Shanghai, China: Use of a research-based physical education curriculum

In the last few years, the physical fitness of Chinese youth has mirrored that of Americans. Due to the lack of engagement in physical activity, Chinese students have experienced decreases in joint flexibility, muscular strength, and cardiovascular endurance (Zhang, 2008). The decline in the fitness and health of Chinese students caused Chinese physical educators to rethink the curriculum and the role of physical education in the promotion of students. SPARK was selected as the physical education curriculum for the intervention. Research has proven SPARK to increase levels of MVPA, improve fitness and motor skills, and academic achievement (McKenzie, Sallis, & Rosengard, 2009). Two elementary schools from Luwan District of Shanghai were selected as the intervention schools and matched with a non-intervention control school and were compared. SOFIT (System for Observing Fitness Instruction Time), a validated assessment tool, was used to measure the level of MVPA in students in this study. Results: SPARK teachers reduced time spent on class management (pre-test mean=45.3%, SD=11.6% and post-test mean=39.9%, SD 8.9%). MVPA improved in SPARK schools (pre-test mean=35.4%, SD=11.6% and post-test mean=41.1%, SD=10.8%). Amount of game play increased in SPARK schools (pre-test mean=8.9%, SD=10.6% and post-test mean=24.1%, SD 15.9%). In the short amount of time (less than 1 year) SPARK was implemented in the schools the results indicated SPARK was relatively effective in increasing the activity levels of Chinese students and should be further studied.