Running Head: Nutrition Curriculum

Benjamin 1

PPE 310: Health Literacy for Schools

Nutrition Curriculum
Rough Draft
Braylee Benjamin
Dr. Lineberry

Running Head: Nutrition Curriculum

Benjamin 2

According to the World Health Association (2016), physical activity is defined as any bodily
movement produced by skeletal muscles that requires energy expenditure. That is, almost
anything that gets a person up, moving and promotes growth, development, and health of a
person or students (Sit, C. H. P., McManus, A., McKenzie, T. L., & Lian, J., 2007). As we know,
not every person is created equal. Every individual person has their own ways of learning and
performing tasks. Students with special needs are some of these individuals who need extra help
in their learning or performing of tasks due to a medical, emotional, or learning problem
(Nemours, 2016). Although these students may need extra assistance in order to get their
recommended daily physical activity, students with special needs benefit greatly from it. Physical
activity along with physical education is highly beneficial to students with special needs because
it helps reduce their chances for obesity (Yazdani S, Yee CT, Chung PJ) as well as getting them
away from electronics, and it supports cognitive, psychomotor, and affective learning (Klein, E.,
& Hollingshead A., 2015) along with other learning. School may be the only time students have
the option to be physically active if they have any type of special needs due to any number of
factors. This is why getting these students active during school is necessary for their growth and
in learning.
According to McClelland, et al., (2014), Our systems of understanding, including higher level
cognition, are rooted in bodily awareness which needs to be developed as a precursor to
intellectual reasoning. What they are saying is that bodily awareness is the ability to use your
body as a learning tool. When students are young, they turn to motor skills that come naturally.
Their ability to move around helps their brain grow and develops cognitive skills as well as
motor skills. As students increase their knowledge and physical understanding, cognitive
learning is embodied. Klein and Hollingshead (2015) explains that physical education is critical

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in the development of three critical learning areas: cognitive, psychomotor, and affective. This
critical development is also connected to students with varying levels of disabilities. Both
journals explain the connection between the level of physical activity and cognitive
development.
Even though physical activity supports cognitive development, the level of physical activity
plays a critical role as well. When we look specifically at children with special needs, they
participate in the same type of activities non-disabled students due, but at a lower degree
(Lindstrom, et al., 2011). Although students may be getting in their daily physical activity, if it is
not benefiting their overall wellbeing, than it no longer counts as meeting their physical activity
requirements. Students who do have disabilities participating in physical education programs
tend to have a much less difficult alternative than non-disabled students due to the lack time to
properly assist that student, or lack of aids to assist the student. This increases the risk of these
students getting diabetes or obese versus the lower risk of their non-disabled peers.
Parents with children who have a disability that hinders their childs day to day life have the
opportunity to grow with their child. Most students who had parents that were not interested in
physical activity had lower interest levels and were 4.2 times less likely to be physically active
than students with parents who were interested (Yazdani S, Yee CT, Chung PJ.). In this study,
parents were surveyed and the two highest categories for lack of physical activity in their
children was time and knowing adequate programs for their children. In the collaboration of Sit,
C. H. P., McManus, A., McKenzie, T. L., & Lian, J. (2007), the study states that childrens
physical activity was strongly associates that that of the parental level of activity. It also states
that these students require specific diets and in order to meets the necessary requirements,
parents must be fully involved in the healthy lifestyle.

Running Head: Nutrition Curriculum

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In order to increase the quality of physical literacy within physical education classes for students
will special needs, we must examine the curriculum. As Coates (2011) states:
The over-arching outcomes of PE regardless of key stage are to develop physically
literate children the notion that PE provides opportunity for children to master the skills
of movement, reading the environment and responding to it effectively (Whitehead, 2001,
2005), while developing their understanding about physical fitness and lifelong physical
activity (DfES/ QCA, 1999; QCA, 2007a).
Teachers in the field of physical education must be properly trained to deal with a variety of
disabilities within the classroom. Having preplanned lesson plans to accommodate these students
while at the same time providing them with the same level of physical activity can increase the
childs daily physical activity.
Physical activity, according to multiple sources, is essential for promoting the following three
areas in children: health, development, and health. According to Sit, McManus, McKenzie, &
Lian, Regular PA leads to reduced cardiovascular, diabetes, and hypertension risk factors among
children (Strong et al., 2005) and people with disabilities (Rimmer and Braddock, 2002) (2007).
When students receive the proper amount of physical activity, academic performance can
improve, developmental processes improve, and the general health of students improve. This is
even truer for children with special needs who benefit from physical activity in three critical
learning areas: cognitive, psychomotor, and affective (Klein & Hollingshead. 2015). If students,
especially those with special needs, are not receiving the very minimum of 20 minutes of
physical activity, they are at an increased risk of health related problems such as obesity. The
proper amount and level of physical activity can be incorporated into classrooms by teachers
throughout the school day. In order to do so, teachers must have the proper training to

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accommodate all students within their classrooms. Simple brain breaks where the whole class is
involved, with little direction from the teacher, can benefit students with special needs. For
example, a brain break in the classroom can consist of students watching a roller coaster video,
with a student modeling within the video what to do. A brain break such as this can be found at
brainbreaks.com. The video is a simulation where students must job in place and lean on one foot
as the roller coaster moves its course. This can lead to an opportunity to help students with
special needs one on one while the rest of the class participates. The teacher has the opportunity
to guide the student and push them to do the activity, even in a modified form. Parents are also
able to promote physical activity in their own homes with their students once they have been
fully informed on how to do so.
In order to ensure that all students, including those with special needs, are receiving the proper
amount of physical activity, changes have to be made. Faculty, parents, and students themselves
have to be educated about the importance of physical activity. In order to accomplish this both at
home and in schools, we have to educate teachers by giving classes on how to include students
with varying levels of special needs. Teaching teachers how to do this might make them more
comfortable doing physical activity breaks in their classrooms, resulting in even more movement
for students during the day. Parents must also be educated through pamphlets and letters sent
home with data on the effects of proper physical activity on cognitive development and academic
performance. In addition, there must be information for those parents who do have children with
special needs and the ways they can promote this at home. Lastly, students themselves must be
educated on the importance of physical activity for themselves. Posters can be posted around the
school explaining how to be inclusive of students with special needs as well as informative on
the benefits on physical activity.

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Physical activity is vital to the growth and development of all students, and even more for
students who have a disability or special needs. It is proven that the right amount of physical
activity each day can decrease the health risks for students who would normally have a higher
chance for medical issues like obesity. It can also help create awareness, self-control, attention,
and an increase in academic performance. Another benefit of increasing the amount of physical
activity for students is that it decreases their use of technology. While technology is an ever
growing part of the modern world, it can be harmful to students in high quantities. Overuse of
technology can be harmful to cognitive growth for all students and since adults who are
uneducated in how to involve students with special needs in physical activity, they are at an
increased risk for overuse.
In order to increase the amount of physical education in schools, posters can be created with the
many benefits of physical activity. This can help students realize the vital importance the amount
of physical activity has on themselves. Staff must also be educated on the benefits of students
being active in classrooms as well through different brain break activities. In order for staff to be
comfortable using brain breaks in their classrooms, they must be educated on how to include a
wide range of students with different disabilities and special needs. Lastly, parents have to be
educated on the positive and negative effects of varying levels of physical activity students
should be receiving throughout the day.

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Works Cited

Coates, J. (2011). Physically Fit or Physically Literate? How children with special needs
understand physical activity. European Physical Education, 17(2), 167-181. Retrieved
March 26, 2016.
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), 163-171. doi:10.1177/0040059914558945
Lidstrm, H., Ahlsten, G., & Hemmingsson, H. (2011). The influence of ICT on the activity
patterns of children with physical disabilities outside school. Child: Care, Health &
Development,37(3), 313-321 9p. doi:10.1111/j.1365-2214.2010.01168.x
McClelland, E., Pitt, A., & Stein, J. (2014). Enhanced academic performance using a novel
classroom physical activity intervention to increase awareness, attention and self-control:
Putting embodied cognition into practice. Improving Schools 2015, Vol. 18(1) 83100.
DOI: 10.1177/1365480214562125
Nemours. (2016). Kids With Special Needs. Retrieved February 26, 2016, from
http://kidshealth.org/en/kids/special-needs.html
Sit, C. H. P., McManus, A., McKenzie, T. L., & Lian, J. (2007). Physical activity levels of
children in special schools. Preventive Medicine, 45(6), 424-431.
doi:10.1016/j.ypmed.2007.02.003

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Yazdani S, Yee CT, Chung PJ. Factors Predicting Physical Activity Among Children With
Special Needs. Prev Chronic Dis 2013;10:120283. DOI: 10.5888/pcd10.120283

Criteria with
Professional
Standards
Referenced

5
Exemplary
(97 100%)

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Introduction is
fully
developed,
introduces all
topics, and
invites the
reader to read
further.

Introduction
is fully
developed
with all
topics
introduced.

Introduction
is addressed
well.

Introduction
is addressed
adequately.

Introduction
is omitted.

Literature
review
addresses
major issues
in the area.

Literature
review may
address major
issues, but
issues may
not be
supported

Literature
review does
not address
the major
issues in the
area; the level
of support for

Literature
review does
not have the
depth of
knowledge
appropriate to
the upper

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

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b

5 x 2=10
points

NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5
peer reviewed
original
research

Literature
review
highlights
major issues in
the area.

Running Head: Nutrition Curriculum

articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b

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

CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

Thorough use
of a range of
references to
support key
issues.
Descriptionof
important
studies
establishes
context for the
reader.
Includes more
than 5
informative
references.

5 x 3=15
points
Synthesis of
Information
(what did the
articles
collectively say
about the
topic? Which
authors had
similar and
different
findings?)

Studies
covering the
same topic
synthesize
related
research.

5 x 3=15
points

Thorough
use of a
range of
references
to support
key issues.
Includes
descriptions
of important
studies to
provide
context for
the reader.

Benjamin 9
with expert
knowledge.

the issues is
not adequate.

elementary
level course.

Includes 3
references.

Includes less
than 2
references.

Information is
presented
study-bystudy rather
than
summarized
by topic.

The literature
review is a
mixed set of
ideas without
a particular
focus.

The literature
review does
not
demonstrate
upper UG

Pratical
implications
are discussed

Practical
implications
are not

Practical
implications
are not

Good use of
references,
but additional
references
may have
strengthened
the paper.
Includes4
references.

Includes 5
or more
references.
Studies
covering the
same topic
are
summarized
and
integrated
level work.

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8
Practical
Implications
(Discuss how

Practical
implications of
your event

Pratical
implications
are

Running Head: Nutrition Curriculum

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

details
including your
teaching level
and in a
particular
setting are
discussed
thoroughly.
Must have at
least 6 topics
embedded.

CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

5 x 6=30
points

Conclusions

Major issues
support and
establish
conclusions.

ITASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c

Benjamin 10

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

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

thoroughly
discussed and
only a few
details of the
event are
present

discussed and
no details of
the event are
present.

The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a
summary of
findings.

No
conclusions
are included.

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
No outline
with one or no was
references
submitted.
submitted.

Detailed
draft of

Detailed draft
of MOST

Missing
sections or

5 x 2=10
points

CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8
Outline Turned
In

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

5 x 2=10
points
First Draft of
all sections

Detailed draft
of all sections

Incomplete
(missing half

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submitted with
changes made
integrating
instructor
comments
from the
outline

of the paper
with
appropriate
content,
headers,
writing style,
and references
in APA 6.0
style.

ALL
sections
with some
errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0
style.

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

paper has
regular errors
across content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

of the
requirements)
or completely
missing paper.

Integration of
instructor
comments
from first draft

All comments
from instructor
integrated into
final version.
All were
highlighted in
yellow

Most
comments
from
instructor
integrated
into final
version. All
were
highlighted
in yellow

Some
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

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

Cover page
included,
few
grammatical
errors and
misspellings
, all
references
in APA 6.0
style. Paper
was
appropriate
length (at
least 5
pages)

Cover page
included,
some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (3-4
pages)

Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (1-2
pages)

Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (1-2
pages)

Writing and
referencing
style

Cover page
included,
proper spelling
and grammar,
Cover Page = 5 all references
Points
in APA 6.0
Reference Page style. Paper
was
= 5 Points
appropriate
10 Points Total length (at least
5 pages)
5 X 2 = 10
points