semester one eval report - niagara region · 1.1background!"!dr.!john!ratey!&!spark ......

2011-‐ 2012

Sparking Life Niagara: Program Evaluation Report

“Exercise is the single most powerful tool you have to optimize your brain function.” -‐Dr. John Ratey

Program Evaluation Report Sparking Life Niagara 2011-‐2012

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vTABLE OF CONTENTS 1.0 Introduction and Context 1.1 Background -‐ Dr. John Ratey & SPARK……………………………………………………………………………2 1.2 Program Description -‐ Sparking Life Niagara……………………………………………………………...2-‐3 2.0 Methodology 2.1 Objectives………………………………………………………………………………………………………………………4 2.2 Evaluation Questions……………………………………………………………………………………………………..4 2.3 Methodologies……………………………………………………………………………………………………………5-‐6

i. Outcome Assessment Tools………………………………………………………………………………….………5 ii. Analysis Plan …………………………………………………………………………………………………………….5-‐6

2.4 Limitations……………………………………………………………………………………………………………………..6 3.0 Key Findings 3.1 Success………………………………………………………………………………………………………………………7-‐17

i. Academic Outcomes……………………………………………………………………………………………..…7-‐11 ii. Emotional Well-‐being Outcomes ……………………………………………………………………….………11 iii. Physical Health Outcomes………………………………………………………………………….…………12-‐17

3.2 Design & Delivery ……………………………………………………………………………………………………17-‐20 4.0 Summary of Findings………………………………………………………………………………………………20-‐21 5.0 Key Recommendations 5.1 Evaluation Process…………………………………………………………………………………………………..21-‐22 5.2 Program Implementation………………………………………………………………………………………..22-‐23 6.0 References……………………………………………………………………………………………………………….….24 7.0 Appendices……………………………………………………………………………………………………………..25-‐30 7.1 Measurement Procedures Height………………………………………………………………………………………………………………………….25 Weight…………………………………………………………………………………………………………………………26 Resting Heart Rate……………………………………………………………………………………………………….27 Blood Pressure…………………………………………………………………………………………………………….28 7.2 Norms Blood Pressure Levels for Boys by Age and Height Percentiles……………………………………..29 Blood Pressure Levels for Girls by Age and Height Percentiles……………………………………..30


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1.0 INTRODUCTION

This report presents the findings of the evaluation of the Sparking Life Niagara pilot project for Semester One, from September 2011 to January 2012. Daily activity tracking and student assessments were carried out to measure the effects of the program on mental, emotional and physical health outcomes. This evaluation will summarize significant and relevant findings to determine the extent to which the program is achieving expected outcomes, as well as, identify areas to improve the quality and effectiveness of the program and evaluation process. 1.1 Dr. John Ratey & SPARK The program is founded on research by Dr. John Ratey, an Associate Clinical Professor of Psychiatry at Harvard University, who has extensively studied and assessed the relationship between physical activity and academic performance in students. In his latest book “Spark: The Revolutionary New Science of Exercise and the Brain,” Dr. Ratey explores the neuroscience behind the potential benefits of aerobic exercise on learning capacity, aging, stress management, and other mental health issues such as anxiety, depression, and attention deficit disorder (ADD). While the advantages of physical activity for general health are often extolled, these findings are unique in that they emphasize exercise as a means to achieve optimal mental performance by sparking brain function to improve learning on three levels: 1) Optimizes mind-‐set to improve alertness, attention, mood and motivation 2) Prepares and encourages nerve cells to bind to one another, storing new information 3) Spurs the development of new nerve cells from stem cells in the hippocampus

The first school-‐based program to show how aerobic activity can transform the mind, in addition to the body, was Naperville High School in Illinois. The “Zero Hour” program required students to complete an hour of aerobic activity before first period class. The novel approach to physical education, assessed effort rather than skill, providing students with heart rate monitors so that they could be graded by how much time they spent working out in their target heart rate zone. Students who participated in Zero Hour saw a 17.0% improvement in reading comprehension compared to a 10.7% improvement for students who did not participate in the program (Ratey, 2008). Based on the success of Zero Hour and similar programs, the Sparking Life movement is underway to encourage schools to find novel ways to incorporate aerobic physical activity into the academic setting, as a tool to aid students in learning and increase educational attainment levels. Education is an important social determinant of health and is associated with many measures of population health (PHAC, 2004). A school-‐based physical activity program aimed at boosting educational attainment and laying the foundation for a healthy, active lifestyle during adolescence is a key public health initiative. 1.2 Sparking Life Niagara Niagara Region Public Health (NRPH) in collaboration with District School Board of Niagara (DSBN), Niagara Catholic District School Board (NCDSB), Niagara Sport Commission (NSC) and Public Health Ontario (PHO) has piloted “Sparking Life Niagara” in two area high schools, Eastdale Secondary School and Lakeshore Catholic High School. The Sparking Life program model incorporates 20 minutes of aerobic activity at the start of the school day, either during Period 1 or 2, and shorter exercise “bursts”


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throughout the day. Students were expected to work out at 65 to 85% of their maximum heart rate and had access to a variety of exercise equipment. The program was initiated this academic year, from September 2011 to June 2012 and Semester One data is now available from the evaluation. Sparking Life Niagara participants earn a Physical Education (PE) credit based on their effort, consistency in terms of completing the daily aerobic activity at their target heart rate (THR) and willingness to participate in assessments. An emphasis is also placed on credit recovery so students can complete work towards other core course requirements. Eastdale Secondary School At Eastdale Secondary School, the Eagle Spark Initiative runs for the first two periods of the school day and is implemented by the English and Drama teacher. Semester One included 12 students aged 14 to 19 years old, 10 males and 2 females. Students selected for the program had identified reading challenges. Forty minutes were allotted for the morning workout, allowing students sufficient time to complete the required 20 minutes of aerobic activity. The aerobic activity was carried out in the school gym where students had access to exercise equipment such as treadmills, elliptical machines and spinning bikes. Each student had a polar heart rate monitor to ensure they were working out within their THR zone. Breakfast was provided to all participants after the morning workout.

After morning exercise, literature assignments were handed out and students engaged in various activities including independent reading, oral reading, and performing plays. Two energizers were built into the morning class at logical breakpoints. At lunch time, students were dismissed and continued with their regular course scheduling in various classrooms. Lakeshore Catholic High School At Lakeshore Catholic High School, the Sparking Life Initiative runs in an alternative setting “success”” classroom and is implemented by the Physical Education teacher, who acts as the primary facilitator in charge of running daily workouts and assigning coursework. Administrative support and data collection is carried out by the school Business teacher. There is also a Child and Youth Worker in the class to provide additional support to students. Approximately 80% of the students were considered “full-‐time success students” and remained in the classroom for the whole day, while 20% of students attended class or co-‐op outside of the resource class for a morning or afternoon period. Semester One included 20 students aged 14 to 19 years old, 12 males and 8 females. Students selected for the program were considered “at-‐risk” of not graduating in time for various reasons including behavioural issues and poor academic performance. The aerobic activity was carried out in the equipment room, adjacent to the classroom, where student had access to exercise equipment, as well as, direct access to an outdoor track. Each student had their own polar heart rate monitor that was pre-‐set to their THR zone. Breakfast was provided to all students after the morning workout, as well as, snacks throughout the day. An integral component of the success resource class was credit recovery so formal lessons were not carried out during the day. Students completed online learning courses or worked on course packages to obtain full credit for core courses and recover credits. Teachers were available for support with any of these activities. An afternoon energizer was built into the class when energy levels were declining.


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2.0 METHODOLOGY 2.1 Objectives

Ø assess the success and progress of the program Ø assess testing and performance measurements being used Ø assess the evaluation design and program implementation Ø identify key findings Ø make recommendations to improve efficiency and effectiveness of the program and evaluation

2.2 Evaluation Questions Student Outcomes with the Sparking Life Niagara Program

§ Did Sparking Life Niagara students feel that participating in the program made it easier to learn? § Did students notice any changes in their mood after exercise? § Did students improve their physical health or interest in physical activity?

Students’ Experience in the Sparking Life Niagara Program

§ Did Sparking Life Niagara students feel there was any value or benefit gained from participation? § What did students think was the best part about the program? § What would students change about the program if they could? § Would students want to participate in this type of program again?

Teachers’ Experience in the Sparking Life Niagara Program

§ Did teachers adhere to the Sparking Life Niagara program guidelines? § Did the Sparking Life Niagara Team (i.e. program teachers, principals, guidance counsellor,

Niagara Sport Commission interns) notice any changes in the students’ behaviour?

Parents’ Experience in the Sparking Life Niagara Program

§ Did parents notice a change in their child’s interest in school? § Did parents notice any changes in their child’s overall mood and behaviour at home? § Did parents notice a change in their child’s interest in physical activity? § Would parents want their child to participate in this type of program again?

To answer the evaluation questions above, five research methods were used. These included a student pre/post questionnaire, teacher-‐led discussions with students, a teacher pre/post questionnaire, parent telephone interviews and informal feedback from school principals, guidance counselors and student interns with the Niagara Sport Commission. These methods will be elaborated upon in the Key Findings (Section 3.0).


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2.3 Methodologies i. Outcome Assessment Tools

Beep Test The beep test is one of the most commonly used tests to assess endurance by scoring maximal running aerobic fitness. The test, which can be downloaded as a mobile phone application or accessed on Compact Disc (CD), involves continuous running between two lines in time to recorded beeps. Participants stand behind one of the lines facing a second line, 20m away, and begin running when instructed. The speed of each beep starts off quite slow and gains speed with each minute so that at each advancing level, the increment between beeps becomes shorter. The test is stopped when the participant is unable to reach the line for two consecutive ends and the last level achieved is recorded. Kaufman Test of Educational Achievement The Kaufman Test of Educational Achievement, Second Edition (KTEA-‐II) was administered by program teachers to assess students’ numeracy skills. The Comprehensive Form of the KTEA-‐II is an ideal diagnostic tool that can be used as a quick measure of current achievement for individuals aged 4 to 25 years old. It yields norm-‐referenced scores and can be re-‐administered to check progress. The Math Composite is composed of two subsets, Computation and Concepts & Applications. Math Computation assesses basic arithmetic, while Concepts & Applications assesses numerical reasoning skills. Ontario Comprehension Assessment The Ontario Comprehension Assessment (OCA) was administered by program teachers to assess students’ understanding of informational text. The OCA is a non-‐intensive, whole-‐class assessment of reading comprehension for students in Grades 7 to 10. It is an effective tool for measuring progress over time, as it includes two student reading selections for each grade. This allows for one selection to be administered at the start of the grade and the second at the end of the grade. Physical Measurements On-‐site physical measurements were taken by Public Health Nurses at three time points, the start, midpoint and end of the program. Physical measurements were recorded in the metric system and included height, weight, waist circumference, resting heart rate and blood pressure. Weight measurements were taken using a calibrated scale, while height and waist circumference were taken using a measuring tape. Blood pressure and resting heart rate measurements were also recorded using a calibrated heart rate monitor. To ensure accuracy, measurements were repeated multiple times. Detailed measurement procedures can be found in the Appendices (Section 7.0). ii. Analysis Plan

Quantitative analyses comprised descriptive statistics and dependent t-‐tests to assess differences between students’ assessment scores at the start and end of the program, at the 5% significance level. Significant differences for categorical academic test scores were assessed at the 5% significance level


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using McNemar’s Test for matched-‐pairs before-‐and-‐after measurements. These were carried out using the Data Analysis Toolpak in Microsoft Excel Version 2010 (Microsoft Corp., Redmond, WA) and corroborated using SPSS Version 16.0 for Windows (SPSS Inc., Chicago, IL). Qualitative analyses, which involved coding and categorizing responses from students, parents and teachers, were performed using Microsoft Excel Version 2010 (Microsoft Corp., Redmond, WA). 2.4 Limitations Low Literacy Skills: Many of the students selected to participate in the program were chosen because they had identified literacy problems. Questionnaire responses and discussion may have been limited by the students’ ability to convey their thoughts and feelings about the program. No Comparison Group: With no available comparison group there is no way to estimate the changes students would have undergone had the program not been implemented. Pre/Post Assessments: With pre/post assessments, it is hard to discern if positive changes are attributed to the program or due to the natural maturation and learning that occurs in students throughout the school year. The purpose of any student assessment, such as the OCA, is to better inform teachers so that future instruction can be tailored to meet students’ needs. Results from the program start helped teachers to recognize gaps and inform future lesson plans so students could perform better in these areas. This would contribute to some of the improvement observed when students were re-‐tested. Program Adherence: Student attendance and lateness on a regular basis would have impacted the amount of daily aerobic activity completed. As well, those students unable to reach 65-‐85% of their THR during exercise may not have experienced the same desired benefits as students that did. Results are not adjusted to accommodate for the varying levels of program adherence among students. Program Opt-‐out: To ensure the voluntariness of participation, students were allowed to opt-‐out of the program or the evaluation process at any point. While efforts were made to determine the reason for opting-‐out, students who remained in the program or responded during the evaluation may represent those who were more successful. As a result, post-‐assessment results may be over-‐inflated. Self-‐report Bias: Questionnaires administered to students, discussions and parent telephone interviews relied on self-‐reports of any changes in participants’ thoughts, feelings, attitudes or behaviours that may be attributed to the program. Participants or parents may not have responded truthfully, either because they could not remember or they wished to present themselves in a socially acceptable manner. Self-‐selection Bias: The pilot project is being conducted in two schools that expressed a desire to participate in the program. The two schools that have chosen to participate may be systematically different from others schools in the region. For example, program teachers may have higher levels of motivation or schools may have access to more resources, such as equipment and support staff.


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3.0 KEY FINDINGS 3.1 Success i. Academic Outcomes ² Reading Comprehension At the start of the program, the majority of students (53.6%; n=15) reported that they did not enjoy reading. In addition to a general feeling that it was a boring activity (7), students mentioned that they found reading to be difficult (5). Some students stated that they were slow readers or simply “not good at it.” When students who did enjoy reading were asked why (32.1%; n=9), those who responded discussed the fact that books take you away from reality and “let your imagination grow and spark.”

When reading comprehension was assessed at the start of the program with the OCA test, less than fifty percent of the Sparking Life Niagara students were meeting or exceeding provincial standards on any of the seven components. When the OCA test was administered at the end of the program, the number of students performing at or above provincial standard, defined as a Level 3 or 4, had increased in six of the seven test components. The greatest improvements were seen in students’ ability to classify and organize ideas, as well as, use comprehension strategies when reading. These differences were statistically significant as assessed by the McNemar Test (p<0.01 and p<0.05, respectively). Comprehension strategy speaks to an individual’s ability to see text features and use them to activate prior knowledge to identify questions the text will answer. Being able to classify and organize ideas is important for presenting information in a clear and effective manner in graphic organizers, such as diagrams, charts and tables.

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Figure 1. Ontario Comprehension Assessment, Percentage of Students Meeting/Exceeding the Provincial Standard (Level 3 or 4) at Start and End of Program (N = 20)


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² Math Skills At the start of the program, the majority of students (64.3%; n=18) reported that they did not enjoy math. The main reason that students did not enjoy math was because they found it difficult (10). Of those students who did enjoy math (32.1%; n=9), those who responded felt that they were good with numbers (4) and that the subject was an important skill for life (2).

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I represents one standard error. Note: The difference between start and end scores is statistically significant (p< 0.05).

I represents one standard error. Note: The difference between start and end scores is statistically significant (p < 0.001).

Figure 2. KTEA-‐II Math Composite, Mean Standard Scores at Start and End of Program (N = 20)


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Results from the Kaufman Math Composite suggest a significant improvement in students’ numerical reasoning and problem solving skills from the start of the program to the end of the program. At the start of the program, the mean standard score in Computation was 77.5 and the mean standard score in Concepts & Application was 84.2. By the end of the program, mean standard scores had improved to 81.8 and 90.1, respectively. Dependent t-‐tests showed this difference to be statistically significant for both components, but greater improvement was observed in Concepts & Applications (p<0.001). On average, a student’s score improved by 4.3 points in computation from the start of the program to the end (95%CI: 0.8 to 7.9). On average, a student’s score improved by 5.9 points in concepts and applications from the start of the program to the end (95%CI: 3.5 to 8.3). Did Sparking Life Niagara students find that participating in the program made it easier to learn?

§ The majority of students (72.0%; n=18) replied that participating in the program made it easier to learn. The same number of students (n=18) also said that participating in the program helped them to pay better attention in class.

§ When asked to identify reasons as to why learning was easier, students felt that the morning exercise had helped to clear their mind (3) and allowed them to focus more in class (9).

§ After the morning aerobic activity, the majority of students felt more alert (15). Students reported

that this in turn made them feel ready to pay attention and concentrate in class. After exercise bouts, students also reported that they felt more awake and alert (10). To a lesser extent, students also noticed an increase in energy levels (5) afterwards.

Kaufman Assessment Mean Percentile Rank Program Start

Mean Percentile Rank Program End

Gains

Math Computation

11.9 16.6 + 4.7

Math Concepts & Applications

17.6 27.0 + 9.4*

* p<0.001

Table 1. KTEA-‐II Math Composite, Mean Percentiles at Start and End of Program (N = 20)


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§ Niagara Sports Commission (NSC) interns also reported on improved class attendance and provided

anecdotal evidence of improved reading, writing and expanded vocabulary. § During parent telephone interviews a few parents (6) had noticed their child was more enthusiastic

about school in the morning and were more likely to attend classes. To a lesser extent, parents had noticed improvement in their child’s grades or credit completion (4).

Positive Comments

“The program definitely helped me pay more attention in all of my classes. Last year I'd say that I hardly paid attention in class. After exercise your brain wakes up.”

“I was alert in class and I remembered all the things that I was taught and did better on my tests.”

“I enjoyed learning this year because I felt energetic, awake, and alive which made me ready to learn.”

“When I was done my work out, I usually felt energetic and awake. I was in the mood for learning.”

“I felt very energized and ready to do my work. That's why I did all my credits.” Negative Comments

“I did not find that this program helped me pay attention in class because I was still having trouble focusing like I did before in other classes.”

“I do not find that this class help me learn easier because I find that every year I was going up in my learning anyways and I do not find that this program improved my learning.”

“It was harder because you didn't have any lessons. It's like I had to teach myself.”

Sample Comments

Her math has improved. She had really good enthusiasm for school and her overall marks were getting better.

…some of the days the only reason he wanted to go back to school the next day was because he wanted to participate in the program. …heʼs actually tried a bit more in school. He got all of his credit this semester for one thing.


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² Credits Earned Credit attainment and attendance are important factors in determining students’ risk for dropping out of high school. As students who participated in the program ranged from grades 9 through 12, there were varying credit requirements. Before entering the Sparking Life Niagara program, on average, students were earning 3 credits per semester compared to the expected 4 credits. At the end of the program, on average students had obtained closer to 5 credits that semester (see Figure 3). An important component of the program however, was to allow students the opportunity to recover credits during class time.

ii. Emotional Well-‐being Outcomes Did students notice any changes in their mood after exercise? When asked to assess whether they noticed an overall change in their mood from participating in the program, the majority of students responded that they had (70.8%; n=17). The remaining 29.2% (n=7) did not notice any changes in overall mood. Of those students who noticed an improvement in their overall mood, they discussed how morning exercise gave them…

ü more energy ü better self-‐confidence ü helped to relieve stress

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Figure 3. Average Credits Earned per semester before and during the program

Comments on Exercise & Mood

“I have noticed a change in my mood. I feel "smarter," confident and in control of my classes. I know I am going to do good.”

“By working out I wasn't tired that much so I wasn't grumpy, I was happier.”

“When I get to work out I'm in a better mood because I get to release built up stress.”


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§ While program teachers also spoke to improved mood in students and a more positive classroom atmosphere, only a few parents (6) mentioned that they noticed their child was more self-‐confident and/or appeared happier.

iii. Physical Health Outcomes ² Initial Physical Activity Levels When Sparking Life students were asked if they thought physical activity was important, a clear majority of students felt that it was (93.1%; n=27). The reasons as to why they thought physical activity was important, discussed the physical (23) and psychosocial (8) benefits associated with being active. The majority of students associated physical activity with good health (15). To a lesser extent, students discussed how physical activity can wake you up and get your mind flowing (3). It was also mentioned that physical activity can help improve mood and reduce stress (2). When asked if they enjoyed physical activity, the majority of students said that they did (89.3%; n=25) Only 7.1% (n=2) of students said they did not enjoy partaking in physical activity and the remaining 3.6%, both enjoyed and didn’t enjoy certain aspects. The main reason that students enjoyed being active was the physical health benefits it offered, particularly staying fit and being healthy (8). To a lesser extent, students discussed the mental health benefits of physical activity such as feeling more awake, less stressed and in a better mood overall (3). § The majority of students (82.8%; n=24) responded that they had participated in physical activity at

school before the Sparking Life Niagara program. Of those students who replied, some counted physical education classes as part of this (8).

Comments on why physical activity is important

“I think physical activity is important because like people say, it helps your brain and should help you work better after physical activity. It also helps you stay fit and healthy.”

“I think it important because it keeps you in shape and you have more energy in the day than you would if you didn't.”

“It keeps you fit, and helps improve your physical and mental attributes, which leads to overall happiness.” “Because when youʼre in a bad mood you can just got out and play a sport.”

Comments on why physical activity is enjoyable

“I enjoy physical activity because it keeps me healthy and after I feel more awake.” “I love pushing myself and seeing what I'm able to do.”

“Because when I am active (playing hockey) I feel less stressful.”

Sample Comments

She was more positive about herself, had more self-confidence. Just overall his mood was better, he was more positive. Overall his mood and attitude is a lot better.


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§ Fewer students (51.7%; n=15) have participated in recreational or organized physical activity outside of school prior to the Sparking Life Niagara program.

§ The most commonly reported activities that students participated in were organized sports such as

football (5), hockey (4), soccer (3) and basketball (3).

*participants can list more than one recreational activity/sport § 86.2% (n=25) of students responded that they have a favourite sport or physical activity § Students’ favourite sport to play was soccer (4). To a lesser extent they enjoyed playing hockey (4)

and their favourite recreational activities were biking or skateboarding (4).

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Figure 4. Recreanonal & Organized Sports Students have Parncipated In (N = 15)


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*participants can list more than one sport/activity

² Physical Measurements

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Figure 5. Favourite Sports & Acnvines (N = 23)

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Figure 6. Body Mass Index (BMI) Classification (as defined by Cole et al. 2000) at Start and End of Program (N = 21)


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Percentage distribution by body mass index (BMI) classification did not vary from the start of the program to the end of the program four months later (see Figure 6). Using weight and height measurements, body mass index was calculated (kg/m2) so that students were classified as either overweight/obese, or neither, meaning they were determined to be within the normal range. Classifications were made using age-‐and-‐sex-‐specific BMI cut-‐off points defined by Cole et al. 2000 for adolescents aged 12-‐17 years-‐ old. In cases where age information was unavailable, age was approximated by grade level and the assumption was made that the majority of students fell within the age range of 14 to 17 years-‐old. It is interesting to note, that there is a high proportion of youth classified as overweight/obese in this program (47.6%). This is in contrast to the 2009 Canadian Community Health Survey youth obesity estimate of 20.0% for Ontario (CCHS 2009).Waist circumference fluctuated slightly from start to end of the program in both genders, but did not significantly change (see Figure 7). A meta-‐analysis of 18 school-‐based research studies showed that BMI did not significantly improve with physical activity interventions (Harris et al. 2009). Since BMI reflects both fat and fat-‐free components of body weight, it may be possible that school-‐based physical activity has increased lean muscle mass and decreased fat mass with no overall change in BMI. It may also speak to the fact that both diet and physical activity play an important role in body composition. As well, the focus of Sparking Life Niagara is on the relationship between physical activity and improved learning outcomes. While the prescribed daily dose of aerobic activity for 20 minutes may be sufficient to optimize brain function, it may not be a strong enough dose to achieve weight loss.

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Figure 7. Average Waist Circumference by Gender, at Start and End of Program (N = 21)


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Mean resting heart rate varied slightly from start to end of program in both genders but did not differ significantly (see Figure 8). Ideally, normal resting heart rate should fall between 60 to 90 beats per minute (see Appendix p.24). The average resting heart rate for a male is slightly lower than for a female, 70 bpm compared to 75 bpm. Students RHR measurements seem to comply with these norms.

Mean blood pressure (see Figure 9a-‐b) for both genders appeared to be at the lower end of percentile norms (see Appendix p.26-‐7). Both systolic and diastolic blood pressure appeared to have declined slightly by the end of the program for both males and females. However, this cannot be properly assessed as blood pressure varies greatly by age and height. This was not taken into account in these graphs.

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Figure 9a-‐b. Average Systolic and Diastolic Blood Pressure by Gender, at Start and End of Program (N = 21)

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Figure 8. Average Resting Heart Rate (RHR) by Gender, at Start and End of Program (N = 21)


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A statistically significant difference was observed when comparing the mean beep test level achieved for all students at the start of the program to the mean beep test level achieved at the end of the program (p<0.0001). This highlights a noticeable improvement in aerobic fitness and endurance associated with routine cardiovascular or aerobic activity. On average, scores at the end of the program were 1.5 levels higher than scores at the start of the program (95%CI:1.0 to 2.0). Did students increase their interest in physical activity after participating in the program? § 72.7% of students said that the program had increased their physical activity levels. Responses it

encouraged them to re-‐enroll in sports they had previously played or increase the number of times they exercise a week.

§ 62.5% of students said that the program had increased their interest in participating in

extracurricular physical activities but only 50.0% of students would like to take more physical activity courses at school.

3.2 Design and Delivery

² Program Adherence to the Exercise Regime The Sparking Life Niagara exercise regime called for daily aerobic activity for at least 20 minutes, working out at 65 to 85% of one’s maximum heart rate. Adherence to the prescribed frequency of exercise was defined as a percentage of what was expected. The teacher’s activity tracking forms indicated the number of days each student completed the aerobic activity. On average, students reported completing at least 20 minutes of aerobic activity for 41.3 (SD = 12.3) days, or 65% of the expected frequency of 64 days (Semester One). When students completed the aerobic activity, the average number of workouts completed within their target heart rate zone, was 26.8 (SD = 9.5) for 65% of the expected adherence to intensity.

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Figure 10. Average Beep Test Level Achieved at Start and End of Program (N = 25)


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² Relationship between Adherence to Exercise Prescription and Outcomes Pearson’s correlation coefficients were calculated for all relationships among adherence to the exercise regimen and improvement in academics or aerobic fitness. Improvement in academic scores was assessed based on change in standard scores on the Kaufmann math Concepts & Applications test, from Start to End of program. Aerobic fitness was assessed based on change in the Beep Test level achieved, from Start to End of program. Correlations between change in standard scores and frequency of exercise were non-‐significant. The correlation (r = 0.46) between change in standard scores and intensity was significant at the 0.01 level (two-‐tailed) for one measure, percent of workouts in target heart rate zone. Change in aerobic fitness was not correlated significantly with any of the program adherence measures.

Did Sparking Life Niagara students feel there was any value or benefit gained from participating in the program? When students were asked if they think that exercise helps with learning, 81.8% agreed with this statement (n=18), 13.6% (n=3) did not and the remaining 4.5% were undecided. When asked to identify reasons why they think exercise helps with learning, the majority of students responded (n=11) that it makes them “ready to learn” either due to improved alertness, attention, or concentration.

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Figure 11. Correlanon between Kaufman Math Standard Score Differences and Time in THR Zone

Comments on Exercise & Learning

“… It wakes me up and when I wake up I can pay more attention.”

“Exercise only helps us to have more awareness. Exercise builds dendrites in the brain which then turns that into us having more concentration in class and it helped me learn just a bit.”

“I relaxed [after exercise] and had an open mind so I could just sit and listen.”


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What were the best parts about the Sparking Life Niagara program?

*Individuals may choose more than one response

When students were asked to identify the best thing about the Sparking Life Niagara program, the most common responses were “having more energy” (14) and “seeing friends” (12). Is there anything about the Sparking Life Niagara program that should be changed? When asked what the worst part of the program was, the main response was the early morning (6). Some of the students weren’t interested in the curriculum covered in the course (3), such as the health work. To a lesser extent some expressed that they didn’t like being sweaty after working out (2). When asked to provide suggestions as to how the program could be improved next year, the most commonly made request was to have the aerobic physical activity at a later time of day (5). Students were also interested in getting to use more diverse equipment (4) and incorporate new exercises (4) into the physical activity component. In particular, one suggestion was to spend the remaining half of the activity session playing sports in addition to exercising. The last commonly made suggestion was for the program to ensure enough food was provided (3) so that students could refuel with a snack. Would students want to participate in this type of program again? § The majority of students said that they would participate in the Sparking Life Niagara program again

(66.7%; n = 16). Reasons that motivated students to want to participate in the program again were a noticeable improvement in academics (4) and a desire to stay physically active (3). Of those students that did not wish to participate again (29.2%; n=7) or were undecided (4.2%), reasons for not partaking in the program again included feeling as though they had gotten everything they could from the program (2) or a lack of interest in the program and physical activity (2).

§ The majority of students (83.3%; n=20) replied that they had enjoyed the Sparking Life Niagara

program overall. The main reasons students enjoyed the program were that “it was fun” (5), it

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Using the equipment! Seeing friends! Having more energy!Reaching my THR !

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The Best Part of Sparking Life Niagara (N = 24)


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made them feel healthier (4) and they established good friendships in the class (4). Students also enjoyed the program because they thought the teachers were great (3) and they enjoyed having the opportunity to exercise during the day (3).

§ When parents were asked if they wanted their child to participate in the program again, 68.4% said that they did. When parents were asked to explain why they felt this way many mentioned that their child was very enthusiastic about the program, they liked that it gave their child an opportunity to be active during the day and they felt it may help in the long-‐term with academic improvement.

4.0 SUMMARY OF FINDINGS

§ Improvement observed in reading comprehension. Compared to the start of the program, a greater percentage of Sparking Life Niagara students were performing at or above the provincial standard on the Ontario Comprehension Assessment

§ Statistically significant improvement observed in numerical reasoning skills (p<0.001). On average, students percentile rank increased by 9.4 from the start of the program to the end of the semester.

§ Statistically significant improvement observed in fitness beep test scores (p<0.0001). On average, students beep test scores increased by 1.5 levels from the program start to the end of the semester.

§ Majority of students noticed an overall positive change in their mood (70.8%) and felt

exercise helped to relieve stress. § Majority of students had an increased interest in physical activity after participating in the

program (72.7%). Students preferred to participate in organizational sports outside of school.

Sample Comments

...it really increased her physical activity she had almost no other way of being physically active outside of this program before. Her mood swings are not as severe, and I noticed her sleeping better.

No, I think Iʼd like to her move on. Iʼm just not sure that she has benefitted from the program…I mean I understand the concept behind it, although I agree with the fact that physical activity can help with learning, I just didnʼt notice any changes in her or think it worked for her. No, he likes a variety of sports. He doesnʼt like the cycle routine, would want to do more sports, more variety of activities.


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§ While the majority of parents wanted their children to participate in the program again (68.4%), few noticed significant changes in their child’s behaviour (5) or school performance (6).

5.0 KEY RECOMMENDATIONS 5.1 Evaluation Process Ø All participating schools should administer a standard set of tests to assess academic and physical

fitness levels. This will help to aggregate data and enhance statistical power.

For the first phase of the pilot project, schools carried out their own assessments. Results from the Ontario Comprehension Assessment and the Kaufman Test of Educational Achievement 2nd Ed were important in observing improved reading and math skills. Both tools are standardized, easy to use and able to measure progress over time. The Beep Test is an effective measure of aerobic fitness. Consideration should be given to incorporating these assessments into a formal testing plan for schools to follow.

Ø Excel based templates for collecting data should be created to help program teachers track student

activity and progress. The evaluation process is data collection intensive for program teachers. Templates will help to reduce this burden by organizing the information and ensuring completeness of data. This will also eliminate a double data entry step for evaluators and the chance of errors.

Ø Student focus group discussions should be incorporated into current data collection methods. This would help to elicit more in-‐depth responses about students’ experiences in the program.

At present, questionnaires are handed out to students at the start and end of the program. Student responses were sometimes brief or not well elaborated, which may be due to low literacy levels or an unwillingness to fully reflect on their experience. Focus groups would help to delve much deeper into topics and issues. Public Health Staff could act as the moderators so as not to inconvenience program teachers and to ensure that individuals leading the discussion had the proper training and experience.

Ø Student questionnaires should be modified so questions that gathered similar responses can be

consolidated. At the start of the program, questions exploring various learning styles and feelings towards school yielded dichotomous responses. These would likely work better in a discussion-‐based setting where a moderator would be able to probe students to explain their responses. At the end of the program, questions pertaining to learning and class behaviour after morning exercise resulted in similar responses related to increased alertness and focus. Lastly, questions pertaining to the types of physical activities students participate in could be restructured to better discern the frequency of activity and students’ preferences towards organized sport or recreational activities, as well as, individual or team sport.


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Ø Student evaluation tools should include more questions related to gathering information about

mental health outcomes of interest. The benefits of physical activity on mental health are well studied. While student questionnaires asked about improved overall mood associated with the program, very few other questions looked at the effects of exercise on mental health. Since very few students alluded to the effects of exercise on stress management and self-‐confidence on their own in the qualitative responses, it may be of interest to develop questions that speak to these topics directly.

Ø Testing and physical measurements only need to be collected at the start and end of the program. Eliminating the collection of midpoint data would help to save time and resources.

Test results and physical measures were compared from the start of program to midpoint, midpoint to end of program and start to end of program. As students will only be participating in the program for one semester, there were no significant differences noted to suggest continuing midpoint evaluation.

5.2 Program Implementation Ø Initiate creative programming to incorporate a variety of aerobic activities into the daily routine.

Informal feedback from students and NSC interns suggest that in addition to using exercise equipment to complete twenty minutes of aerobic activity, students would also be interested in achieving this through circuit training or recreational sports, such as touch football. While an important aspect of Sparking Life is its focus on personal physical fitness and not athletic skill, for those students who do enjoy team sports this can also be an option given that participants are able to reach their target heart rate. To avoid boredom, aerobic dance or jumping rope may also be viable options to include.

Ø Create a binder of quick and easy energizer exercises or ice breaker activities that students can refer to on their own when they need to refocus their energy during class.

Depending on the program set-‐up, students may only be within the Sparking Life Niagara classroom for half the day allowing for one energizer. Providing students with sample energizers will help them to incorporate breaks into their regular course schedule. These also may be helpful if students are working independently and need to take breaks at different times.

Ø Continue to develop strategies to improve student commitment and achieve “buy-‐in”.

Feedback from Semester One suggests that creating a positive team environment was important in establishing student interest in the program. To ensure that students completed the daily aerobic activity, successful strategies were developed to eliminate potential barriers. For example, a laundry service was run where program teachers washed students’ gym clothes to ensure they had a fresh set of workout clothes every day. As well, extra pairs of running shoes were provided in case any students forgot. Reward systems also help to maintain motivation. NSC interns, as well as, students


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themselves responded that they enjoyed working towards something such as an iPod Shuffle or being awarded with a Sparking Life Niagara sweatshirt in recognition of their weekly progress. Teachers felt that a school culture that focuses on the importance of Sparking Life Niagara and daily physical activity is important to the program’s success. Successful examples of how this was achieved during the first semester included presenting program updates at staff meetings and encouraging other teachers in the school to get involved by acting as role models. Staff members did this by wearing pedometers and working out on the equipment during their lunch hour while sporting the Sparking Life Niagara t-‐shirts.

Ø Develop suggestions for implementing this program with fewer resources (i.e. toolkit idea).

Both schools involved in the pilot project were fortunate to receive funding to purchase exercise equipment for students to use. Exercise equipment however, is not essential to meet aerobic activity requirements. Going forward, the development of a toolkit will be important to help other schools incorporate the principles of Sparking Life Niagara based on their available resources.

Ø Consideration should be given to providing students with a space to freshen up after morning exercise.

While only a few students mentioned that being sweaty was one of the disadvantages to the morning workout, the literature suggests that sweating and not looking good while exercising are perceived barriers to physical activity for adolescents, particularly for teenage girls (Hultsman, 1996 & Robbins et al, 2003). Providing students with a place to freshen up after exercise would help to eliminate this barrier.

Note: Semester Two (2012) Opportunity Results presented in this report are from students who participated in the first semester of Sparking Life Niagara, from September 2011 to January 2012. This included data for 33 students who started the program and the 26 students who fully completed the program. Results from students participating in the program during Semester Two will be available by the end of the academic school year. This information will be of interest, as there will be a larger overall sample of Sparking Life Niagara students to assess. Furthermore, Semester Two includes a variety of students expected to benefit from this program and not simply “at-‐risk” students. This will enhance the generalizability of our results.


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6.0 REFERENCES

CCHS (2009) Canadian Community Health Survey. Statistics Canada [Online]. http://www.statcan.gc.ca/ cgibin/imdb/p2SV.pl?Function=getSurvey&SDDS=3226&lang=en&db=imdb&adm=8&dis=2

Cole TJ, Bellizzi MC, Flegal KM & Dietz WH. Establishing a standard definition for child overweight and obesity worldwide: international survey. BMJ 2000;320(7244):1240-‐3.

Harris KC, Kuramoto LK, Schulzer M & Retallack JE. Effect of school-‐based physical activity interventions on body mass index in children: a meta-‐ analysis. CMAJ 2009;180(7):719-‐26.

Hultsman, W. Benefits of and Deterrents to Recreation Participation: Perspective of Early Adolescents. JARR 1996;21(3):213-‐41.

PHAC (2008) Public Health Agency of Canada. The Social Determinants of Health: Education as a Determinant of Health [Online]. http://www.phac-‐aspc.gc.ca/ph-‐sp/oi-‐ar/10_education-‐eng.php

Ratey, John. Spark, The revolutionary new science of exercise and the brain (2008). New York, NY: Little, Brown & Company.

Robbins LB, Pender NJ & Kazanis AS. Barriers to Physical Activity Perceived by Adolescent Girls. J Midwifery Womens Health 2003;48(3):206-‐12.


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semester one eval report - niagara region · 1.1background!"!dr.!john!ratey!&!spark ......

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