LONG-TERM EFFECTS OF A PHYSICAL-EDUCATION CURRICULUM AND STAFF-DEVELOPMENT PROGRAM - SPARK

The 4-year study conducted in seven elementary schools assigned to thr ee conditions-Physical Education Specialist (PES), Trained Classroom T eachers (TT), and Controls (CO)-had two parts. The first investigated effects of a health-related physical educational program on quantity a nd quality of lessons. Specialists produced the best outcomes, and TT were significantly better than nontrained peers. Part two assessed mai ntenance effects approximately 1.5 years after intervention terminatio n. With-drawal of specialists significantly reduced the quantity and q uality of physical education. TT maintained PES frequency but with a l oss in lesson quality and a decline in student activity to 88 % of int ervention levels. Results support employing specialists and demonstrat e the need for extensive professional development for classroom teache rs responsible for physical education.