Running head: PHYSICAL ACTIVITY TO REDUCE STRESS

PPE 310: Health Literacy for Schools

Physical Activity to Reduce Stress
Signature Assignment
Kallie Laforest & Robyn Talley
Course # 25966
Dr. Hesse

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Introduction
Stress significantly impacts our youth. Stress is not inherently negative; it's the body's
function to react to the demands of life. In nature stress turns off non-essential bodily functions
to best allocate energy to allow prey the best opportunity to escape being eaten, but in our
society, children and adults have so much demand from academics to social expectations that the
stress response is constant. Our youth are being bombarded with the demands of rigorous
academics, social acceptance, and of course are feeding off of their parents stress. Schools need
to incorporate physical activity into their daily routines to help students experience healthy
coping strategies that will increase their overall quality of life, decrease stress, and improve
academics. Programs such as Habit of Happiness can be a safe haven where students can come
to manage their stress whether it be stress about academics, home life, friends, etc. Habits of
Happiness will be a club that fosters healthy coping strategies for stress and introduces habits of
physical activity in our students. With healthy and active students we will see an increase in their
happiness and academics.
To see an overview of this plan to promote Habit of Happiness, visit
http://rtalleyasu2016.weebly.com/ and http://kallie-portfolio.weebly.com/
Literature Review
According to the American Psychological Association's Stress in America Findings
(2010), one in five children significantly worry about things happening, and yet only eight
percent of parents surveyed expressed their child suffering from significant stress (APA, p. 9).
This combined with teachers being pressured to focus more and more on teaching academics
leads to a lack of support for our youth to learn and develop healthy coping strategies.
Overweight children were reported to be more likely to either eat or nap to cope with stress

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(APA, p. 7,8). In addition, many of the 8 to 17 year olds surveyed reported coping with stress
through inactive behaviors, including listening to music, watching TV, and playing video games
(APA, p. 10). These poor coping mechanisms are affecting the health of our youth. Not only are
they becoming less active, one third of children surveyed experience difficulty falling asleep or
staying asleep, headaches, and upset stomachs. These are coping strategies that will impact their
lifelong health and continue to increase obesity rates.
Viafora, D.P., et al. (2015) conducted a study on universal prevention programs to
strengthen the emotional well-being of children with a focus on the effectiveness of
implementing a mindful course for middle schools. This study compared the effect on traditional
versus homeless middle school students. The mindfulness used in this study was implemented to
support mental health prevention through strengthening students attention and emotional coping
skills. The term mindfulness was presented to students as being self-aware and compassionate to
themselves and others. This study was done within two schools and included 63 students ranging
from sixth to eighth grade. The eight week course that consisted of 45 minute sessions per week
was taught by a graduate student, with a decade of experience with mindfulness. Three different
scales were used as data collection. According to the study, many students in both groups shared
that they had positive experiences with the course. These students shared their ability to take
what they learned and were able to generalize it across contexts. Students within both groups
shared that they felt that the mindfulness practice not only helped feel less stressed, and more
focused and content. The students also reported enjoying practicing mindfulness and applied
their learning beyond the classroom (Viafora, D.P., et al., 2015).
Benham, Haslam, and Barney, authors of the article Effects of College Students
Participation in Physical Activity Classes on Stress conducted research on the relationship

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between physical activity and stress. One method often suggested to reduce stress is physical
activity. This study gathered a 14-statement survey asking students how the participation in
physical activity affects their stress. A total of 356 college students were surveyed for this
research. The results demonstrate a positive relationship between physical activity and stress.
With physical activity classes, 90% of men surveyed and 80% of women surveyed claim they
were able to better cope and control with stressors from school and life.
Von Haaren et al. (2016) conducted a study to research the role physical activity has on
stress. The study furthered previous research that used psychological stress tests to compare the
physiological reactivity of physically active versus inactive people. This study investigated
participates over time using a subject design with intervention utilizing randomized control. It
was designed to conduct a real life study, which helps to go beyond researching the correlation.
The research conducted showed that the exercise intervention helped to lower physiological
responses to real-life stressors according to the observed responses in the autonomic nervous
system (Von Haaren et al., 2016).
Research has demonstrated a positive relationship between physical activity and
improved cognitive performance (Stevens, 369). This study focuses on evaluating physical
education and physical activity as variables for students academic achievement. A group of
researchers pulled data from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K)
database. The ECLS-K data included points from kindergarten, 3rd grade and 5th grade of 3,256
girls for math, 3,226 girls for reading, 3,226 boys for math, and 3,167 boys for reading. Each
student was then measured on socioeconomic status, physical activity, and physical education.
Beginning reading and math achievement was tested in kindergarten for baseline data, and then
tested for math and reading achievement in 3rd grade and then again in 5th grade ending the

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study. This data was collected to assess whether students that partook in physical activity at a
young age did better in academic achievement later on. The datas focus was on reading and
math. Through this study, researchers discovered that the students who had high fitness levels
had improved cognitive abilities including improved attention and working memory, and had
positive effects on math and reading achievement. The study also shows a relationship between
socioeconomic status and access to physical activity which can also impact academic
achievement.
A research study was conducted by 13 school districts in Texas ranging with data from
grades 3-11 to assess the correlation between physical activity and academic achievement. This
sample evaluated standardized test (TAKS) and a fitness program (FITNESSGRAM) records of
254,743. The public schools are provided with physical activity programs, but are only funded
based on the student's academic performance. All variables tested showed a positive connection
between physical activity and students academic performance. The research found
cardiovascular fitness to have the most positive impact on academic success have a difference of
32-75 points. Furthermore, the results showed a peak in the correlation between physical activity
and academics in middle school to early high school students. This research suggests that
physical education be increased as the grades increase and have physical educators emphasize
cardiovascular fitness (Dusen, 2011).
Stetson Hills Elementary is located in the Deer Valley School District. In 2014 there were
1025 students enrolled. According to School Digger, the racial makeup of those 1025 students
enrolled were 77.5% White, 12.6% Hispanic, and 2.0% African American, 3.4% Asian. The
percentage of students receiving free/reduced lunch for 2015-2016 school year is 13% which is
down from 2014 at 18.4%. The proportion of ELL students was unavailable. However, from

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personal experience and speaking with educators on campus there are a low proportion of ELL
students. Stetson Hills Elementary serves students from Kindergarten to 8th grade. In 2014 the
student to teacher ratio was 18.4. While websites are stating class sizes of 18.4, I have
experienced middle grades class sizes to be roughly 30-35 students per class.
Synthesis of Information
The American Psychological Associations Stress in America Findings (2010) shared
important statistics showing the percent of children developing poor coping strategies, while the
percent of parent awareness is low. The data presented in this article sets up the importance for
the following research. Two of the articles presented research on the connection between
physical activity and stress. In the article Effects of College Students Participation in Physical
Activity Classes on Stress the researchers were using a survey to collect data and they were able
to see a positive correlation. The study conducted by Viafora supported the conclusion of the
previous article, but went beyond showing a positive correlation based on surveys by creating a
real life study that showed a lower physiological response to real-life stressors.
The last two articles focused on the connection between physical activity and academic
achievement. The article written by Stevens showed data that was conducted with a large group
of students over a five year span, while the research presenting in Dusens article studies students
ranging from grades three through eleven without focusing on time. These two articles
supported the correlation between physical activity and academic achievement while producing
additional different key findings. The Stevens article found an additional relationship between
socioeconomic status and access to physical activity, while the Dusen article showed data to
support that middle school to early high school in the peak time in which physical activity most
impacts academic achievement.

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Overall, the articles determined that physical activity has a positive relationship on both
stress and academics. Several of the articles shared a common conclusion that students who are
physically active perform better academically. Additionally, many articles shared a common
theme of the relationship between physical activity and stress. One particular study tested how
physical exercise programs or routines positively impacted both stress and their education. The
studies show that physical activity can be used to as a stress coping strategy. This is an important
strategy to help students utilize, but statistics show that eating, playing video games, watching
television, etc. are the go-to for stress management. Using this research can help students
develop good habits to cope with stress. Moreover, it is important for mindfulness practices to be
taught to students, especially in the middle school grades. The overall conclusion supports the
benefits and positive effects of physical activity on stress and academics.
The research supports the importance of providing students with the tools and
opportunities for physical activity whether it be at home or school. It is important for students to
develop healthy habits early on which will lead to healthier and happier lives. It is critical for
educators to provide students the opportunity to become more active both inside and outside of
the classroom.
Practical Implications
The goal of Habit of Happiness is to create a club where students can not only enjoy
some physical activities with their peers, but build stress management and coping skills into our
students. Research shows that there is a positive relationship between physical activity and stress
(Benham, 2014). Furthermore, research shows a direct relationship between physical activity and
cognitive performance (Stevens, 369). Take a moment to envision a school environment where
our students are physically active, less stressed, and performing better academically.

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Administration
The Habit of Happiness proposal will be a presentation to both the principal and the
assistant principal. The proposal will consist of the preparation, funding, promotion plans, and
the club activities and schedule. For preparation, workshops will be held to prepare staff
members that would like to participate in sponsoring club meetings or the quarterly events.
Furthermore, information from the workshops can be implemented into teachers classrooms.
Funding will be done through activities hosted by the student club members. To promote the
club, we will have t-shirts, posters/flyers, and announcements for club meeting details and
events. Lastly, club activities and quarterly events will be finalized once the club is up and
running based on students interest and will be promoted through a calendar schedule.
Marketing
To promote our program Habit of Happiness, there will be weekly club meetings and
quarterly school events to increase participation and awareness of the club. This club will target
middle grades 6th-8th. Weekly announcements will be made about our club meetings and any
upcoming events (see Appendix C for more information on what dates and names of events that
will take place). Furthermore, a calendar and flyers will be constructed to display dates and
details about the club meetings and quarterly events (See Appendix D for calendar and Appendix
A for flyer). During club meetings, word blurts will be made by the students for each months
theme (see Appendix A). Additionally, t-shirts will be made for wear during our major events and
for promoting the club around campus (See Appendix B for a view of the t-shirt). Physical
activity positively affects both stress and cognitive performance, so it is important that this
program invites not only our 6th-8th graders, but staff and parents of the students who participate

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as well. Weekly club meeting will include the 6th-8th graders, and the Quarterly events will
invite family of the club members.
Committee
To kick off this program, workshops and meetings will be held to get administrators and
staff members actively involved. Once staff members are on board we can begin to design and
implement different elements of the program. The committee will consist of staff members, and
parents who want to be involved. One aspect of the program will focus on stress management
and coping skills while the other aspect incorporates physical activity. One important focus of
this program is to build a community.
Funding
Funding is always a major question when creating new programs. Fundraisers will be
held by the students of the club. The quarterly events will be used as the main fundraising source.
Fundraising will include activities like fun runs, a school dance, jump roping competitions,
parent vs. student games like soccer, flag football, etc. Fundraisers will be based off of physical
activity. Student fundraising will provide the students a sense of ownership.
Educational Component
An educational component can be included through two ways. Staff or parents can push
into classrooms and teach mini lessons about stress management and stress coping strategies, or
to integrate physical education into the classrooms. Secondly, if staff or parents were not
available the students could provide the mini lessons as peer workshops. Incorporating mini
health/physical activity lessons taught by student or committee members will build a positive
community on campus. Providing opportunities for students to partake in healthy and active
habits will begin to develop healthier students and a healthier school environment. Engagement

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of students should increase as more responsibilities are granted to them, such as teaching their
peers.
Student Engagement
There are many aspects of this program that increase student engagement. The first being
that the students are able to develop the themed word blurts (Appendix A) for our monthly
themes. Next, the club members are in charge of hosting fundraising events which will give them
a huge sense of ownership for the club. To promote even more engagement, students will be
given the opportunity to teach their knew knowledge to their peers through healthy and active
mini lessons. Lastly, the program being targeted towards the specific 6-8th grade band will allow
students to feel comfortable with one another and build new relationships.
Conclusion
Stress is significantly impacting our youth through the demands of rigorous academics,
social acceptance, and environmental factors. Our youth has developed unhealthy coping
strategies to deal with daily stressors. Research has connected physical activity with increased
academic performance in addition to lowering the physical signs of stress. The onus is on
schools to utilize the research by incorporating physical activity into their daily routines, along
with offering a program that promotes healthy coping strategies for stress, while introducing
habits of physical activity. This will increase quality of life, decrease stress, and improve
academic success of students.
The Habits of Happiness program aims to positively impact not only our students but
their families as well. During the introductory year, our program will target grades 6-8 through
implementation in the classroom and building a foundation for the extracurricular club. By the
third year Habits of Happiness will have expanded to a handful of schools in the district, since

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having gone through two years of improvement and promotion at its original placement. By the
fifth year, this program will be implemented district wide and will have begun development at
the high school level. Through this program, students will learn how to handle stress, aiding
them in their future endeavors, while they become healthy and active individuals.

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References
American Psychological Association. (2010, November 9). Stress In America Findings.
Retrieved February 27, 2016, from
http://www.apa.org/news/press/releases/stress/index.aspx
Benham, L., Haslem, L., & Barney, D. (2014). Effects of college student's participation in
physical activity classes on stress. American Journal of Health Studies, 29(1), 1.
Design T-Shirts Online. (n.d.). Retrieved March 06, 2016, from http://www.customink.com/
Dusen, D. P., Kelder, S. H., Kohl, H. W., Ranjit, N., & Perry, C. L. (2011). Associations of
Physical Fitness and Academic Performance Among Schoolchildren*. Journal of School
Health, 81(12), 733-740. Retrieved March 29, 2016.
Stetson Hills Elementary. (n.d.). Retrieved February 06, 2016, from
http://www.schooldigger.com/go/AZ/schools/0775002128/school.aspx
Stevens, T. A., To, Y., Stevenson, S. J., & Lochbaum, M. R. (2008). The Importance of Physical
Activity and Physical Education in the Prediction of Academic Achievement. Journal Of
Sport Behavior, 31(4), 368-388.
U.S. ZIP Codes. (n.d.). Retrieved February 07, 2016, from
http://www.unitedstateszipcodes.org/#stats
(n.d.). Retrieved February 6, 2016, from https://azreportcards.com/ReportCard
Viafora, D. P., Mathiesen, S. G., & Unsworth, S. J. (2015). Teaching mindfulness to middle
school students and homeless youth in school classrooms. Journal of Child and Family
Studies, 24(5), 1179-1191. doi:10.1007/s10826-014-9926-3
Von Haaren, B., Ottenbacher, J., Muenz, J., Neumann, R., Boes, K., & Ebner-Priemer, U. (2016).
Does a 20-week aerobic exercise training programme increase our capabilities to buffer

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real-life stressors? A randomized, controlled trial using ambulatory assessment. European
Journal of Applied Physiology, 116(2), 383-394. doi:10.1007/s00421-015-3284-8

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Appendix A

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Appendix B

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Appendix C

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Appendix D

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a.

Criteria
with
Professio
nal
Standards
Referenc
ed

Outline
Outline Turned
In(Already
submitted for
points)

5
Exemplary
(97 100%)

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

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.

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.

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

1. Literature
review
addresses
major issues
in the area.
2. Thorough
use of a
range of

1. Literature
review may
address major
issues, but
issues may
not be
supported
with expert

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

1. Literature
review does
not have the
depth of
knowledge
appropriate to
this upper
level course.

10 Points

Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted.
5 x 2=10
points

Introduction

10 Points

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

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

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5 peer
reviewed
original research
articles
references)
InTASC 1c,k;
5k; 9f; 10h

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

PHYSICAL ACTIVITY TO REDUCE STRESS

31
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

support key
issues.
3. Description
of important
studies
establishes
context for the
reader.
4. Includes
more than 5
informative
references.

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;
CC9S8

references
to support
key issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

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

not adequate.
2. Includes 3
references.

2. Includes
less than 2
references.

3. Includes 4
references.

4. Includes
5 or more
references.

5 x 3=15
points
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

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

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

The literature
review does
not
demonstrate a
particular
focus and
lacks ideas
based on the
subject
chosen.
2. Described
similar or
differing
themes
throughout the
articles,
however they
were not
detailed
3. Did not
demonstrate
how your
research and
the data
collected

PHYSICAL ACTIVITY TO REDUCE STRESS

32
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

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

Practical
Implications
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;
CC9S8

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.

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/comp
onents that are
in place are
organized,
conducted, and
overseen or a

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
comprehensiv
e school
program;
however,
some of the
needed detail
is missing.
3. Contains
thorough

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

1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components
of a
comprehensiv
e school
program
3. Contains
little
discussion on
which
programs/com
ponents are
currently in
place
4. Contains

PHYSICAL ACTIVITY TO REDUCE STRESS

33
detailed plan
about how
each
component can
be added.
3. All
programs/com
ponents
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

discussion on
how most of
the
program/com
ponent that
are in place
are organized,
conducted,
and overseen
or a detailed
plan about
how the
components
can be added.
4. Most
programs/com
ponents
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

little
discussion on
how each
program/com
ponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be added.
5. Few
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
6. Contained
little detail on
a special
event that
promotes a
healthy and
active school
environment
7. Contained
little
discussion on
a specific
health
behavior
highlighted by
the special
event
8. Specific
target grade
level was not

PHYSICAL ACTIVITY TO REDUCE STRESS

34
school in the
event

target grade
level was
somewhat
identified and
was
appropriate
for students of
that age

5 x 6=30
points

identified
and/or not
appropriate
for students of
that age
9. Contained
little
discussion on
how to
involve the
entire school
in the event

8. Contained
some
discussion on
how to
involve the
entire school
in the event
Conclusion
Conclusion
ITASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Writing and
Referencing
Style
First Draft of all
sections
submitted with
changes made
integrating
instructor
comments from
the outline

10 Points
Major issues
support and
establish
conclusions.

Integration of
instructor
comments from

All comments
from instructor
integrated into

The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a
summary of
findings.

No
conclusions
are included.

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

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.

Incomplete
(missing half
of the
requirements)
or completely
missing paper.

Some
comments
from

Very few
comments
from

No comments
from
instructor

5 x 2=10
points

10 Points
Detailed draft
of all sections
of the paper
with
appropriate
content,
headers,
writing style,
and references
in APA 6.0
style.

PHYSICAL ACTIVITY TO REDUCE STRESS

35
first draft

final version.
All were
highlighted in
yellow

Writing and
referencing style

1. Cover page
included,
proper spelling
and grammar,
all references
in APA 6.0
style. Paper
was
appropriate
length (at least
5 pages)

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.

instructor
integrated into
final version.
Most were
highlighted in
yellow

instructor
integrated into
final version.
Most were
highlighted in
yellow

integrated into
final version.
The changes
were not
highlighted

1. Cover page
included,
some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
2. The file
2. Paper was the topic (3-4
document
appropriate pages)
name
length (at
contains
least 5
3. The file
Lastname.first pages)
name
name.assignme
somewhat
nt#.course#
contains the
Lastname.first
3. This rubric
name.assignm
was added to
ent#.course#
the last page of
the document
4. This rubric
submitted
was added but
not at the end
4. All
of the
sentences are
document
clear and well
submitted
developed
5. Most
sentences are
5. Proposals
clear and well
and events are
developed
appropriate
length with
6. Proposals
standard
and events are
margins, font,
mostly
and size of text
appropriate

3. The file
document
name does not
contain the
Lastname.first
name.assignm
ent#.course#
4. This rubric
was not added
to the
document
submitted
5. Many
sentences are
not clear and
underdevelop
ed
6. Proposals
and events are
not of
appropriate

PHYSICAL ACTIVITY TO REDUCE STRESS

36
length with
standard
margins, font,
and size of
text

length with
larger than
standard
margins, font
and size of
text