Running Head: SIGNATURE ASSIGNMENT

Signature Assignment
Nicole Van Iwaarden and Jasmine Burk
http://nvippe310eportfolio.weebly.com/
Arizona State University
PPE 310
Professor Jessica Skipper
December 4, 2015

SIGNATURE ASSIGNMENT

Introduction
The focus of this signature assignment is on physical activity and academic performance
in adolescents. Data shows a strong correlation between higher education and physical activity
rates. In fact, Joanne Butt, author of the article Adolescent Physical Activity Participation and
Motivational Determinants Across Gender, Age, and Race, states, the positive role that regular
physical activity (PA) has on both psychological and physiological well-being has been well
documented in the empirical literature (Butt, 2011). Based on the information, the school wide
pedometers program will incorporate physical activity by having students monitor their daily
steps once a week. Students will then chart that information at the end of the program and write
an essay analyzing their results and the relationship between health and school. This program
will help students to see the correlation between physical activity and overall academic
performance.
Literature Review
M. R. Beauchamp (2014), examines the effects of how a physical education (PE)
teacher(s) can affect how students see themselves, and how they take the leadership into their
own lives. By viewing the PE teachers habits and how active they are, the students can pick up
the teachers healthy - or unhappy - habits. The article continues to discuss the health benefits of
physical activity in the students daily lives. By comparing the active students to the students
who have leisure time instead of physical activity, there can be a great deal of useful information
collected, such as the increased health risks in those who are not as active as their healthier
counterparts. As stated in the article, the majority of adolescents in North America do not get

SIGNATURE ASSIGNMENT

enough physical activity (Beauchamp, 2014). The purpose of the article is to examine the
relationships between physical activity in class and during leisure time, which all directly
correlates to the focus of the signature assignment, and helping students see their own activity
and how it may relate to their health.
The second article, Relation of School Environment and Policy to Adolescent Physical
Activity, written by N. Durant (2009) is about how physical activity declines when children age.
The authors of this article focused on children who are in school, and asked how much time they
spend being active, including the time they spend in PE class. The authors then used that
information to look at the ages of the surveyed students and found that as the students get older
they are less and less active. In fact, almost half of the older surveyed students said they were
active less than one day a week (Durant, 2009). Physical Activity, TV Watching, and BMI. PA
at school recreation facilities was assessed by asking participants how often they were active at
a school with recreation facilities open to the public. Response choices ranged from never (0) to
once a week or more (3) that were further collapsed into 2 categories of never active (0) and
active (1) due to a significantly right-skewed distribution, with 54% responding never being
active there (Durant, 2009, p. 154).
The next article, Adolescent Physical Activity Participation and Motivational
Determinants Across Gender, Age, and Race (Butt et al, 2011), also focuses on physical activity
declining as children grow older. However, the article focuses on how motivation plays a factor
in that decline and investigates the amounts of physical and sedentary activity in adolescents.
Butt (2011) states that ages 10 to 21 has a major decrease in physical activity, with the highest
drop being from age 13 to 17. This age range begins with students in middle school, which gives
a reason as to why there is a decline. It was also discovered in the article that daily activity

SIGNATURE ASSIGNMENT

participation declines more in females than in males (Butt et al, 2011). This article goes into
depth of their results; age and gender had a great effect on whether a student wanted to work out
or not. Males were more likely to work out for the reason of exertional characteristics, such as
getting sweaty, while the female students preferred the popularity they received by participating
in athletic events. Being comfortable around their peers help them be more comfortable and
successful in their classroom. This, as well as the second article, both connect to the students at
Meadows for the same reason; finding that students in the middle school age are not as active
nearly as much as they should be and discussing the reasons and possible solutions is entirely
beneficial to getting middle schoolers active.
Another article that refers to the importance of adolescent physical activity is Adolescent
Physical Activity Predicts High Education and Socio-Economic Position in Adulthood by L.
Koivusilta (2012), which hypothesizes how physical activity plays a role on higher education and
socio-economic position in adulthood. It is commonly known that physical activity has health
benefits such as promoting mental health and well-being, reducing the risk of several diseases,
and reducing stress; however, physical activity can also be related to a favorable socio-economic
position and higher levels of education (Koivusilta, 2012). For this study, survey data was
collected every other year from 1981-1989 for a baseline population aged between 14 and 16.
From 13,466 people, 10,498 responded, which was a 78% response rate. Then, in 2001, when
most of the participants were between the ages of 28 and 38 and had finished the education, the
follow-up was ended. The results of the article show that adolescents who participate in some
type of high intensity physical activity whether that includes spontaneous physical activity or
being part of a sports club, did tend to be associated with the level of higher education and
adulthood socio-economic position (Koivusilta, 2012). In fact, for boys there is a larger

SIGNATURE ASSIGNMENT

probability of going to the highest level of education if they have a higher level of activity and
for girls, participating in sports clubs activities four times a week or more often lead to her going
to the highest education level as well (Koivusilta, 2012). Furthermore, the results for socioeconomic status showed that boys who participated in sports club activities would most likely
occupy the highest socio-economic position which was the same result for girls who participated
into sports club activities twice a week or more.
The last article written by J. Vakov (2013), Determining Gender Differences in
Adolescent Physical Activity Levels Using IPAQ Long Form and Pedometers, focuses on gender
differences in relation to physical activity. The article states that most research on gender
difference in adolescent physical activity shows that boys are more active than girls since boys
are often trained to be competitively inclined. In fact, the article states that environmental and
social obstacles in conjunction with logistical issues and different activity preferences serve as
barriers in relation to participation in physical activity for girls (Vakov et al, 2013).
Moreover, girls often have negative experiences during PE classes at school that can often lead to
decrease in physical activity. Thus, the authors research was meant to use a four week
monitoring process with a control group and an intervention group to see if pedometers could
lead to a difference in physical activity levels and potentially remove gender differences. In
Poland, 220 boys and 275 girls were chosen for the study. Those children had to first take a
questionnaire to help determine physical activity amounts prior to the study and then were given
specific instructions for pedometer use and monitoring. The results shows that for girls, the
average number of steps during school days was 12,356 2,838 steps, and during weekends
12,567 3,511 steps, and for boys during the school days was, 12,006 2,924 steps and for
the weekend 11,014 3,511 steps (Vakov et al, 2013, p. 751). Therefore, the authors felt the

SIGNATURE ASSIGNMENT

findings showed that using pedometers as an intervention can help to decrease gender differences
in physical activity. Additionally, the pedometers served as awareness for a healthy lifestyle and
were, consequently, considered successful in promoting adolescent physical activity.
Synthesis of Information
All the articles are studies done relating to physical activity and adolescents. Each of the
articles focuses on a specific factor in adolescent physical activity such as motivation, gender,
environment, and regularity. Though there are differences among the articles, they all point to the
same conclusion: physical activity is critical for adolescents. Nonetheless, the data shows that
students physical activity tends to decline as they get older with only a small percentage meeting
the daily requirements for physical activity. In fact, over half of middle and high school students
admit to avoiding health related activities or movement in general; instead, they prefer to stay
seated and use electronics while relaxing on their couch (Durant, 2009). Durant then goes Some
of the articles then go into detail about what could be causing this decline in movement, how this
can affect their future health, and how educators and parents can help stop the slippery slope that
the students are on to an unhealthy and possibly shorter life. All of the articles, though focusing
on different factors, all point to a decrease in physical activity with age, and increased physical
activity with improved health and productivity.
All of the articles, though focusing on different factors, point to a decrease in physical
activity with age, and increased physical activity with improved health and productivity. The
evidence collected shows that physical activity in adolescents is vital. In fact, the amount of
physical activity that adolescents participate in can positively affect their performance in school,
predict the level of education they will receive, and even calculate their potential future socioeconomic status in adulthood.

SIGNATURE ASSIGNMENT

Practical Implications/Suggestions
Madison Meadows would benefit from a school wide program that gets pedometers for
the students and has them monitor their steps for the day. Madison Meadows is predominantly
Caucasian, which accounts for almost 70% of all the students. Hispanic has the next most, at just
over 20%, and all other ethnicities are 5% or less. Seeing as there is not much variety, this will
not be focused on as a factor of being healthy.
Meadows will request funding for the pedometers from Parents and Teachers at
Meadows, which is the schools modification of a regular PTA. Since there are five core classes
each day, there will be one class per day to use the pedometers. This will reduce costs for the
school so they only have to purchase enough pedometers for a class a day from each grade level
to use.
To get students excited about the idea of the school wide event, students will be asked to
make a poster to market a possible school wide pedometer program. Then the posters will be
submitted to the language arts teacher. From there, five posters will be selected by the grade level
team of teachers. Those posters will be shown to the grade level and the students will vote on
their favorite. That poster will then be used as actual marketing for the school wide event.
Moreover, to engage students in the idea of living a healthy lifestyle, they will be shown videos
relating to health topics. The videos will be a variety of educational clips that show students the
importance of being healthy.
Being healthy has always proven to be beneficial to students in all aspects of their lives.
If students are active and engaged, as stated in the third article, students are more likely to
participate and be successful in the classroom if they feel comfortable in it. Students who are

SIGNATURE ASSIGNMENT

active around campus are more likely to be successful in the classroom, and overall help their
academics on campus.
One class of students a day will wear pedometers for the entire school day and then
record their steps at the end of the day. Thus, the students will wear these pedometers once a
week meaning they monitor their steps once every week. The teachers will ensure that the
schedule of when the classes wear the pedometers rotates so it gives more accurate data. For
instance, first period would wear them on Monday for the first week, Tuesday for the second
week, Wednesday for the third week, Thursday for the fourth week and Friday for the fifth week
and then the schedule would repeat. A printed schedule would be provided for teachers to make
sure that they give the pedometers to the proper class of students each day.1
While the students are wearing their pedometers and recording their steps, the teachers
will work together to enforce more health content by integrating health mini lessons into their
curriculum. These mini lessons will be developed and planned in team meetings so that the entire
grade level team is on the same page and teaching the same information to the students. The
teachers will also integrate physical activity breaks into their classes to make sure students are up
and moving in their classrooms.
At the end of the allotted time, the math teachers will help students to chart their
progress. Then the English teachers will have students compete in an essay competition where
they individually analyze why they got the results that they did by writing a four to five
paragraph essay explaining the relationship between health and school. This means that students
will need to use their own data as evidence as well as research other data and use other student
data to back up their justifications. Once all student essays have been graded, the language arts

1 See Appendix One for example of pedometer schedule

SIGNATURE ASSIGNMENT

teacher will pick one essay as the winner. The winner will receive a healthy lifestyle award and
receive a healthy incentive of their choosing.
Conclusion
The school wide event will be beneficial for Madison Meadows because it will help
students to be more active. It will show them how simply moving more each day can help them
to live a healthier lifestyle. This activity will also allow them to analyze their personal results and
hopefully inspire them to set personal goals for themselves in order to increase their number of
steps each week. Moreover, in having students analyze their progress, they are being held
accountable. Analyzing their results also shows students that they must be in charge of living a
healthy lifestyle. Thus, as educators, it is important to show students how leading a healthy and
physically active lifestyle will benefit them both now and in the future. For instance, in having
students research the relationship between health and school, they will see the benefits of being
physically active. Consequently, having students participate in such an activity, will result in an
increase of awareness in students about how being physically active will benefit their life.

SIGNATURE ASSIGNMENT

10
Appendix One

SIGNATURE ASSIGNMENT

11
References

Beauchamp, M. (2014). Transformational Teaching and Adolescent Physical Activity: Multilevel

and Mediational Effects. International Journal of Behavioral Medicine, 21(3), 537-546.
DOI: 10.1007/s12529-013-9321-2

Butt, J. et al (2011). Adolescent Physical Activity Participation and Motivational Determinants

Across Gender, Age, and Race. Journal of Physical Activity & Health, 8(8), 1074.

Durant, N. (2009). Relation of School Environment and Policy to Adolescent Physical Activity.
Journal of School Health, 79(4), 153.

Koivusilta, L. (2012). Adolescent Physical Activity Predicts High Education and SocioEconomic Position in Adulthood. European Journal of Public Health, 22(2), 203-209.

Vakov, J. et al (2013). Determining Gender Differences in Adolescent Physical Activity

Levels Using IPAQ Long Form and Pedometers. Annals of Agricultural and
Environmental Medicine, 20(4), 749-755.

SIGNATURE ASSIGNMENT

12
Rubric for Signature Assignment

Criteria with
Professional
Standards
Referenced
Outline
Outline Turned
In(Already
submitted for
points)

Introduction
Introduction to the
topic and overview
(In your purpose
statement also
introduce all
subtopics)
InTASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;CC
9S8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;CC
9S8

5
Exemplary
(97 100%)
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
10 Points
Introduction is fully
developed, well
organized,
introduces all
topics, created a
plan for the paper
and invites the
reader to read
further.
5 x 2=10 points

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.
5 x 3=15 points

4
Highly Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

Unsa

an

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 outl
submitt

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.

Introdu
omitted
disorga
did not
for the

1. Literature review
addresses major
issues in the area.
2. Thorough use of
a range of
references to
support key issues.
3. Includes
descriptions of
important studies to
provide context for
the reader.
4. Includes 5 or
more references.

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. Literature review
does not address the
major issues in the
area; the level of
support for the
issues is not
adequate.
2. Includes 3
references.

1. Liter
does no
depth o
appropr
upper l
2. Inclu
2 refer

SIGNATURE ASSIGNMENT
Synthesis of
Information
Synthesis of
Information (what
did the 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;CC
9S8

Practical
Implications and
Technology
infusion
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;CC
9S8

13

15 Points
1. Studies covering
the same topic
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

Studies covering the

same topic are
summarized and
integrated
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 literature
review is a mixed
set of ideas without
a particular focus.

The lite
review
demons
particul
lacks id
the sub
2. Desc
or diffe
through
articles
they we
detailed
3. Did n
demons
your re
the data
support
stance o
healthy
school
only im
hope an
engage
school
commu
to acad
in your
as well

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

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

1. Pract
implica
discuss
details
are pres
2. Cont
fewer c
of a com
school
3. Cont
discuss
program
nts are
place
4. Cont
discuss
each

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/component
s that are in place

SIGNATURE ASSIGNMENT

14

are organized,
conducted, and
overseen or a
detailed plan about
how each
component can be
added.
3. All
programs/compone
nts 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. Embeding
Technology as a
platform to enhance
your proposal was
used with an
approved
application from
your instructor
5 x 6=30 points
Conclusion
Conclusion
ITASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c

10 Points
Major issues
support and
establish
conclusions.
5 x 2=10 points

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/compone
nts 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
9. Technology
infusion was used
but it did not
enhance the
proposal
The major issues
are summarized
under conclusions.

The conclusions are

not complete.

program
is organ
conduc
oversee
detail a
compon
added.
5. Few
program
nts imp
include
on mod
those w
disabili
6. Cont
detail o
event th
a health
school
7. Cont
discuss
specific
behavio
highlig
special
8. Spec
grade le
identifi
appropr
student
9. Cont
discuss
to invo
school
9. Tech
infusion
used.

Provides opinions,
but not a summary
of findings.

No con
include

SIGNATURE ASSIGNMENT
Writing and
Referencing Style
First Draft of all
sections submitted
with changes made
integrating
instructor
comments from the
outline

Integration of
instructor
comments from first
draft
Writing and
referencing style

15

10 Points
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.
All comments from
instructor integrated
into final version.
All were
highlighted in
yellow
1. Cover page
included, proper
spelling and
grammar, all
references in APA
6.0 style. Paper was
appropriate length
(at least 5 pages)
2. The file
document name
contains
Lastname.firstname.
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, and
size of text

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.

Incomp
half of
require
comple
paper.

Most comments
from instructor
integrated into final
version. All were
highlighted in
yellow
1. Cover page
included, few
grammatical errors
and misspellings,
all references in
APA 6.0 style.
2. Paper was
appropriate length
(at least 5 pages)

Some comments
from instructor
integrated into final
version. Most were
highlighted in
yellow
1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style
APA 6.0.
2. Paper was too
short for the topic
(3-4 pages)
3. The file name
somewhat contains
the Lastname.first
name.assignment#.c
ourse#
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

Very few comments

from instructor
integrated into final
version. Most were
highlighted in
yellow
1. Cover page not
included, many
grammatical errors
and misspellings,
some errors in
referencing style
APA 6.0.
2. Paper was too
short for the topic
(1-2 pages)

No com
instruct
into fin
The cha
not hig

1. Cove
include
gramm
and mis
many e
referen
APA 6.
2. Pape
short fo
(1-2 pa
3. The f
docume
does no
Lastnam
assignm
#
4. This
not add
docume
5. Man
are not
underde
6. Prop
events
appropr
with lar
standar
font an