SPARKING LIFE NIAGARA
Final Program Evaluation Report
2011 - 2012
Public Health Ontario | Niagara Region Public Health
 TABLE OF CONTENTS
1.0 Executive Summary…………………………………………………………………………………………………2-3
2.0 Introduction…………………………………………………………………………………………………………….4-7
2.1 Background and Context……………………………………………………………………………………………..4-5
2.2 Program Need…………………………………………………………………………………………………………….5-6
2.3 Program Description……………………………………………………………………………………………….....6-7
3.0 Evaluation Overview……………………………………………………………………………………………….7-9
3.1 Evaluation Sponsor and Stakeholders…….………………………………………………………………………7
3.2 Evaluation Design…………………………………………………………………………………………………………..7
3.3 Evaluation Objectives…………………………..………………………………………………………………………..8
3.4 Evaluation Questions…………………………………………………………………………………………………..8-9
4.0 Methods………………………………………………………………………………………………………………..9-13
4.1 Participants……………………………………………………………………………………………………………….9-10
4.2 Measurement Tools………………………………………………………………………………………………..11-12
4.3 Data Analysis…………………………………………………………………………………………………………..12-13
5.0 Results…………………………………………………………………………………………………………………13-29
5.1 Academic Achievement….……………………………………………………………………………………….13-19
5.2 Emotional and Mental Health Outcomes………………………………………………………………..19-20
5.3 Physical Health and Fitness Outcomes…………………………………………………………………….20-26
5.4 Program Design & Adherence…………………………………………………………………………………26-29
6.0 Limitations and Recommendations………………………………………………………………………29-32
6.1 Program Implementation……………………………………………………………………………………….29-31
6.2 Evaluation……………………………………………………………………………………………………………….31-32
7.0 References.............................................................................................................33-34
8.0 Appendices………………………………………………………………………………………………………….35-42
8.1 Appendix A – Student Pre Questionnaire………………………………………………………………..35-36
8.2 Appendix B – Student Mid-Point Questionnaire…………………………………………………………..37
8.3 Appendix C – Student Post Questionnaire……………………………………………………………….38-40
8.4 Appendix D – Parent Telephone Interview………………………………………………………………40-42
1
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
1.0 EXECUTIVE SUMMARY
Introduction
The Sparking Life Niagara (SLN) program was piloted at two high schools in the Niagara Region
during the 2011 to 2012 academic year. Students participating in the program performed
aerobic activity for a minimum of 20 minutes between 65 to 85% of their maximum heart rate
on school days.
This program was based on research conducted by Dr. Ratey, a professor at Harvard University,
who conveys the ability of physical activity to improve academic performance, mood,
concentration, and learning. Particularly for youth and school-aged children, noted benefits of
physical activity include the prevention of obesity, high blood pressure and type II diabetes,
improved musculoskeletal, cardiovascular fitness and plasma lipids, and improved mental
health including self-concept, anxiety and depression.
The evaluation focused on three main overarching outcomes: 1) academic achievement, 2)
mental/emotional well-being, and 3) physical health and fitness measurements.
Key Findings
ACADEMIC ACHIEVEMENT:
 Improved math skills as measured through standardized testing (KTEA-II)
 Improved reading comprehension skills as measured through standardized testing (OCA,
B CIBS-II)
 Average number of credits accumulated per semester increased
 The majority of students (66.7%, N=28) responded that the program helped them pay
attention in class while only 9 said that it did not
 Increased interest in school including motivation and enthusiasm to attend class,
improved grades, homework or credit completion and greater efforts to concentrate
and pay attention in class as noted by parents/guardians (48.6%, N=18)
Table 1. KTEA-II Math Composite, Mean Percentiles at Start and End of Program (N=37)
KTEA-II
Mean Percentile Rank
Mean Percentile Rank
Gains
Assessment
Program Start
Program End
13.82
19.73
Math Computation
5.91*
19.14
Math Concepts &
Applications
* Significant differences post program (p<0.01)
** Significant differences post program (p<0.0001)
28.66
9.52**
MENTAL/EMOTIONAL WELL-BEING:
 65.9% of students (N=27) who responded noticed an overall positive change in mood
from participating in the program
Public Health Ontario | Sparking Life Niagara Evaluation 2012
2
 Those who did notice a change mentioned that they felt happier, more energetic, were
more confident and “in a better mood”
 Improvement in mood and behaviour including anxiety, happiness, relaxation,
concentration, confidence, attitudes, and anger as noted by parents (29.7%, N=11)
Sample Comments from Students and Parents



“I was in depression for the longest time and I haven't been since
the program”
“My family, peers and myself have noticed that I became happier,
more energetic and much more confident”
“The biggest one would be the anxiety, she’s a little more relaxed
and more focused on school and able to get her work done”

PHYSICAL HEALTH AND FITNESS:
 Improved aerobic fitness as measured by the Beep Test
 No change in physical measurements including BMI, resting heart rate, blood pressure,
and waist circumference
 Increased physical activity levels in 70.7% of students (N=29)
Sample Comments from Students and Parents



“Yes, since starting the program I run every day after dinner, and I
have also joined a soccer team”
“I think it would help her with mood and concentration at school
as well”
“It really increased her physical activity. She had almost no other
way of being physically active outside of this program. Her mood
swings are not as severe, and I noticed her sleeping better”
Next Steps/Future Recommendations
 Increased physical activity time in the classroom did not affect learning negatively but
may help improve academic achievement, physical fitness, and mental health
 Uptake of the SLN program to other schools for the 2012 to 2013 academic year
 Funding application for a rigorous evaluation of the program
 Use of social media for consciousness raising
 Development of a program manual/toolkit
 Adoption of a school-wellness policy
3
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
2.0 INTRODUCTION
This evaluation report summarises the results from the 2011-2012 Sparking Life Niagara pilot
program. The program aimed to improve academic achievement in high school students
through physical activity. The report first gives a brief introduction to the background and
context, including identified need for the program and actual program description, before
outlining the methodology for the evaluation. Clear objectives and evaluation questions are
identified along with the description of the appropriate outcome assessment tools. Steps of
the evaluation are depicted and the key findings are then communicated. Lastly, this report
identifies key recommendations for the program given the evaluation results and appropriate
references and appendices are included.
2.1
Background and Context
The Sparking Life Niagara project was based on the research conducted by Dr. John Ratey, an
Associate Professor at Harvard University. In 2008, Dr. Ratey published a book called “Spark:
The Revolutionary New Science of Exercise and the Brain.” In this book, he explores the science
and biology behind the relationship between physical activity and the brain. Specifically, he
focuses on aerobic exercise but also relays the importance of strength training. Throughout his
book, Dr. Ratey explores the role physical activity can play on learning, stress, anxiety,
depression, attention-deficit/hyperactivity disorder (ADHD), addictions, hormonal changes and
aging.
Some of the most critical and relevant findings of this research include the ability of physical
activity to improve learning through three important mechanisms: by improving alertness,
attention and motivation (Hill et al., 2010; Winter et al., 2006); by encouraging and
strengthening the ability of neurons to bind to one another, which is critical for storing new
information (Geinisman, 2000); and lastly, by promoting neurogenesis of nerve cells in the
hippocampus (Van Praag et al., 2005; Cotman & Berchtold, 2002).
Naperville Central High School in Illinois implemented physical activity into their daily routine in
an attempt to improve academic achievement and overall mental, emotional, and physical
health of its student body. Physical education teachers at this high school adopted what is
called “Zero Hour PE,” an hour of physical activity prior to the start of classes, in an attempt to
improve literacy and reading comprehension. After just one semester, students who
participated in “Zero Hour PE” showed a 17% improvement in reading and comprehension
compared to only a 10.7% improvement among those students who did not participate in the
program (Ratey, 2008).
Public Health Ontario | Sparking Life Niagara Evaluation 2012
4
The new approach to physical education classes started with focusing on fitness instead of
learning how to play sports. This involved teaching students how to use heart rate monitors to
ensure they were working at a high enough intensity as opposed to focusing on competition
and sport (Ratey, 2008). This novel method to physical education in Naperville has made the
district rank among the state’s top ten academically (Ratey, 2008). Results from 2001 and 2002
also showed that only 3% of freshmen were overweight or obese in this district, well below the
national averages (Ratey, 2008).
Based on the astounding results observed at Naperville Central High, the Sparking Life
movement is urging schools to find innovative ways to incorporate daily aerobic physical
activity in an attempt to improve academic achievement. Sparking Life Niagara (SLN) is a
program that adopted Naperville’s philosophy at Lakeshore Catholic High School in Port
Colborne and Eastdale Secondary School in Welland. This initiative aimed to help students be
healthier and do better in school (Niagara Region Public Health, 2012).
2.2
Program Need
The need for this program is two-fold. First and foremost, the primary objective of the program
is to help students improve their academic achievement. Students in the program were either
identified as at-risk of not graduating by their teachers or had credits they needed to recover to
graduate on time. Teachers are trained to grade and assess students’ academic abilities in
various ways. Increased concentration, mood, emotional, mental and physical health can all
contribute to improvements in academic performance (Ratey, 2008).
The Canadian Society for Exercise Physiology (CSEP) has put forth physical activity guidelines for
youth aged 12-17 years of age. These guidelines state that youth should get at least 60 minutes
of moderate to vigorous physical activity daily (CSEP, 2012). The 2007-2009 Canadian Health
Measures Survey (CHMS) shows that only 7% of Canadian children and youth are meeting the
recommended guidelines at least six days a week (Colley et al., 2011). Moreover, the Public
Health Agency of Canada and the Canadian Institute for Health Information (PHAC & CIHI, 2011)
state that the prevalence of obesity has nearly tripled for the 12 to 17 year old group in the last
few decades. The prevalence has risen from 3% in 1979 to approximately 9.4% in 2004 (PHAC
& CIHI, 2011).
According to Statistics Canada (2010), the national average of overweight and obese youth
aged 12 to 17 was 19% in 2008. The consequences of this are evident in recently published
reports such as Active Healthy Kids Canada (2012) Report Card on Physical Activity. The
Institute of Medicine also released a report on May 8, 2012 that included multiple
5
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
recommendations for tackling obesity. Out of these recommendations, supporting programs
designed to increase physical activity is one to take note of. Moreover, Recommendation #5
states that to combat obesity, we need to have quality physical education and physical activity
opportunities in schools (National Research Council, 2012). The Sparking Life Niagara program
objectives clearly resonate with these recommendations.
2.3 Program Description
The Sparking Life Niagara program was carried out at Lakeshore Catholic High School and
Eastdale Secondary School from September 2011 to June 2012. In collaboration with the
District School Board of Niagara (DSBN), the Niagara Catholic District School Board (NCDSB),
Niagara Sport Commission (NSC), and Public Health Ontario (PHO), Niagara Region Public Health
(NRPH) implemented the program with students in grades 9 through 12. Students completed
aerobic exercise for at least 20 minutes at 65% to 85% of their maximum heart rate daily.
Throughout the day, ‘energizer’ activities (5 to 10 minute physical activity bouts) were also
implemented to get the students to increase their energy levels. Students received a physical
education credit for completion of the Sparking Life Niagara program.
Eastdale Secondary School
Eastdale Secondary School ran the Eagle Spark Initiative from September to January for the first
two periods of the school day in a literacy class. Forty minutes were put aside for the morning
workout and the activity was carried out in the school gym where treadmills, elliptical machines
and spinning bicycles were used. A polar heart rate monitor was worn and breakfast was
provided to the participants after the workout. Following the morning exercise session,
students were involved in numerous activities including literature assignments, independent or
oral reading, and performing plays. Two ‘energizers’ were built in the morning class and
students continued with their regular classes after lunch. In the second semester, the initiative
was organized into a credit recovery class without extra emphasis on literacy unlike first
semester. Physical measurements collected by the nurses were the only assessments carried
out in the second semester.
Lakeshore Catholic High School
Lakeshore Catholic High School ran the Sparking Life Niagara initiative in a “success” classroom.
The primary focus of the class was to help with credit recovery for those students that were
identified as at-risk. This included students with both poor academic performance and/or
behavioural issues. Students focused on completing online learning courses or worked on
Public Health Ontario | Sparking Life Niagara Evaluation 2012
6
course packages to obtain credits. No formal lessons took place in the “success” classroom, but
support for the students came from the physical education teacher, business teacher and a
Child and Youth Worker. Treadmills, elliptical machines, an outdoor track, field or spinning
bicycles were used to complete 20 minutes of aerobic activity. An ‘energizer’ was carried out in
the afternoons to help elevate mood and energy levels. Heart rate monitors were utilized to
measure target heart rates during the activity.
3.0 EVALUATION OVERVIEW
3.1 Evaluation Sponsors and Stakeholders
The implementation and evaluation of Sparking Life Niagara was made possible through
numerous partnerships. Niagara Region Public Health managed and oversaw the project.
Public Health Ontario provided support with the evaluation. Niagara Sport Commission assisted
with funding applications and provided volunteers to help carry out the program. The District
School Board of Niagara along with the Niagara Catholic District School Board implemented and
evaluated the program in the classroom. Evaluation resources included people such as
teachers, public health nurses, volunteers, students, and epidemiologists. No monetary budget
was assigned to the evaluation.
Other stakeholders in this project included those who donated exercise equipment, grants and
other resources to the project such as Sport Chek’s Power of Sport 4 Kids program. Students
and their parents/guardians who were involved in the program were also important
stakeholders to keep in mind and feedback from them was obtained.
3.2 Evaluation Design
The evaluation included both a process and outcome evaluation. A time-series design was used
for the outcome evaluation. Outcome measurements were collected at the start, middle, and
end of the second semester as outlined in Figure 1 but only pre and post-test data were used.
Figure 1. Sparking Life Niagara Evaluation Design
MID-POINT
DATA
COLLECTION
PARTICIPANT
SELECTION
7
PRE-TEST DATA
COLLECTION
SPARKING LIFE
NIAGARA
INTERVENTION
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
POST-TEST
DATA
COLLECTION
3.3 Evaluation Objectives
The objectives of this evaluation are as follows:
 Assess program process
 Assess program outcomes, impacts and effects
 Assess program likeability and feasibility
 Identify program and evaluation limitations and recommendations
 Communicate key findings
3.4 Evaluation Questions
Assessing program process
 Did program participants adhere to the program?
 Did staff/volunteers carry out the program as intended?
 What should be changed in the program delivery and implementation?
Assessing program outcomes, impacts and effects
Students





Did students notice any change in their mood or concentration after the program?
Did students improve their physical, emotional and/or mental health?
Did students increase or decrease their interest in physical activity or being active?
Did students improve their academic performance?
Did students find that Sparking Life Niagara helped them learn?
Teachers
 Did teachers notice any changes in the students’ behaviour, mood, and learning?
Parents
 Did parents notice any changes in the students’ behaviour, mood, and learning?
 Did parents notice any change in the students’ interest in physical activity or school?
Assessing program likeability and plausibility
 Should the Sparking Life Niagara initiative be continued?
 Would students want to participate in the program next year? Why or Why not?
 What did the students like best and worst about the program?
Public Health Ontario | Sparking Life Niagara Evaluation 2012
8
 Would parents/guardians want their children to participate in the program next year?
Why or why not?
4.0 METHODS
4.1 Participants
During the Sparking Life Niagara pilot project, 65 students were initially recruited for the
program. Twenty-six students participated and completed the program first semester, 18 male
and 8 female. The second semester, another 24 students completed the program, 13 female
and 11 male. Therefore, in total 50 students completed the program during the 2011 – 2012
academic school year. However, one student did it both first and second semester, meaning
that technically there were only 49 different students that data was collected from. The
students ranged in age from 14 to 19 years old and the mean age was 15.64. There were a total
of 21 females and 29 males in the program enrolled in grades 9 through 12. Loss to follow-up
was 23%. Please refer to Figures 2 and 3 for a breakdown of the participants.
Figure 2. Sparking Life Niagara Participants by Semester and Gender*
65 students recruited
15 lost to follow up (7
semester 1; 8 semester 2)
50 completed program
program
26 completed program
in semester 1
18 males
8 females
24 completed program
in semester 2
11 males
*Please note that one student participated in both semesters
9
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
13 females
Figure 3. Sparking Life Niagara Participants by Gender
(N=50)*
42.0%
Male
58.0%
Female
*Please note that one student participated in both semesters.
Figure 4 shows the grade distribution of the participants in the Sparking Life Niagara program.
There were a total of 13 students in grade 9 and 14 in grade 10. A total of 9 students were
enrolled in grade 11 and the remaining 14 were enrolled in grade 12.
Figure 4. Sparking Life Niagara Participants by Grade Level
(N=50)*
16
Number of Students
14
12
10
8
6
4
2
0
Grade 9
Grade 10
Grade 11
Grade 12
*Please note that one student participated in both semesters.
Public Health Ontario | Sparking Life Niagara Evaluation 2012
10
4.2 Measurement Tools
Pre/Post Student Questionnaire
A pre and post student questionnaire was completed to gain insight into the program. The
questionnaire was designed to ask students numerous questions regarding what they liked or
did not like about the program, their learning styles and interests, and their opinions towards
physical activity. For a list of questions in the pre and post student questionnaire please refer
to Appendices A and B.
Parent/Guardian Telephone Interviews
Telephone interviews were conducted with the parents/guardians of students participating in
the Sparking Life Niagara program. Parents were asked about whether they had noticed any
changes in their child’s behaviour, mood, learning, or interest in physical activity and/or school.
Please refer to Appendix C for the complete interview script.
Informal Feedback
Informal feedback was received from Niagara Sport Commission interns and volunteers who
helped out with the project. Moreover, feedback from teachers, guidance counselors, and the
school board was also informally collected and has been taken into consideration.
Physical Measurements
A range of physical measurements were taken by Public Health Nurses. These included height,
weight, waist circumference (WC), resting heart rate (RHR) and blood pressure (BP). Body Mass
Index (BMI) was calculated using weight (in kilograms) divided by height (in metres squared)
(kg/metres2). Measurements were taken at the start, midpoint and end of the program and
were repeated multiple times to ensure accuracy and consistency. A calibrated scale,
measuring tape and an automated blood pressure monitor were used for data collection.
Fitness Measurements
The Beep Test was used to measure aerobic fitness. The test required participants to stand
behind a line and run to a second line, 20 metres away before they heard the next beep. The
time between beeps shortened as the level increased. Those with better cardiovascular fitness
scored higher on the test. The test was terminated when a participant did not reach the
following line for two consecutive beeps. There are a total of 21 levels on the Beep Test and
11
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
average scores for male youth are between levels 7 to 9 while for female youth betweem levels
6 to 8.
Academic Measurements
In order to minimize classroom disruption, schools selected the academic measurements for
use in the pilot evaluation. Three different tests were used to measure academic achievement.
Kaufman Test of Educational Achievement (KTEA-II)
The Kaufman Test of Educational Achievement, Second Edition (KTEA-II) was used to assess
numeracy skills. This validated tool can be used to measure current achievement for a wide age
range (4-6 to 25 years old). The Math Composite tests basic arithmetic and numerical
reasoning skills through the Computation and Concepts & Applications tests. This test provides
numerous scores including raw scores, standard scores and percentiles. Raw scores represent
the number of points earned by each student on the test while standard scores are normbased. Standard scores for the KTEA-II can be either age-based or grade-based. The KTEA-II
standard scores have a mean of 100 and a standard deviation of 15. The range of the standard
scores is usually from 40 to 160. Meanwhile, percentile scores represent the percentage of
individuals that the student outperformed at his/her age or grade level.
Ontario Comprehension Assessment (OCA)
To assess reading comprehension, the Ontario Comprehension Assessment (OCA) test was
used. This test is usually carried out at the beginning and end of the semester to track progress.
The OCA is most appropriate for those in grades 7 to 10. This test is graded out of 4 levels.
Level 3 is considered to be the provincial standard. The OCA assesses literal and inferential
thinking and making connections.
Brigance Comprehensive Inventory of Basic Skills II (CIBS II)
The Brigance test was used to measure English/language arts academic achievement. This test
is appropriate for those in junior kindergarten (JK) to high school skill levels and has multiple
components including the listening vocabulary composite, listening comprehension, word
recognition, oral reading, reading vocabulary composite, reading comprehension, functional
word recognition, and spelling grade placement tests. The Reading Comprehension section is
scored based on average grade level achieved varying from kindergarten (K) to Grade 12 skill
levels.
4.3 Data Analysis
Public Health Ontario | Sparking Life Niagara Evaluation 2012
12
Qualitative Analysis
Qualitative analysis involved coding and categorizing responses obtained in the questionnaires
and feedback from parents, guardians, students, teachers, school boards, and volunteers. This
required going through the text to code and categorize relevant and related information
together. From the coding, major themes were identified and conclusions were then drawn.
Quantitative Analysis
All quantitative analyses were done using Microsoft Excel Version 2010 (Microsoft Corp.,
Redmond, WA). Dependent t-tests for matched-pairs (McNemar’s Test) were used to test for
any significant differences between scores at the beginning and end of the program. All tests
were two-tailed and assessed at the 5% significance level. This allows for 95% certainty that
the differences observed before and after the program are true differences and not purely due
to chance. Power and sample size calculations were not performed.
5.0 RESULTS
5.1 Academic Achievement
Kaufman Test of Educational Achievement (KTEA-II)
Results from the Kaufman Math Composite show improvements in students’ arithmetic and
numerical reasoning skills. In the Math Computation component, mean standard scores at the
beginning of the program were 77.38. By the end of the program, this significantly improved to
82.57 (p<0.01) as seen in Figure 5. Similarly, standard scores for Concepts & Applications also
improved from 84.3 to 90.1 at the end of the program (p<0.0001). Scores for the Computation
and Concepts & Applications test components improved on average by 5.19 points and 5.78
respectively. Moreover, mean percentiles at the start and end of the program were also
statistically significant improving by 5.91 for Computation (p<0.01) and 9.52 for Concepts &
Applications (p<0.0001) as displayed on Table 1.
13
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Figure 5. Kaufman Computation Mean Standard Scores Pre and Post
Program (N=37)
100
90
70
82.57
60
50
Pre
Post
77.38
40
30
20
10
0
Mean*
* Statistically significant differences in mean pre and post program (p <0.01)
Figure 6. Kaufman Concepts & Application Mean Standard
Scores Pre and Post Program (N=37)
100
90
80
Standard Score
Standard Score
80
90.1
70
60
50
40
Pre
Post
84.3
30
20
10
0
Mean*
* Statistically significant differences in mean pre and post program (p<0.0001)
Public Health Ontario | Sparking Life Niagara Evaluation 2012
14
Table 1. KTEA-II Math Composite, Mean Percentiles at Start and End of Program (N=37)
Kaufman
Assessment
Mean Percentile Rank
Program Start
Mean Percentile Rank
Program End
Gains
Math Computation
13.82
19.73
5.91*
Math Concepts &
Applications
19.14
28.66
9.52**
* Significant differences post program (p<0.01)
** Significant differences post program (p<0.0001)
Results from the student questionnaires revealed that at the start of the program, the majority
of students (65.1%, N=28) did not enjoy math. The main reasons for not liking it was that it was
too difficult or that they were not good at it (N=18). The students who did enjoy math (N=14)
stated that the reasons they enjoyed math was because they were good at it, or because it
would be useful in the future.
Ontario Comprehension Assessment (OCA)
Figure 7. OCA Mean Scores Pre and Post Program (N=36)
4
*
3.5
2.5
Pre
2
Post
1.5
1
0.5
* Significant differences post program
15
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Metacognition
Making
Inferences
Extends
Understanding
Demonstrating
Understanding
Comprehension
Strategies
Communicating
Clearly
0
Classifying &
Organizing Ideas
Mean Score
*
*
*
3
Figure 7 displays the mean scores in the various OCA tests at the beginning and end of the
program. Significant improvements were noted in the Classifying & Organizing Ideas (p<0.001),
Comprehension Strategies (p<0.001), Making Inferences (p<0.01), and Metacognition (p<0.002)
subtests.
Figure 8. Number of Students At or Above the Provincial Standard
(Level 3 or 4) for the OCA Pre and Post SLN (N=36)
Number of Students
30
*
25
20
*
15
Pre
*
*
Post
10
5
Metacognition
Making Inferences
Extends
Understanding
Demonstrating
Understanding
Comprehension
Strategies
Communicating
Clearly
Classifying &
Organizing Ideas
0
* Significant differences post program
Figure 8 shows the number of students at or above the provincial standard (level 3 or 4) at the
beginning and end of the program. Using McNemar’s Test, significant increases in the number
of students achieving the provincial standard post the SLN intervention were observed for the
Classifying & Organizing Ideas (p<0.0001), Communicating Clearly (p<0.05), Comprehension
Strategies (p<0.01), and Making Inferences (p<0.05) subtests.
At the start of the program, the majority of the 44 students who filled out the questionnaires
reported that they did not enjoy reading (54.5%, N=24). The main consensus among those who
did not enjoy reading was that it was boring (N=13) or difficult (N=6). Reasons for enjoying
reading included that it was fun and easy, interesting or was an important skill in life (N=15).
Brigance Comprehensive Inventory of Basic Skills II (CIBS II)
One subset of students (N=7) were assessed using the Brigance Comprehensive Inventory of
Basic Skills II (CIBS II). Figure 9 shows the reading, oral and writing composite average grade
placements of students at the start and end of the program from September 2011 to January
2012. Using McNemar’s Test, significant positive differences were observed for the Reading
Vocabulary (p<0.008), Reading Comprehension – Long Passages (p<0.03) and the Oral Reading
Public Health Ontario | Sparking Life Niagara Evaluation 2012
16
(p<0.01) tests. Significant negative differences were observed for the Listening Vocabulary test
(p<0.04).
Figure 9. Brigance Comprehensive Inventory of Basic Skills II (CIBS II) Subtests Average
Grade Placements at Start and End of the Sparking Life Niagara Program (N=7)
Average Grade Placement
12
10
*
8
*
*
**
6
Pre
*
4
Post
2
Spelling
Functional Word
Oral Reading
Listening
Comprehension
Listening Vocab
Reading
Comprehension
- Long
Reading
Comprehension
- Short
Reading
Vocabulary
Word
Recognition
0
* Significant differences post program
** Please note N=6 for Listening Vocab test
School Credits
Before entering the Sparking Life Niagara program students were earning on average 3.4 credits
per semester as based on data for 30 students. During the program, these students were
earning on average 4.3 credits per semester as shown in Figure 10. A dependent t-test carried
out on the 30 available sets of data revealed that this difference in the average credit
accumulation per semester was significant with a p<0.02. It should be noted that an important
component of the program was credit recovery, which could account for the increase in the
average credit accumulation per semester as students received a credit for participating in the
program.
17
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Figure 10. Average Credit Accumulation Before and During SLN
(N=30)
5
*
Mean Number of Credits
4.5
4
3.5
4.3
3
2.5
2
1.5
3.4
1
0.5
0
Before
During
* Significant differences in mean before and during program (p<0.02)
 Did students find that Sparking Life Niagara helped them learn?
 The majority of students (59.5%, N=25) replied that participating in the program made it
easier to learn. When asked if the program helped them pay attention in class, 28 students
(66.7%) responded that it did while only 9 said that it did not.
 After the morning aerobic activity, the majority of students felt more alert (N=25) and
energetic (N=12). Students reported that this in turn made them feel awake, ready to pay
attention, and concentrate in class. After exercise bouts, students also reported that they
felt more awake and alert (N=17), energetic (N=11) or tired (N=9).
Sample Comments from Students





“Yes I did find that this program helped me to pay attention in class
because it put me in a good mood and then I wasn't lazy and tired”
“When I worked out, I found that paying attention was much easier as I
was awake and alert. It helped me a lot when it came to listening”
“I did not find that this program helped me pay attention in class because I
was still having trouble focusing like I did before in other classes”
“After morning aerobic activity I felt great! I was more awake and I had a
lot more energy then I normally would if I didn't work out”
“Like I said, I feel the same after exercising so I don't know”
Public Health Ontario | Sparking Life Niagara Evaluation 2012
18
 Did parents notice any changes in the students’ learning and interest in school?
 A fair amount of parents/guardians (48.6%, N=18) noticed an increased interest in school in
their child including motivation and enthusiasm to attend class, improved grades,
homework or credit completion and greater efforts to concentrate and pay attention in
class.
 Much fewer parents/guardians (N=2) saw a decreased interest in school including
attendance since participation in the SLN program.
Sample Comments from Parents





“Grades went up a bit from before I noticed”
“A lot of her work is done now which was an issue before”
“No I'd say his attendance and going to school has gotten a lot worse”
“He is concentrating on his homework a lot more and he tries to pay closer
attention in class”
“He’s actually tried a bit more in school. He got all of his credits this
semester for one thing”
5.2 Emotional and Mental Health Outcomes
Mood and Behaviour
 Did students notice any changes in their mood and/or behaviour?

When asked whether they noticed an overall change in their mood from participating in the
program, 27 of the 41 respondents (65.9%) said that they did while 31.7% said that they did
not. Those who did notice a change mentioned that they felt happier, more energetic,
were more confident and “in a better mood.”
Sample Comments from Students



19
“I was in depression for the longest time and I haven't been since the
program”
“My family, peers and myself have noticed that I became happier, more
energetic and much more confident”
“I can go to school without wanting to leave all the time”
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
 Did parents notice any changes in the students’ mood and/or behaviour?

Some parents/guardians (29.7%, N=11) saw an improvement in mood and behaviour
including improvements in anxiety, happiness, relaxation, concentration, confidence,
attitudes, and anger.
Sample Comments from Parents



“Behaviour has been pretty good. A little bit of improvement from before
I've noticed”
“His attitude is much better, not as angry as before”
“The biggest one would be the anxiety, she’s a little more relaxed and
more focused on school and able to get her work done”
5.3 Physical Health and Fitness Outcomes
Physical Activity Beliefs, Levels and Interests

Almost all students (95.5%, N=42) thought that physical activity was important. The main
reason reported was physical benefits, such as staying fit or “being healthy.” Other
important benefits mentioned included improved mental health such as increased
happiness and decreased stress.

Most students (90.7%, N=39) also mentioned that they enjoy physical activity. The most
mentioned reasons included physical health benefits, improvement in mood, as well as
enjoyment.
Sample Comments from Students




“I think being physically active is very important if you want to have a
healthy body”
“It keeps you fit, and helps improve your physical and mental attributes,
which leads to overall happiness”
“It gives you a chance to get moving and provides an activity you can do
instead of being bored”
“Because I love sports and it is fun to play them”
Public Health Ontario | Sparking Life Niagara Evaluation 2012
20
 While 72.7% of students (N=32) have participated in physical activity before in school, only
59.5% (N=25) have participated in any recreational or organized physical activity. When
asked about their favourite sport and activities, soccer (N=12), hockey (N=6) and volleyball
(N=5) were the top three answers.
 Did students notice any changes in their interest in physical activity?

Out of the 41 students who responded, 29 or 70.7% stated that the program has made
them increase their physical activity levels. Additionally, 58.5% reported an increased
interest in participating in extra-curricular activities and 53.7% reported an increased
interest in taking physical activity courses.
Sample Comments from Students




“At the start of the year I hardly did anything but now I participate every
day”
“Yes I play basketball again”
“Yes, since starting the program I run every day after dinner, and I have also
joined a soccer team”
“No I think my physical activity levels are the same”
 Did parents notice any changes in the students’ interest in physical activity?
 Almost half of parents/guardians (45.9%, N=17) reported an increased interest in physical
activity in their child since participating in the Sparking Life Niagara program. Another 8
parents/guardians reported no change in physical activity levels due to their child always
being physically active prior to SLN.
Sample Comments from Parents






21
“We have joined the gym”
“He normally rides his bike around after school but he's always done that”
“She's out for a walk right now with her friends actually”
“But you know she is doing her sit ups, running up and down and walking”
“She’s motivated to exercise that’s for sure”
“Now that she has participated in this program she’s more interested in
exercising, in the fitness aspect of it”
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Body Mass Index (BMI)
Figure 11. Percentage Distribution of Body Mass Index (BMI)
Classification at Start and End of Program (N = 45)
120
Percent (%)
100
80
48.9
46.7
60
Overweight
/Obese
Normal
40
20
51.1
53.3
Pre
Post
0
Percentage distribution by Body Mass Index was calculated for the 45 students that had
available data. This was done using height and weight measurements and age-and-sex-specific
classifications were made as defined by Cole et al., 2000. For students where age information
was unavailable, age was approximated by grade level. Figure 11 shows that there is a high
proportion of students classified as overweight/obese both pre and post intervention.
According to Statistics Canada (2010), the national average of overweight and obese youth
aged 12 to 17 was 19% in 2008. The minor differences observed before and after could be due
to the short length of the program. A change in BMI is perhaps a long-term outcome of regular
aerobic activity as opposed to short-term.
Since students in Semester 1 of the program had time off for the Winter Holidays, a comparison
between BMI between the first and second semester seemed logical. Usually people tend to
eat a lot more during holidays and perhaps this may have confounded the results. When BMI
was analyzed separately for each semester, no significant differences were observed although
the test was closer to significance for semester two (p<0.8 for semester 1 and p<0.4 for
semester 2). Similarly, when both semesters were analyzed together (N=45) the difference
between BMI pre and post was only 0.14 and this was also not significant (p<0.4).
Other possible explanations could include the dose of activity. Since the program aims to
primarily improve academic achievement, the prescribed dose of 20 minutes per day may not
Public Health Ontario | Sparking Life Niagara Evaluation 2012
22
be sufficient enough to achieve significant weight loss. Moreover, students could also attain a
larger lean muscle mass and decrease their total fat mass with no overall change in BMI. This is
why the use of BMI has also been contested in the literature. BMI does not distinguish
between lean muscle mass and fat mass and thus it has been deemed less useful, especially for
certain populations such as athletes.
Waist Circumference (WC)
Waist circumference was measured by nurses for each student pre, mid, and post the Sparking
Life intervention. Figure 12 shows the average waist circumference by gender in centimetres at
the start and end of the program. Research literature has noted that waist circumference is a
better predictor than Body Mass Index (BMI) of cardiovascular disease risk. The average waist
circumference of the female participants was 83.1 cm at the beginning of the program. This
slightly increased to 83.3 cm at the end. On the other hand, males had a beginning average
waist circumference of 85.3 cm and this slightly decreased to 85.2 cm by the end. However,
none of these differences were statistically significant.
Figure 12. Average Waist Circumference by Gender, Pre and Post
Program (N=45)
Average Waist Circumference (cm)
100
90
80
70
83.1
83.3
60
85.2
85.3
50
Female (n = 20)
40
Male (n = 25)
30
20
10
0
Pre
Post
Resting Heart Rate (RHR)
Average resting heart rates in beats per minute varied slightly from the start to the end of the
program in both males and females as shown in Figure 13. The mean RHR of males was slightly
lower than that of females. The changes observed pre and post intervention were not
significantly different in either gender.
23
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Figure 13. Average Resting Heart Rate by Gender, Pre and Post
Program (N=45)
Average Resting Heart Rate (bpm)
100
90
80
83.5
70
83.0
78.7
60
Female (n = 20)
50
81.0
Male (n = 25)
40
30
20
10
0
Pre
Post
Blood Pressure (BP)
Figure 14a. Average Systolic and Diastolic Blood Pressure for
Females Pre and Post Program (N=20)
Average Blood Pressure (mmHg)
120
100
80
110.4
108.7
Systolic
60
Diastolic
67.4
69.0
40
20
0
Pre
Post
Figure 14a shows the average blood pressure, both systolic and diastolic for females pre and
post program. Blood pressure remained fairly consistent at the beginning and end of the
program and no significant differences were found when dependent t-tests were carried out.
Public Health Ontario | Sparking Life Niagara Evaluation 2012
24
Figure 14b. Average Systolic and Diastolic Blood Pressure
for Males Pre and Post Program (N=25)
Average Blood Pressure (mmHg)
120
100
80
113.9
113.7
Systolic
60
68.1
40
68.8
Diastolic
20
0
Pre
Post
Figure 14b shows the average blood pressure for males at the beginning and end of the
program. These values remained fairly consistent both pre and post intervention and no
significant differences were detected in the analysis.
Beep Test (BT)
Average Beep Test levels at the beginning of the program were 3.7 as displayed in Figure 15. At
the end of the program, a noticeable improvement in aerobic fitness was observed. Average
Beep Test levels at the end of the program were 5.0 and this was statistically significant with a p
value of <0.0001. This improvement highlights just one benefit of routine cardiovascular
exercise. The highest level achieved pre intervention was 9.5 while post intervention was 10.1.
Figure 15. Average Beep Test Levels Pre and Post Program
(N=39)
6
*
Beep Test Level
5
4
5.0
3
2
1
3.7
0
Pre
Post
* Significant differences in mean pre and post program (p<0.0001)
25
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
5.4 Program Design & Adherence
Program Design
Likeability and Plausibility
 Would students want to participate in the program next year? Why or why not?
 When asked if they would want to participate in the program again most students (65.9%,
N=27) said that they would. Reasons for participating again included enjoyment, improved
mood, and the ability of the program to help students “tackle the rest of the day.”
 The 31.7% of students that did not want to participate in the program again stated that SLN
was boring, they did not like physical activity, or they wanted to use their time differently
(other courses, take a spare, or prefer the gym).
Sample Comments from Students




“Yes, because it helped make my life easier, it helped me feel better, more
aware of my school work, and it was a fun class”
“No, I would like to go to a gym or weight training class instead”
“I enjoyed being active and awake, it really made my day a lot better most
of the time”
“Unless it was 4th or 5th period, because I'm so tired in the morning”
 Would parents/guardians want their child to participate in the program next year?
Why or why not?
 A total of 30 parents/guardians (81.1%) said that they would want their child to participate
in the program again. Reasons why they thought their child would do well participating
again included enjoyment, positive teacher role modeling, motivation for school, physical
activity and health benefits, increased concentration and alertness, improved body image
and overall mental well-being.
Public Health Ontario | Sparking Life Niagara Evaluation 2012
26
Sample Comments from Parents

“I believe so, I think it would benefit her and she's enjoyed it. I think it
would help her with mood and concentration at school as well”
“I know she looks forward to that [SLN], always gets her wattle bottle
ready and a little snack for later”
“No he likes a variety of sports. He doesn’t like the cycle routine, would
want to do more sports, more variety of activities”
“Yes definitely, he’s talking about doing it again next year”
“I would have preferred it in the morning. I don’t really see the purpose of
it towards the end of the day”
“It really increased her physical activity. She had almost no other way of
being physically active outside of this program. Her mood swings are not
as severe, and I noticed her sleeping better”





 What did students like best and worst about the program?
 When asked what the best part of the Sparking Life Niagara program was students
responded with having more energy as the top answer (N=23). The next best things were
using the equipment (N=17) and seeing friends (N=17) as seen in Figure 16.
 When asked about the worst parts of the program, the most common answers included the
early morning time of the workouts (N=9) and the lack of variety in equipment and
exercises (N=6). To a lesser extent students disliked having assessments such as the Beep
Test (N=3), or being sweaty (N=2).
 When 40 students were asked to provide suggestions for improvements, the most common
answer was to change the workout out routine to incorporate different exercises, more
equipment or a larger sport focus (N=11). Other suggestions included changing the time of
the workout to later in the day (N=9), having a larger class (N=3) or providing more food
(N=3).
Sample Comments from Students






27
“Changing my attitude [best part of the program]”
“Having to do exercises so early in the morning since I am not used to it”
“I can't think of one, it was great all around”
“None of my friends are in this class”
“The equipment, I think they need more of a selection than just cardio”
“Nothing, I love it”
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Figure 16. The Best Parts of Sparking Life Niagara According to
Students (N=41)*
25
Count (n)
20
15
10
5
0
Using the equipment
Seeing friends
Having more energy Reaching my THR
*Please note that students can list more than one answer.
Program Adherence
Fitness logs kept by the teachers were used to track program adherence. The tracking forms of
47 students indicated that on average, students completed at least 20 minutes of aerobic
activity for 41.8 (SD=17.52) days, or 58.5% of the expected frequency. When students did work
out and engage in the aerobic activity, 68.2% of their time was spent in their target heart rate
zone. This translated to an average number of 30.8 (SD=17.85) workouts in their target heart
rate zone out of the total 64 workouts in semester 1 and 87 workouts in semester 2.
Correlation coefficients were calculated for relationships between adherences to the exercise
and improvements in academics and aerobic fitness. The Kaufmann Math Computation and
Concepts & Application tests were used for improvements in academics. None of these
correlations were significant at the alpha 0.05 level. Three correlation coefficients were found
to be significant with the change in Beep Test scores achieved pre and post intervention. These
correlations included the difference in Beep Test scores and mean workout days in the target
heart rate zone (r= -.475; p<0.01), mean total aerobic days (r= -.552; p<0.001), and mean
percentage of aerobic days (r= -.455; p<0.01). Figure 17 shows the correlation between
differences in Beep Test scores and the mean total aerobic days. The more days the students
were active, the less the difference between their pre and post Beep Test score. This may
mean that those students who were more active, were fitter, and thus had less room for
improvement as opposed to those who were less active and likely not as fit. Moreover, the
graph shows that most of the differences in Beep Test scores were positive, meaning that most
students improved with only a few students decreasing or worsening their scores post
intervention.
Public Health Ontario | Sparking Life Niagara Evaluation 2012
28
Figure 17. Correlation Between Beep Test Difference and Mean Total
Aerobic Days (N=34)
6
5
Beep Test Difference
4
3
2
1
0
-1
0
10
20
30
40
50
60
70
80
-2
Number of Aerobic Days
* Significant correlation r= - .552, p<0.001
6.0 LIMITATIONS AND RECOMMENDATIONS
6.1 Program Implementation
Limitations
 Reading Comprehension Assessment: The OCA is designed to test reading
comprehension and is most appropriate for those in grades 7 to 10. However, our
participants ranged from grade 9 to 12. Therefore, this test may not be as suitable for
those students who are in grade 11 or 12 (N=23) but this test was chosen based on the
already available resources the schools had.
 Facilities/Resources: The Sparking Life Niagara initiative used a large number of
resources including exercise equipment such as treadmills and stationary bikes as well
as people. Therefore, schools may have a hard time implementing this program if they
do not find creative ways to implement the initiative without adequate facilities or
resources.
 Timing of intervention: In both semesters one and two, the exercise session took place
primarily in the mornings. However, in some cases, some students were scheduled to
have the class in the afternoon, during period four or five. This timing may have
affected the results. Moreover, students in the afternoon sessions had fewer
opportunities to report on any changes in learning as they did not have class after the
workouts.
29
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
 Teaching: In particularly the teachers mentioned that they taught to the areas that
proved to have the lowest scores in the academic testing components. This increased
focused in these areas could have been the cause for the improved scores observed in a
variety of the academic tests.
Recommendations
 Program Manual/Toolkit: A manual/toolkit on how to incorporate the program in daily
school activities may be helpful, especially for teachers who do not have a physical
education background. Moreover, for schools that do not have extensive facilities and
resources, ways to adapt the program with limited resources should be outlined. Ideas
on how to keep students interested should also be included to improve program
adherence. The development of a manual will also ensure more consistency in the
delivery of the program among schools.
 Reading Comprehension Assessment: If resources allow, a reading comprehension
assessment test that is suitable for students up to grade 12 should be adopted. This will
increase the validity and generalizability of the results but the adoption of a new test
will incur more expenses for the schools as manuals and training of teachers will need to
be paid for. Possible tests could include the Gray Oral Reading Test-Fourth Edition
(GORT-4) or the Wide-Range Achievement Test 4 (WRAT 4).
 Training: Teacher training may be helpful in program delivery. A one-day extensive
training session should be held with all teachers who will be involved in program
delivery. Training will help teachers be more knowledgeable and confident in their
abilities to carry out the SLN initiative. Moreover, this ensures that all teachers receive
the same training, thus helping to standardize the intervention across schools.
 School Wellness Policy: Adopting a school wellness policy may encourage teachers to
implement the program and increase awareness regarding the benefits of physical
activity and reduce stigma around the program. Other teachers may start to
incorporate ‘energizer’ activities throughout classes to increase energy levels.
 Social Media Use: With the increased use of technology, students may respond better
to social media. Creating a Facebook Page for the SLN initiative or a Twitter account
may help students remain motivated and stay on track. Moreover, monthly emails
Public Health Ontario | Sparking Life Niagara Evaluation 2012
30
could be sent to teachers and students to remind them to stay on track and continue
with the program.
 Timing and Role Models: The timing of the exercise session should be in the morning.
This will prove to be more beneficial as students still have classes ahead as opposed to
exercising in period five at the end of the day. Moreover, teachers should exercise with
students to act as role models in the classroom and thus increase adherence to the
program.
6.2 Evaluation
Limitations
 Self-Reporting Bias: Questionnaires, interviews and discussions conducted with parents,
students, teachers, and volunteers may be biased as they relied on participants’ selfreporting. Participants may have felt embarrassed to answer truthfully and thus this
may have led to social desirability bias. Moreover, people can easily under or
overestimate answers that are subjective and thus caution should be taken when
generalizing these results to other populations and contexts.
 No Comparison Group: Without a comparison group we cannot be certain that the
intervention caused the changes that were observed in our participants. With this type
of evaluation design we can infer correlation or association but not causation. A more
rigorous evaluation design could address many threats to internal validity such as
history and maturation.
 Self-Selection Bias: The Sparking Life Niagara initiative was piloted at two schools that
desired to participate. These schools or the teachers who volunteered to run the
program may be systematically different from other schools in the area. For example,
the two schools that participated may have a really strong tradition of athletic
excellence and success and thus value physical activity more than other schools may.
 Small Sample Size: The sample size of the SLN initiative was fairly small (N=50). This
small sample size makes it hard to detect significant differences at an appropriate power
and thus reduces the generalizability and validity of the results.
 Short Time Frame: The short time frame of the intervention was also a limitation. The
length of the program may have not been sufficient to observe and make inferences
about the possible long-term outcomes of the program such as changes in BMI.
31
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
 Student Evaluators: Two separate student evaluators conducted the telephone
interviews and interpretations from first to second semester. This means that
interviews could have been conducted slightly differently and thus the results may have
been interpreted differently according to the evaluator.
Recommendations
 Use of Control Group: The use of a control group can help improve the internal validity
of the results. This means that inferences about program effects and outcomes would
be easier to attribute. A control group can also address other threats to internal validity
such as history and maturation.
 Randomization: If funds are not available to implement the program at all schools in the
area then randomization should be used in selecting schools to participate. This will
decrease the chance of self-selection bias and increase the validity of the results.
 Larger Sample Size: The SLN initiative needs to be evaluated on a much larger and
rigorous basis. A larger sample size will help reduce the possibility of chance, bias or
confounding in the results and can make it easier to detect significant differences or
changes among and within groups. This will also increase the power of the study,
making results much more valid and reliable.
 Evaluation Staff: Every effort should be made to have the same evaluation staff conduct
all parts of the telephone interviews, interpretation and other related duties of the
evaluation. This will ensure that data and information obtained is more consistent and
uniform, increasing the validity of the results.
 Program Uptake: The evaluation shows favourable results for the participants in the SLN
program. However, the program should also be applied in a variety of other contexts, as
it would provide benefits for all students, not just those struggling academically. This
program can also be applied to other populations as the benefits of physical activity are
not strictly just for youth.
Public Health Ontario | Sparking Life Niagara Evaluation 2012
32
7.0 REFERENCES
Active Healthy Kids Canada (2012). Is Active Play Extinct? The Active Healthy Kids Canada 2012
Report Card on Physical Activity for Children and Youth. Toronto: Active Healthy Kids
Canada.
Canadian Society for Exercise Physiology (CSEP). (2012). Canadian physical activity guidelines
for youth 12-17 years. Retrieved from website:
http://www.csep.ca/english/view.asp?x=804
Colley, R. C., Didier, G., Janssen, I., Craig, C. L., Clarke, J., & Tremblay, M. S. (2011). Physical
activity of Canadian children and youth: Accelerometer results from the 2007 to 2009
Canadian Health Measures Survey. Statistics Canada Catalogue: Health Reports, 22(1),
15-23.
Cotman, C.W. and Berchtold N.C. (2002). A behavioural intervention to enhance brain health
and plasticity. Trends Neurosci, 25, 295-301.
Geinisman, Y. (2000). Structural synaptic modifications associated with hippocampal LTP and
behavioural learning. Cerebral Cortex, 10, 952-962.
Hill, L., Williams, J.H.G., Aucott, L., Milne, J., Thomson, J., Greig, J., Munro, V. and Mon-Williams,
M. (2010). Exercising attention within the classroom. Developmental Medicine & Child
Neurology, 52, 929-934.
National Research Council (2012). Accelerating progress in obesity prevention: Solving the
weight of the nation. Washington, DC: The National Academies Press.
Niagara Region Public Health. (2011). Sparking Life Niagara Background. Retrieved from
http://www.niagararegion.ca/living/health_wellness/healthylifestyles/sparklife/background.aspx
Public Health Agency of Canada & Canadian Institute for Health Information (PHAC & CIHI).
(2011). Obesity in Canada. Retrieved from
https://secure.cihi.ca/estore/productFamily.htm?locale=en&pf=PFC1636
Ratey, John. (2008). Spark: The revolutionary new science of exercise and the brain. New York,
NY: Little, Brown & Company.
Statistics Canada, Geography Division for the Health Statistics Division. (2010). Health indicator
maps: Overweight or obese youth 2007/2008 by health region (catalogue no. 82-583XIE, Vol. 2010, No.1. (CANSIM Table 105-0502).
33
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Van Praag, H., Shubert, T., Zhao, C. and Gage, F.H. (2005). Exercise enhances learning and
hippocampal neurogenesis in aged mice. The Journal of Neuroscience, 25(38), 86808685.
Winter, B., Breitenstein, C., Mooren, F.C., Voelker, K., Fobker, M., Lechtermann, A., Krueger, K.,
Fromme, A., Korsukewitz, C., Floel, A. and Knecht, S. (2006). High impact running
improves learning. Neurobiology of Learning and Memory, 87(4), 597-609.
Public Health Ontario | Sparking Life Niagara Evaluation 2012
34
8.0 APPENDICES
Appendix A.
Sparking Life Niagara – Student Pre Questionnaire
2 - STUDENTS
WHEN: PROGRAM ONSET
TYPE: Questionnaire
Current Engagement in School
NAME:_______________________________
DATE:________________________________
Do you enjoy learning?
Yes
No
Why / Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Describe How do you learn best?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do you enjoy reading?
Yes
No
Why / Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Did you enjoy math?
Yes
No
Why / Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Are there any classes you think are important for your future? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What aspects of school do you enjoy the most?
35
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
*Discuss physical activity with students - Physical activity is any form of activity that brings your heart
rate up. This can include walking, riding a bike, cycling and playing a sport
Current Engagement in Physical Activity
Do you enjoy physical activity?
Yes
No
Why / Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Have you participated in physical activity in school before?
Yes
No
If so, what?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Have you participated in any recreational or organized physical activity?
Yes
No
If so, what?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do you have a favourite sport or physical activity?
Yes
No
If so, what?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do you participate in physical activity in your spare time?
Yes
No
If so, what do you do?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do you think physical activity is important?
Yes
No
Why? / why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Public Health Ontario | Sparking Life Niagara Evaluation 2012
36
Appendix B.
Sparking Life Niagara – Student Mid-Point Questionnaire
Student Testimonials  Mid-Point
NAME:_______________________________
DATE:_________________________________
1. What is your opinion about the Sparking Life Program at LCHS
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How has your daily exercise routine affected your life, i.e., personally, academically, socially, or
physically?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
37
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Appendix C.
Sparking Life Niagara – Student Post Questionnaire
5 - STUDENTS
WHEN: End Of Program
TYPE: Questionnaire
NAME:________________________________
DATE:_________________________________
General:
Overall, how did you feel when you went to class after morning aerobic activity?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How did you feel after exercise bouts?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Mental Factors:
Did you find the program helped you to pay attention in class? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do you find the program made it easier to learn? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How did you find this school year compared to other school years? Easier? Harder? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How did you find math this year?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Public Health Ontario | Sparking Life Niagara Evaluation 2012
38
How did you find reading this year?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Social Factors:
Did you enjoy learning this year?
Yes
No
Please explain:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Have you noticed a change in your overall mood?
Yes
No
Please explain:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Physical Activity Factors:
Has the program made you increase your physical activity levels?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Did the program increase your interest in:
Participating in extracurricular physical activities?
Yes
No
Taking physical activity courses?
Yes
No
39
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
Overall:
Did you enjoy the program overall?
Yes
No
Why / Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Does exercise help you learn?
Yes
No
Why / Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What is the best thing about the Spark program?
Using the equipment
Seeing friends
Having more energy
Reaching my target heart rate
Other: ____________________________________________________
What is the worst part of the program?
_____________________________________________________________________________________
_____________________________________________________________________________________
If you were in the program next year, how would you want the program to be different?
_____________________________________________________________________________________
_____________________________________________________________________________________
Would you want to participate in the Spark program again?
Yes
No
Why / Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Public Health Ontario | Sparking Life Niagara Evaluation 2012
40
Appendix D.
Sparking Life Niagara – Parent Telephone Interview
Good morning/afternoon/evening
May I please speak with Mr. /Mrs. ______________?
Hi, my name is Arlinda Ruco and I’m with the Sparking Life Niagara team from Niagara Region Public
Health.
I am calling in regards to your son/daughter student’s name who is participating in our program at
Lakeshore Catholic High School to find out about his/her experience so far with Sparking Life Niagara.
Are you able to take 10-15 minutes to answer a few questions about any observations you have made
since your son/daughter started the program. Your feedback will help us evaluate this program to see
what is working well and what areas we can improve.
If not, is there a better time that I can contact you?
Thank you. Before we start, I would like to note that your involvement in this interview is completely
voluntary. You may decline to answer any question and can end the interview at any time. Finally, all the
information you provide is confidential and anonymous.
Question One. Have you noticed any differences in student’s name behaviour since starting the Sparking
Life Niagara program?
 What was his/her behaviour like at home before the program?
 What types of changes have you seen since the program? (probe: overall mood, level of
communication, interactions with other family members)
Question Two. Has student’s name demonstrated a greater interest in school since participating in
Sparking Life Niagara?
 How did he/she feel about school before the program?
 What types of changes have you seen since the program? (probe: feelings about homework,
enthusiasm for school in the morning, learning challenges)
Question Three. Has student’s name demonstrated a greater interest in being active since participating
in Sparking Life Niagara?
 How often did he/she engage in physical activity before the program?
 Since the program, has there been a change in his/her physical activity levels outside of school?
 What types of activities has he/she done and how often? (probe: organized sport or other
informal exercise, group or individual activities, intensity level)
41
Sparking Life Niagara Evaluation 2012 | Public Health Ontario
 Has student’s name expressed an interest in participating in physical activity throughout the
summer? Explain. (probe: signed up for organized sport team, gym membership, house-league).
Question Four. Have you noticed any other changes in student’s name that you feel are related to
his/her participation in the program? (probe: social circles, academics, related interests)
Question Five. Would you want student’s name to participate in this program again next school year?
 If Yes Great. Would you mind sharing some reasons why you feel he/she would do well to
participate again?
 If No Okay. Would you mind sharing some of the reasons why you don’t think he/she should
participate again?
Those are all my questions, thank you for your time. If you had any additional comments or concerns in
regards to Sparking Life Niagara, you can contact:
Eastdale Contact: Tracy Garratt 905.724.7458 x456
Lakeshore Contact: Chris McLean/Josh Oort 905.835.2451
Thanks again for your help, have a great day/evening.
Interviewer’s Comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
*Note any observations made during the interview which may be relevant to the parent’s responses. For
example, was it the mother/father who completed the interview? Was it a busy time? Did the parent
seem well informed (i.e. mention whether or not they had talked to their child specifically about their
experience in the program)?
Public Health Ontario | Sparking Life Niagara Evaluation 2012
42