Running head: PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

PPE 310: Healthy Literacy in Schools

Physical Activity Ability to Reduce Stress
Signature Assignment
Kaylie Henley and Rebecca Zier
Professor Dean
April 10, 2016

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

Introduction
According to Merriam Webster dictionary, stress is defined as a physical, chemical, or
emotional factor that causes bodily or mental tension and may be a factor in disease causation
(Merriam Webster, 2015). Todays students are greatly impacted by stress within their home,
school and social lives. 55% of students report to have a moderate level of stress during the
school year. An astounding 27% of students report having extreme stress (usatoday.com). This
alarming statistic displays an unhealthy amount of stress that is affecting today's youth and
tomorrow's future.
Among the various methods to decreasing stress in school-aged children, incorporating
physical activity into the classroom is amongst the most impactful. According to the Presidents
Council on Fitness, sports, and Nutrition, Only one in three children are physically active every
day (President's Council, 2016). With students spending 6-8 hours, on average, a day in school,
there are many benefits to incorporating physical activities throughout the day and integrating
activities related to academic content.
Academic studies have found a strong connection between physical activity in schools
and the reduction of stress. There are both short-term and long-term positive effects on stress
associated with daily physical activity. To reduce the amount of stress amongst children and
adolescents, physical activities should be incorporated into classrooms at leads twice a day. In
order to successfully implement physical activity into the classroom, the entire school must be
unified. The following plan will be developed to increase physical activity in the school, which
will directly correlate to the decrease of stress amongst children and adolescence.

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Literature Review
Donnelly and Lambourne (2011) studied the correlation between physical wellness and
academic achievement. Childhood obesity is associated with developmental cognitive function in
a negative manner. The two authors of the study implemented an intervention in which they
integrated physical activity into a classroom. The objective was to determine if there is a positive
correlation between an increase of student fitness and academic achievement.
To implement the intervention, the schools increased the physical activity in the
classroom, passing periods, and outdoor activities by approximately 90 minutes per week for
three years. The lessons were based on the curriculum and promoted increased movement. The
study concluded that there were improvements in behaviors, attentiveness and mathematical
reasoning. However, there was inconclusive evidence that standardized testing, attention span,
and levels of stress were affected by the implementation of physical activity. The research will
continue for the next five years to collect further data.
Dougall, Swanson, Grimm, Jenney and Frame (2011) evaluated the correlation between
physical education and levels of stress amongst first year college students. The intervention was
implemented in a university. 146 freshmen students (102 women and 43 men) were selected at
random. The study began by administering a questionnaire to determine each students frequency
of gym visits. The students were tested with the Perceived Stress Scale in order to measure the
amount of stress each student had within a week.
The students were then divided into the following three groups during freshman
orientation: brochure group, presentation group and the demonstration group. These groups were
designed to introduce students to the fitness center in different ways, thus determining which
way displayed the greatest promise for students to regularly visit gym. Students were given

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

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weekly surveys to collect necessary data. A large amount of data was collected in order to narrow
down the findings.
The study concluded that freshmen that participated in orientation, lived closer to school,
and regularly engaged in physical activity were most likely to visit the fitness center regularly.
This intervention helped to sustain regular physical activity with individuals who did not have a
routine. Finally, the study found that students who participate in physical activity regularly
experience lower levels of stress.
Gerber and Phse (2008) purport that stress plays a central role in children's
physiological development. The objective of their study was to determine if there is a positive
correlation between leisure physical activity and self-esteem in preventing stress for adolescents.
213 male students and 194 female students were chosen at random to participate in the study.
The students were given a questionnaire, which measured the following five areas: school-based
stress, psychosomatic complaints, leisure time, physical activity in moderate to vigorous, selfesteem, and statistical analysis. The majority of students reported feeling more pressure with
schoolwork than common stress throughout their day. Students also reported having one to
multiple systems of stress indicators.
The study found a positive association between self-esteem and psychosomatic health.
However, there is not enough research completed to support physical activity being the sole
variable in determining a students stress level. The results were therefore inconclusive.
Wijndaele, Matton, Duvigneaud, Lefevre, De Bourdeaudhuij, Duquet, Thomis and
Philippaerts (2007) claim that stress is perceived and, therefore, a persons level of stress can be
altered. People rely on different methods with which to cope with stress. For example, a persons
stress level can be reduced by overcoming a difficult task (i.e., exercise). In addition, doing

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physical activity as leisure time can result in increased social support, which research indicates
can also lower stress levels as well. The objective of this study was to determine whether or not
perceived stress, social support, and coping cluster in meaningful ways (Wijndaele et. al.,
2007).
A sample of 2,616 people (1,440 male and 1,186 female), ages 18-75, were randomly
selected to participate in the study. The research was conducted in three sections: perceived
stress, social support, and coping. A questionnaire was given for each variable to determine how
often the scenario applied to him or her. The responses were recorded on a 5-point scale, 1 being
never and 5 being often.
The results indicated a strong negative correlation between coping and social support and
stress. The three clusters were all independent. According to the study, a person with positive
coping mechanisms and a social support displayed lower levels of perceived stress. In contrast, a
person with weak coping mechanisms (i.e., denial) and social support reported greater levels of
perceived stress.
Nguyen-Michel, Unger, Hamilton, and Spruijt-Metz (2006) examined the association
between perceived physical activity and stress among college students. 814 college students were
chosen at random from three different colleges in California. These participants completed a
survey, which assessed health behaviors (i.e., physical activity), as well as the association
between perceived stress and stressors. In addition, the survey collected demographic
information (i.e., age, gender, ethnicity, etc.).
An association between physical activity and stress was found. However, the results do
not strongly support physical activity specifically lowering the perceived stress levels. For
example, a relationship was found between financial responsibility, ethnicity, parent's education

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level, and stress. In order to verify physical activity directly relating to perceived stress levels,
further research was recommended. In conclusion, there are many factors contributing to a
person's perceived stress levels, relating to college students specifically including physical
activity.
School Context
Chaparral high school is part of the Scottsdale Unified School District. The school has
2,092 students, 6% of which are on the free or reduced lunch program. The school has a 22:1
student-teacher ratio. Chaparral is an A rated school, located in a suburban neighborhood, and
does not have the Title 1 status. 84% of the students are white, 6% Asian or Asian/Pacific
Islander, 6% Hispanic, 2% black, and 1% American Indian/Alaska Native. 49% of the students
are female, and 51% are male (greatschools.org).
Synthesis of Information
The articles examine the effects of physical activity using different age groups, though
all came to similar conclusions, as described below. The populations researched were: children
and adolescents overall, middle school aged students, and college students. The research models
were similar, asking students to answer questionnaires about perceived stress levels and stressors
in their daily lives on a scale.
All of the research, previously described, concluded that there is a negative correlation
between physical activity and stress. The research supports the use of physical activity in the
classroom as a way to decrease stress amongst children and adolescence. Research has shown
that physical activity is an effective means of reducing anxiety and various indices of stress
among adults (Nguyen-Michel, Unger, Hamilton & Spruijt-Mtz, 2006). However, researchers

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have only begun investigating this topic fairly recently. Therefore, the articles all concluded that
more research is necessary to better define and evaluate the specific effect that physical activity
has on students perceived stress levels.
Implementing a school-wide initiative is an important part of building a healthy learning
community. Teaching students healthy habits and using physical activity as a way of coping with
and reducing stress are important to the health and academic success of students. School-related
stress is in direct proportion with psychosomatic complaints such as headache, stomach ache,
nervousness, or sleep difficulties (Gerber & Puhse, 2008). Reducing perceived stress levels will,
in turn, reduce/eliminate these symptoms and increase academic achievement. Physically active
academic lessons of moderate intensity improved overall performance on a standardized test of
academic achievement by 6% (Donelly & Lambourne, 2011).
Practical Implications
The classroom, school, and community must all be united in order for a physical activity
initiative to endure. The following plan will be presented to the school health and wellness board.
The first step in implementing a physical activity plan is to get the entire school on board.
The whole school, teachers, administrators, and students, must be unified in one common goal to increase students physical activity levels (See: Appendix A).
During the district professional development day on February 10th, all faculty and staff
will be trained on different techniques to incorporate physical activity in the classroom, as well
as the benefits associated with doing so. (See: Appendix B). will be used during the training.
Teachers will learn about the evident connection between physical activity and stress amongst

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students and will create a personal plan on how they will bring physical activity into their
classroom.
During the week of April 25-29, the Stand-up and Dance initiative will begin. Between
February 10th and the school-wide kick-off week (April 25-29) (See: Appendix C) will be posted
around the school to get students interested and excited. Music will be played everyday, at
different times each day, over the loudspeaker throughout the entire school for 5 minutes. During
these 5 minutes, students will stop what they are doing, stand-up, and dance. Faculty and staff
are highly encouraged to participate as well.
At the end of the week, on April 29th, the school will host a dance for all members of the
community. Advertisements will be posted by student the student council throughout the
community (community centers, local magazines, school website, etc.) inviting all members of
the community to attend. Tickets to the dance will be distributed at the front office, and at a table
on the night of the dance. There will be a $15 per person recommended donation. The money
will go towards covering the cost of the dance. All excess money will be spent purchasing
physical activity materials (e.g., balls, jump ropes, hacky sacks, etc.). At the dance, (See:
Appendix A) will be handed out to raise awareness, and educate the community on the
importance and relevance of getting students active.
Seeking administrative approval, a new school-wide policy will be implemented to
benefit student physical and mental health school wide. These activities can be used for brain
breaks, transitions, or infused into academic lessons. Teachers will have access to a
administrative developed website that will supply multiple lesson plans, materials, and videos for
promoting physical activity within the classroom. The website will also include a discussion
board area where teachers can share their lessons, experiences, and collaborate ideas within the

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professional learning community. A faculty meeting will be held shortly after the program is
implemented. During this meeting, teachers will collaborate and share ideas. This will also be a
time for teachers to share their experiences so far, and voice any concerns that they may have at
this point.
Conclusion
In conclusion, there is a strong correlation between implementing physical activity into
the classroom with reducing stress in children and adolescents. Currently, the school does not
incorporate any physical activity into the classroom. It is vital that the school, as a whole, takes
the time to implement physical activity in the school day and within the community.
Unifying the school in a common purpose and goal will excite and motivate students to
participate. The Stand Up and Dance initiative will activate the school's goal of having students
increase their levels of physically activity by engaging students and teachers. Everyday, every
student, faculty and staff member will stop what they are doing for 5 minutes and dance. This
kick-off week will lead into a dance to raise awareness on the issue, and encourage members of
the community to get involved as well. From here, teachers will begin implementing physical
activity into their classrooms daily. The teachers will be the backbone to having the program
become effective and become widespread within the district.
This initiative allows teachers, students, parents, faculty, and members of the community
to become more aware of stress indicators for students. The goal after one year is to have all
schools, within the district, regularly incorporate physical activity into the classroom curriculum.
The district will provide professional development several times within the year for the teachers.
During these professional developments, teachers will receive new material to try in their
classrooms. By weaving physical activity into course curriculum, students will experience less

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health implications and perceived stress levels and, in turn, become healthier and more
academically successful individuals.

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

Appendix A

Why incorporate physical activity in the classroom?

Lower:
Childhood obesity rates
Risk of long-term diseases
Stress
Increase:

Academic achievement
Student performance
Student engagement
Productivity

Incorporating physical activity into the classroom is fast

and easy. Use it for
Fun transitions
Brain-breaks
Presenting instructional content
Guided practice

11

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Appendix B

Incorporating Physical Activity in the

Classroom

School

Community

Incorporating mini physical

Get the whole school on

All members of the

activity breaks in each

board! Creating a school-

community are invited to

classroom throughout the

wide initiative. Everyday,

attend a dance to raise

day give students a chance

for 5-minutes, music will be

awareness of stress

to stand-up, get moving,

played through the loud

amongst children and

release stress, and refocus!

speaker and students will

adolescence, and encourage

stand-up and dance!

families to get outside, get

Students, faculty, staff,

active, and have fun!

and administration are

encouraged to participate!

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

Appendix C

Its time to de-stress

Stand up and

Everyday
5-minutes
Stand-up and dance

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References
Donnelly, J. E., & Lambourne, K. (2011, 06). Classroom-based physical activity,
cognition, and academic achievement. Preventive Medicine, 52.
doi:10.1016/j.ypmed.2011.01.021
Dougall, A. L., Swanson, J. N., Grimm, J. R., Jenney, C. T., & Frame, M. C. (2011, 03).
Tempering the Decline in College Student Physical Activity Using Informational
Interventions: Moderating Effects of Stress and Stage of Change. Journal of Applied
Biobehavioral Research, 16(1), 16-41. doi:10.1111/j.1751-9861.2011.00064.x
Gerber, M., & Phse, U. (2008, 10). Don't crack under pressure!Do leisure time physical
activity and self-esteem moderate the relationship between school-based stress and
psychosomatic complaints? Journal of Psychosomatic Research, 65(4), 363-369.
doi:10.1016/j.jpsychores.2008.06.012
Great Schools. (n.d.) Chaparral High School. Retrieved February 07, 2016, from
http://www.greatschools.org/arizona/scottsdale/524-Chaparral-High
School/details/#Sources
Haugland, S., Wold, B., & Torsheim, T. (2003, 06). Relieving the Pressure? The Role of
Physical Activity in the Relationship between School-Related Stress and Adolescent
HealthComplaints. Research Quarterly for Exercise and Sport, 74(2), 127135.doi:10.1080/02701367.2003.10609074
Jayson, S. (2014, February 11). Teens feeling stressed, and many not managing it well. Retrieved

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

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February 28, 2016, from http://www.usatoday.com/story/news/nation/2014/02/11/stressteens-psychological/5266739/

Merriam-Webster. (2016). Merriam-Webster: Stress Retrieved February 28, 2016, from
http://www.merriam-webster.com/dictionary/stress
Nguyen-Michel, S. T., Unger, J. B., Hamilton, J., & Spruijt-Metz, D. (2006). Associations
between physical activity and perceived stress/hassles in college students. Stress and
Health, 22(3), 179-188. doi:10.1002/smi.1094
President's Council on Fitness, Sports & Nutrition. Retrieved February 28, 2016, from
http://www.fitness.gov/resource-center/facts-and-statistics/
Whitmer, R. (2014, April). Instruction in motion brings PE into classroom. Retrieved February

28, 2016, from http://www.districtadministration.com/article/instruction-motion-bringspe-classroom

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

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

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 with

one or no references
submitted.

No outline was
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.

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

15

CEC EC2S1; CC7K1;

EC7K1;CC9K4;CC9S
8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b

15 Points
1. Literature review
highlights major issues
in the area.
2. Through use of a
range of references to
support key issues.

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

3. Description of
important studies
establishes context for
the reader.

CEC EC2S1; CC7K1;

EC7K1;CC9K4;CC9S
8

4. Includes more than

5 informative
references.
5 x 3=15 points

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;CC9S
8

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
does not address the
major issues in the
area; the level of
support for the issues
is not adequate.

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

2. Includes 3
references.

1. Literature review
does not have the
depth of knowledge
appropriate to this
upper level course.
2. Includes less than
2 references.

3. Includes 4
references.

15 Points
1. Studies covering the
same topic synthesize
related research.
2. Described similar or
differing and detailed
themes throughout the
articles

Studies covering
the same topic are
summarized and
integrated
level work.

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

The literature review

is a mixed set of
ideas without a
particular focus.

2. Described similar
or differing themes
throughout the
articles which were
not detailed

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.

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. 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.

5 x 3=15 points
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

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

3. Did not
demonstrate 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.

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.

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.

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 comprehensive

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

CEC EC2S1; CC7K1;

EC7K1;CC9K4;CC9S
8

2. Contains thorough
discussion on how
each of the 6
program/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.
3. All
programs/components
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

16

2. Contained at least
4-5 components of a
comprehensive
school program;
however, some of the
needed detail is
missing.

school program

3. Contains thorough
discussion 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. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little
detail about how the
components can be
added.

3. Contains little
discussion on which
programs/component
s are currently in
place

5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.

4. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.

5. Contained
discussion on a
specific health
behavior highlighted
by the special event

6. Contained little
detail on a special
event that promotes a
healthy and active
school environment

5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment

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

6. Contained some
discussion on a
specific health
behavior highlighted
by the event

8. An approved
technology platform
was used to enhance
your signature
assignment

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

5 x 6=30 points

8. Contained some
discussion on how to
involve the entire
school in the event

7. Contained little
discussion on a
specific health
behavior highlighted
by the special event
8. Specific target
grade level was not
identified and/or not
appropriate for
students of that age
9. Contained little
discussion on how to
involve the entire
school in the event
9. Technology
infusion was not used
as a platform to
enhance your
signature assignment.

9. Technology
infusion was used but
it did not enhance
your signature
assignment
Conclusion
Conclusion
ITASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

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

The major issues

are summarized
under conclusions.

The conclusions are

not complete.

Provides opinions,
but not a summary of
findings.

No conclusions are
included.

PHYSICAL ACTIVITY ABILITY TO REDUCE STRESS

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

17

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.

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.

Incomplete (missing
half 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

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)

1. Cover page
included, few
grammatical errors
and misspellings,
all references in
APA 6.0 style.

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 (34 pages)

2. Paper was too

short for the topic (12 pages)

2. Paper was too

short for the topic (12 pages)

2. The file document

name contains
Lastname.firstname.as
signment#.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

2. Paper was
appropriate length
(at least 5 pages)

3. The file name

somewhat contains
the
Lastname.firstname.a
ssignment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

4. This rubric was

added but not at the
end of the document
submitted

4. This rubric was not

added to 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

5. Many sentences
are not clear and
underdeveloped
6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text