmed.201
1.01.021.
Janssen, M., Chinapaw, M. J. M., Rauh, S. P., Toussaint, H. M., van Mechelen, W., & Verhagen,
E. A. L. M. (2014). A short physical activity break from cognitive tasks increases
selective attention in primary school children aged 1011. Mental Health and Physical
Activity, 7(3), 129-134. doi:http://dx.doi.org/10.1016/j.mhpa.2014.07.001
Klein, E. & Hollingshead, A. (2015). Collaboration between special and physical education: The
benefits of a healthy lifestyle for all students. Teaching Exceptional Children, 47(3), 163171. doi: 10.1177/0040059914558945

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

14

Lee, S.M., Burgeson, C.R., Fulton, J.E., & Spain C.G. (2007). Physical education and physical
activity: Results from the School Health Policies and Programs Study 2006. Journal of
School Health, 77(8): 435-63.
Lets Move Active Schools. (2016) Professional development. Retrieved from
http://static1.squarespace.com/static/53b1a843e4b0dcbabf4b4b85/t/55704cb9e4b083971c
13b123/1433423033499/LMAS-Prof-Dev-Brochure-WEB_FINAL.pdf
Mahar, M. T. (2011). Impact of short bouts of physical activity on attention-to-task in elementary
school children. Preventive Medicine: An International Journal Devoted to Practice and
Theory, 52, S60-S64. doi:http://dx.doi.org/10.1016/j.ypmed.2011.01.026

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

15

Rubrics:

Criteria with
Professional
Standards
Referenced

Exemplary

Highl
y
Profic
ient

Proficient

Appro
achin
g
Profic
ient

Unsatisfactory

(97 100%)

(83 92%)

(93
96%)

Outline

Outline
Turned
In(Already
submitted
for points)

Introductio
n to the
topic and
overview (In
your
purpose
statement
also
introduce
all

and below)

(73
82%)

10 Points

Logical, detailed
outline with at least 5
original peer reviewed
references written in
APA format is
submitted with a
technology choice
selected to embed the
assignment.
5 x 2=10 points

Introductio
n

(72%

Brief
outlin
e with
at
least
5
origin
al
peer
revie
wed
refere
nces
writte
n in
APA
forma
t is
submi
tted.

Brief outline with some

references but not 5
original peer reviewed
references written in
APA format are
submitted.

Brief
outlin
e with
one or
no
refere
nces
submi
tted.

No outline was submitted.

Introd
uction
is
fully
devel
oped
with
all
topics
introd

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

Introd
uction
is
addre
ssed
adequ
ately.

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

10 Points

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

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

subtopics)

5 x 2=10 points

16

uced.

InTASC
1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;CC9
K4;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.
2. Through use of a
range of references to
support key issues.
3. Description of
important studies
establishes context for
the reader.
4. Includes more than 5
informative references.

NAEYC 6b
5 x 3=15 points
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;CC9
K4;CC9S8

1.
Litera
ture
revie
w
addre
sses
major
issues
in the
area.
2.
Thoro
ugh
use of
a
range
of
refere
nces
to
suppo
rt key
issues
.
3.
Includ
es
descri
ptions
of
impor
tant

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.
3. Includes 4
references.

1.
Litera
ture
revie
w
does
not
addre
ss the
major
issues
in the
area;
the
level
of
suppo
rt for
the
issues
is not
adequ
ate.
2.
Includ
es 3
refere
nces.

1. Literature review does

not have the depth of
knowledge appropriate to
this upper level course.
2. Includes less than 2
references.

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

17

studie
s to
provi
de
conte
xt for
the
reader
.
4.
Includ
es 5
or
more
refere
nces.

Synthesis of
Information

15 Points

Synthesis of
Information
(what did
the articles
collectively
say about
the topic?
Which
authors had
similar and
different
findings?)

1. Studies covering the

same topic synthesize
related research.

InTASC
1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;CC9
K4;CC9S8

Practical
Implication
s and
Technology

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

30 Points

Studie
s
coveri
ng the
same
topic
are
summ
arized
and
integr
ated
level
work.

Information is
presented study-bystudy 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.

The
literat
ure
revie
w is a
mixed
set of
ideas
witho
ut a
partic
ular
focus.

The literature review does

not 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.

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

18

infusion

Practical
Implication
s (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;CC
9K4;CC9S8

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/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.
3. All
programs/components
implemented include
discussion on
modifications for those
with 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
8. An approved
technology platform
was used to enhance
your signature

1.
Pratic
al
implic
ations
are
discus
sed
but
not
relate
d to a
partic
ular
teachi
ng
settin
g or
topic
or
certai
n
detail
s are
missi
ng.

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 45 components of a
comprehensive school
program; however,
some of the needed
detail is missing.
3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how the components
can be added.
4. Most
programs/components
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 how to
involve the entire
school in the event

1.
Practi
cal
implic
ations
are
not
thoro
ughly
discus
sed
and
only a
few
detail
s of
the
event
are
prese
nt

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/components are
currently in place
4. Contains little
discussion on how each
program/component is
organized, conducted, and
overseen and little detail
about how the
components can be added.
5. Few
programs/components
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
9. Technology infusion
was not used as a
platform to enhance your
signature assignment.

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

assignment

9. Technology infusion
was used but it did not
enhance your signature
assignment

5 x 6=30 points

Conclusion

Conclusion
ITASC 1c,k;
5k; 9f; 10h

19

10 Points

Major issues support

and establish
conclusions.
5 x 2=10 points

NAEYC 6b
NETS-T
3a,d; 4a,c

The
major
issues
are
summ
arized
under
concl
usions
.

The conclusions are not

complete.

Provi
des
opinio
ns,
but
not a
summ
ary of
findin
gs.

No conclusions are
included.

Detail
ed
draft
of
ALL
sectio
ns
with
some
errors
in
conte
nt
cover
ed,
headi
ngs,
writin
g
style
and/or
refern
ces in
APA
6.0

Detailed draft of
MOST sections with
some errors in content
covered, headings,
writing style and/or
refernces in APA 6.0
style.

Missi
ng
sectio
ns or
paper
has
regula
r
errors
across
conte
nt
cover
ed,
headi
ngs,
writin
g
style
and/or
refern
ces in
APA
6.0
style.

Incomplete (missing half

of the requirements) or
completely missing
paper.

CEC
EC2S1;
CC7K1;
EC7K1;CC9
K4;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, a choice
of technology to embed
the assignment and
references in APA 6.0
style.

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style.

Integration
of instructor
comments
from first
draft

All comments from

instructor integrated
into final version. All
were highlighted in
yellow

Most
comm
ents
from
instru
ctor
integr
ated
into
final
versio
n. All
were
highli
ghted
in
yello
w

Some comments from

instructor integrated
into final version. Most
were highlighted in
yellow

Very
few
comm
ents
from
instru
ctor
integr
ated
into
final
versio
n.
Most
were
highli
ghted
in
yello
w

No comments from
instructor integrated into
final version. The changes
were not highlighted

Writing and
referencing
style

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
includ
ed,
few
gram
matic
al
errors
and
missp
elling
s, all
refere
nces
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
includ
ed,
many
gram
matic
al
errors
and
missp
elling
s,
some
errors
in
refere
ncing
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

6. Proposals and events

are not of appropriate
length with larger than
standard margins, font
and size of text

2. The file document

name contains
Lastname.firstname.ass
ignment#.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, and size of text

2.
Paper
was
appro
priate
length
(at
least
5
pages
)

2. Paper was too short

for the topic (3-4
pages)
3. The file name
somewhat contains the
Lastname.firstname.ass
ignment#.course#
4. This rubric was
added but not at the
end of the document
submitted
5. Most sentences are
clear and well
developed
6. Proposals and events
are mostly appropriate
length with standard
margins, font, and size
of text

2. Paper was too short for

the topic (1-2 pages)
3. The file document
name does not contain the
Lastname.firstname.assig
nment#.course#
4. This rubric was not
added to the document
submitted
5. Many sentences are not
clear and underdeveloped

EFFECTS OF PHYSICAL ACTIVITY IN THE CLASSROOM

21