Sample Text for Grant Writers - Spark Physical Education

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Action-Based WorkshopsUsing a Likert-like scale, HKC’s trainings and presentations are consistently rated “exceptional” or “betterthan expected”.Demonstrated Action: County health educators made follow-up visits to childcare participants in theirfacilities 1 week after a HKC training and found a high confidence level for making changes and actionstaken, including healthier food options, policy enhancements, parent connections, and healthy messages.“We are so excited….” Platte County Health Department Educator.Easy to Use Information: “I loved that activities were easy directions, things you could learn quickly.”Teacher, Concordia MissouriYear-long Distance Assistance and Support ProgramSchools participate at their own level of readiness and needs. For example, some teams start with a welldeveloped team and others have not been developed. Following are some results from Orlando, FL schoolsthat opted to participate in yearlong distance assistance and support.Of 20 Orlando Schools participating in HKC’s year-long assistance and support program –• 64% Started or enhanced (or expanded) a KidLink team• 71% Started or expanded healthy eating options (classroom, vending, school store, etc.)• 64% Added minutes of physical activity to the day• 57% Started or expanded a staff wellness plan• 86% Started or expanded staff participation in wellness actions• 64%Started or expanded school food service actions (i.e., marketing to increase participation)• 86% Started or increased nutrition educationMaterialsHKC resources have been tested by teachers for usability and perceived educator value. Resources aredeveloped with teachers by Healthy Kids Challenge dietitians, with health promotion experience workingwith schools and communities dating by to the 1990’s.“It is extremely important to build awareness for a healthy lifestyle. By making it interactive for the childrenI think it is easier for them to grasp. This is also easily maintained. This program has helped me a lot!It’s given me so many tools in order to increase physical activity and healthy eating in my school. Thesechanges are only the beginning; there is so much we can do! The changes will continue because of thesuccess we have had with them as well, healthy change will continue to grow and improve.” PE Teacher,River Oaks Elementary, Virginia4. ReferencesAllensworth, D. & Kolbe, L. “The comprehensive school health program: Exploring an expanded concept.”Journal of School Health, 1987. 57, 409-412.Bandura, A. “Self-efficacy: Toward a Unifying Theory of Behavior Change,” Psychological Review. 1977. 84,191-215.Bandura, A. Social Foundations of Thought and Action. A Social Cognitive Theory. 1986, Englewood Cliffs,NJ: Prentice Hall.Bandura, A. Self-Efficacy: The Exercise of Control. 1997. New York: W.H. Freeman and Company.Page 43Back to Topwww.sparkpe.org| 1 800 SPARK PE | spark@sparkpe.org | SPARKprograms | SPARK_Programs
Botvin, G., Eng, A., & Williams, C. “Preventing the onset of cigarette smoking through life skills training.”Preventive Medicine, 1980. 9, 135-143.Centers for Disease Control and Prevention Coordinated School Health. (http://www.cdc.gov/HealthyYouth/CSHP/)Colleti, G., Supnick, J. A., & Payne, T. J. “The smoking self-efficacy questionnaire (SSEQ): Preliminaryscale development and validation,” Behavior Assessment, 1985. 7, 249-260.Condiotte, M. M., & Lichtestein, E. “Self-efficacy and relapse in smoking cessation programs,” Journal ofConsulting and Clinical Psychology, 1981. 49, 648-658.Fisher, J. D., & Fisher, W. A. Theoretical approaches to individual level change in HIV risk behavior. In J.L. Peterson & R. J. DiClemente (Eds.), Handbook of HIV Prevention (pp. 3-55). 2000. New York: KluwerAcademic/ Plenum Publishers.Holman, H., & Lorig, K. Perceived self-efficacy in self-management of chronic disease. In R. Schwarzer(Ed.), Self-efficacy: Thought control of action (pp. 305 – 323). 1992. Washington, DC: Hemisphere.Perry, C. L., Kelder, S. H., & Klepp, K. I. “Community-wide cardiovascular disease prevention with youngpeople: Long term outcomes of the class of 1989 study.” European Journal of Public Health, 1994. 4,188-194.Perry, C., Killen, J., Telch, M., Slinkard, L., & Danaher, B. “Modifying smoking behavior of teenagers: Aschool-based intervention.” American Journal of Public Health, 1980. 70, 722-725.Perry, C.L., Story, M., & Lytle, L.A. Promoting Healthy Dietary Behaviors. In R.P. Weissberg, T.P. Gullotta,R.L. Hampton, B.A. Ryan, and G.R. Adams (Eds.), Enhancing Children’s Wellness Vol. 8: Issues inChildren’s and Families’ Lives (pp. 214-249). 1997. Thousand Oaks, CA: Sage Productions.Strecher, V. J., DeVellis, B. M., Becker, M. H., & Rosenstock, I. M. (1986). The role of self-efficacy inachieving health behavior. Health Education Quarterly, 13, 73-91.5. Awards & HonorsHealthy Kids Challenge is a recipient of the American Dietetic Association’s Anita Owen Awardfor Most Innovative Educational Program and the C.A.N. and the Advertising Council -CommunityAction Network (CAN) Community Action Networks Service Award Honoring the Media & CorporateCommunities for Outstanding Solutions to Social Problems.Cooking Light named HKC one of the “Top 12 Change Makers in Nutrition” over the past 25 years. ACooper Clinic study awarded HKC a “Silver” ranking for programming.XII. Supplemental Healthy Lifestyle Choices (HLC) Information1. ResultsThe Pacific Institute for Research and Evaluation (PIRE) conducted a three-year evaluation of HLCprogramming and documented the following outcomes:a. Children exposed to HLC programming have significantly higher health knowledge than peers withoutHLC.In fact, children with vastly different standardized test scores achieved comparable scores in the HLCHealth Literacy Challenge after multi-year exposure.Page 44Back to Topwww.sparkpe.org| 1 800 SPARK PE | spark@sparkpe.org | SPARKprograms | SPARK_Programs
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