Hadley, Hair, and Dreisbach (2010) reviewed fifty-one obesity programs targeted towards participants zero to nineteen years of age and discovered program characteristics that lead to success. Some characteristics of successful programs include having a specific versus comprehensive approach, implementing therapy for participants and their families, including skill-building elements in curriculum, and implementing long term (greater than six months) physical activity programs (p. 2). Unsuccessful programs tried to address nutrition, physical activity, and weight loss at the same time (p. 4). Segal (2009) of the HCS Foundation reports that the most ideal obesity intervention will not only promote good nutrition or increased physical activity,
…show more content…
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