Author and graduation date: Julie DART, September, 2002

Committee members: Thomas L. McKenzie (Chair), Kathryn LaMaster, James F. Sallis

Thesis title: Effectiveness of the Dissemination of a Physical Education Staff Development Program: SPARK

Few studies of the dissemination of scientifically evaluated physical education curricula have been conducted. This project included two descriptive studies of the dissemination of SPARK (Sports, Play, and Active Recreation for Kids) physical education staff development program from 1999-2001.

In Study One, SPARK certified trainers collected 3,811 in-service evaluation questionnaires completed by teachers immediately following staff development sessions. One thousand five hundred questionnaires were randomly selected and analyzed to determine whether teachers' perceptions of components of the staff development program differed by: (1) grade level (K-2 vs. 3-6); (2) teacher type (physical education specialists vs. classroom teachers); (3) year of in-service; (4) which of 16 SPARK instructors delivered the session, and (5) level of in-service provided (gold, silver, bronze). Teachers rated 12 variables using a 1-5 Likert-type scale and responded to three open-ended questions. Over the 3 years, means for all questions were high (ranging from 4.5 to 5.0) on all variables indicating teachers were highly favorable toward the sessions. There were few statistical differences among independent variables; however, classroom teachers reported receiving i more new information than physical education specialists (p = .001).

Study Two assessed 421 follow-up debriefing questionnaires completed by teachers after they had taught SPARK PE for at least 6 months. Teachers responded to 12 questions on a 1-7 Likert-type scale and to two open-ended questions. Responses were assessed to determine teachers' perceptions relative to the debriefing questionnaire by: (1) grade level (K-2 vs. 3-6), (2) teacher type (physical education specialists vs. classroom teachers), and (3) year of in-service. Means were high for all questions (ranging from 4.7 to 6.8), indicating teachers were highly favorable toward the implementation. Low scores were generally related to uncontrollable environmental variables (e.g., temperature). There were few statistical differences by grade level, teacher type, and year. Physical education specialists, however, found it easier to implement SPARK PE than classroom teachers (mean = 6.38 vs. 5.48, p = .002).

Overall, teachers were highly supportive of both the staff development sessions and the program after having implemented it for at least 6 months. There were few differences on variables by year of implementation, teacher type, and grade level, indicating the SPARK program is highly generalizable. Evaluating the effectiveness of dissemination efforts can point to strengths and weaknesses in both programs and dissemination plans. Results suggest the previously evaluated SPARK program continues to be effective and that the current staff development strategies provide a viable model for disseminating proven programs.

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