Running head: PHYSICAL ACTIVTIY AND ACADEMIC PERFORMANCE

Physical Activity and Academic Performance

Signature Assignment
Tabitha Lancina and Meagan Furnia
Course # 79591
PPE 310: Health Literacy for Schools
Lacey Merritt

Introduction
Exercise is essential to keeping the body healthy. Children love to move. Recess is highly
anticipated in every age of student from kindergarten to eighth grade. Unfortunately, in a lot of
schools, this is one of the only times children are actually able to get active and in the upper
grades, the children do not really move or play very much. What is this lack of movement doing
to the academic capabilities of the students? At Collier Elementary School in the Littleton
District, physical education is not required for every student every day. Grades K-6 only go to
physical education once a week. In seventh and eighth grade, the students do not have to take
physical education at all. The only requirement is, for at least one quarter, they must go to health,
but physical activity is not a focus. Collier received a B rating from the Arizona Department of
Education. Could this rating be higher if physical activity was increased throughout the school
day for the entire campus?
Literature Review
A group of researchers of The Chinese University of Hong Kong wanted to find out if
physical activity and academic performance are compatible (Yu, Chan, Cheng, Sung, & Hau,
2006). The research they found showed that there were very conflicting ideas on the topic. The
reason for this is because there was not much uniformity in the ways the former studies were
documenting the results. For this study, the group of researchers from The Chinese University of
Hong Kong used only exam scores to show academic performance. They also used a Physical
activity questionnaire for older children (Yu, Chan, Cheng, Sung, & Hau, 2006) that is a selfadministered questionnaire that was designed to assess the amount of vigorous physical activity
they generally have. At the end of their study, the researchers were not able to see a positive
correlation between physical activity and academic performance. Despite this, they do encourage

school, family, and community based intervention programs that are aimed at alleviating
academic stress, strengthening self-esteem and promoting participation in physical activities
(Yu, Chan, Cheng, Sung, & Hau, 2006).
A study completed by researches for the American School Health Association that was
aimed to see what impacts physical activity had on academic performance after a year
(McClelland, Pitt, & Stein, 2015). One of their goals was to see what issues could come from
implementation of lesson plans that include physical activity. The study was completed using
second and third grade classrooms at six different schools. Half of the classes used lessons that
included physical activity and the other half of the classes used regular lessons. The lessons were
designed to include physical activity followed by 10-15 minutes of solving math problems and
10-15 minutes of solving language problems (McClelland, Pitt, & Stein, 2015). In both grade
levels, time on task for the children increased, but at the end of the study, only the third grade
classrooms showed benefits from increasing physical activity through higher test scores. Despite
this, the study recommends that schools implement physical activity interventions because the
overall physical activity levels of children is on the decline (McClelland, Pitt, & Stein, 2015).
An article in the Journal of School Health showcased a study done by a group of
researchers who wanted to see the connection between physical fitness and academic
performance (Van Dusen, Kelder, Kohl, Ranjit, & Perry, 2011). When completing this study, the
researchers used one type of exam to show academic performance and one type of fitness
exercise to use with all students to ensure the most accurate results possible. This test was done
using the records of more than 200,000 students in 13 different school districts in Texas. The
results showed a strong positive correlation between physical activity and academic
performance. Cardiovascular fitness was the type of physical activity that had the most positive

influence on academic performance (Van Dusen, Kelder, Kohl, Ranjit, & Perry, 2011). The
researchers suggested increasing the amount of time students spend in physical education each
school day.
In another study published in the Journal of School Health, the relationship between
physical activity and academic performance was looked into (Taras, 2005). This was done by
reviewing multiple other published papers to assess the connection. Of the studies that were
reviewed, a majority of them did not show a positive correlation between physical activity and
academic performance. This does not mean that there was a negative impact on academic
performance. A few of the studies reviewed did actually show that student performance
increased. One study stated Reading and mathematics achievement scores increase when the
students were allowed more time for physical activity (Taras, 2005). The conclusion of the
review of the other studies was that physical activity was associated with improved overall health
and should be increased (Taras, 2005).
Researchers looked into areas of the brain where language is processed and where motion
is also controlled (Mullender-Wijnsma, Hartman, Greeff, Bosker, Doolaard, & Visscher, 2015).
The researchers set up a 12-week program that had physical activities that increased in
complexity as the weeks went on. These activities were shown as a video to the students and
gave them clear verbal, musical and visual instruction how to perform each activity, so the
children effectively taught themselves the necessary skills (Mullender-Wijnsma, Hartman,
Greeff, Bosker, Doolaard, & Visscher, 2015, 2015). Teachers were given a 2.5 hour training
session to ensure they could deliver the interventions correctly. At the end of the study, the
biggest group of students affected by the connection of academics to physical activity was the
group in the bottom 20 percent. Higher achieving students showed increases but not nearly as

significant. This study suggests that well-targeted choices of physical, visual and auditory
intervention elements will have the biggest impact in classrooms (Mullender-Wijnsma,
Hartman, Greeff, Bosker, Doolaard, & Visscher, 2015, 2015).
Synthesis of the Research
Overall, the research agrees that students will benefit from physical activity. Not every
study shows that the academic performance will increase if physical activity is increased, but
they do all agree that there are no negative aspects to increasing the amount of physical activity
that the students get throughout the day. Most of the articles agree that increasing blood flow to
the brain by getting the students moving through the day would be helpful and that there would
be no real issues with incorporating physical activity into lessons wherever possible.
The ideal goal would be to increase physical activity for all students anywhere from 30 to
60 minutes a day. This could be done in a variety of ways. Trying to get more physical education
for students might be too expensive of an option and actually take time out of the day for
learning core content. The better option would be to increase the frequency of physical activity in
the lessons. This might require more training for the teachers in ways of safety and classroom
management, but it seems like teachers could see the benefits fairly quickly.
Practical Implications
In recent years, schools have made more of an effort to implement healthy practices into
the everyday lives of their students. However, most of these healthy practices are implemented in
the cafeteria, with healthy meal options. From personal observations, it is clear that the aspect of
physical activity has gone by the wayside, but according to a variety of sources, physical activity
has just as much of an impact as a healthy diet does; and combined makes for a well-rounded
healthy lifestyle. ("How Much Exercise Should Kids Ages 10 to 14 Get Daily?",2014)

Healthy meal options can be observed at school. A healthy physical activity regimen is
usually more difficult to find. In the Littleton Elementary District, specials are broken up into
blocks, kids are grouped and rotate through specials each quarter. This means that some kids are
getting physical activity every day for a set amount of weeks, while others may not have PE for a
few months. This would be the first thing that gets changed. The schedule would be changed to
allow students from each grade to attend a PE class at least twice a week, and on the other days
they would rotate through the other specials. Since this would only be a matter of schedule
adjustment, the teachers that want to begin this schedule change will research schedules from
other districts that allow students to have physical education multiple times a week and present
data from those schools to show to the administration, and create a proposal as to why this
change for the following school year would be beneficial to the students of the entire school.
Recess is still a part of every students day. Younger grades get about two recesses a day while
kids in fourth grade and up receive one recess a day. Extending recess usually is not an option,
but it should still be taken into consideration by the schools administration because of the
benefits the physical activity can have on the students academic performance. Sixty minutes a
day is the standard amount of time adolescents are supposed to exercise each day. ("How Much
Exercise Should Kids Ages 10 to 14 Get Daily?",2014) To get the administration, parents, and
teachers on board for the change in physical activity for the students, the teachers on this
committee will organize a PTO meeting and send out letters that invite the parents of the
students, and ask the administrators and teachers to attend. Then the teachers will present
statistics about the rising childhood obesity rates, and the connection between physical activity
and academic performance. This would allow the committee to present information, reasoning,

and allow time for discussion and questions as well as suggestions from other colleagues and
parents.
The first step to implementing more physical activity in Littleton would be to first start in
the classroom. Teachers will start to implement brain breaks periodically, this will become a
school wide activity. Although this is small, it is a start. It is a proven fact that melatonin pools in
peoples calves when they sit for an extended amount of time. (Mullender-Wijnsma, Hartman,
Greeff, Bosker, Doolaard, & Visscher, 2015). This can be seen in the classroom when students
sit for entire class periods and then start to become disengaged from their learning. Brain
functions increase with physical activity, and taking short breaks can aid students in staying alert
and help their minds to stay sharp. For the teachers to implement the brain breaks effectively and
have a variety of breaks to choose from and build upon there would be a Professional
Development session that is mandatory and could take up one or two PD days. This will ensure
that all teachers understand what brain breaks are, understand their purpose, and are able carry
out the activity while maintaining control of the classroom.
School wide, there will be fitness days where each group of grade level teachers comes
up with a physical activity, game or sport and all of the students from each grade rotate
through the teachers and participate in that activity. The way this would work is at the
beginning of the school year when teachers return to start setting up their classrooms and
prepare for the year, there will be a meeting for all staff to decide on fitness days.
Ideally, these will take place every two months. All grade levels will participate, as well
as specials teachers and support staff. Each group of grade level teachers will be
responsible for choosing a physical activity or game that the students will participate in
when they get to that station. There will be various areas on the football field, basketball

courts (indoor and outdoor), and in teachers classrooms where the activities will take
place. At the beginning of fitness day there will be an assembly for the whole school
where the principal will set school wide expectations for the day. When the students are
dismissed they will start off with their own grade level teacher. They will follow their
teacher to wherever their activity is set up and have about twenty minutes at that station,
then they will move to the next grade level, and this will continue until all students are
back at their own grade, with the exception of designated lunch times. An example of this
would be if eighth graders were dismissed from the assembly they would go to their
eighth grade teachers station and participate in the activity there, then they would
proceed to the kindergarten teachers and participate in their activity, this would carry on
until the eighth graders end back up at the eighth grade station. If the teachers of each
grade level have a game that all ages can participate in (duck, duck, goose for example)
then they do not have to modify their activity, however if an activity is too difficult or too
easy for a group of students they will need to modify so that they have an activity for
younger grades and an activity for older grades. Families will be welcome for this event
and will be allowed to help monitor the students by rotating through the activity centers
with them or helping the teachers facilitate the activities. Prior to each fitness day the
students home room teachers will send out a letter with a portion to be returned saying if
they would like to volunteer or not. This way the office, admin, and teachers can get an
idea of how many adults will be there to help out and can find activities for the parents to
help out with. The best way to organize this would be to have a committee at each school
that is in charge of planning the fitness day. This will include fundraising (if necessary),

contacting parents and administrators, providing assistance to grade level teachers to plan
activities, and advertising the event around campus.
After the first fitness day or even the first years worth of fitness days the
committee will branch out and create a club that students can join to help organize the
event and provide their school community with things like monthly newsletters that talk
about healthy eating, current or new workouts, and ways to stay active. When the
students become more involved with the implementation it will increase the motivation to
participate, and give the students freedom of choice. This would help the students,
parents, and teachers form a closer bond as a school community, and also see the
importance of physical activity.
In the classroom it is important that students learn why they are doing all of these
activities. In the classroom teachers could plan a lesson where students research how physical
activity affects academic performance. The students will evaluate how they feel during a lesson
where there is no physical activity compared to an activity with physical activity and then
evaluate how they felt before, during, and after those lessons and then look at the quality of their
work from those two lessons. Then the students can compare their data, and make a chart as a
class to compare their own data to the rest of the class. Students could share their findings from
their research and personal experience at one of the physical activity days with family, students,
and friends to raise educate others on what they have learned. The more attention given to
physical activity in school is likely to result in better performing students. On weeks where there
are fitness days students can record how much they exercised prior to the fitness day and then
after fitness day they can reflect on if they felt any changes in their quality of work in the

10

following days. This would allow the students to make a real life connection to physical activity
and academic performance.
Parents can support the increase for physical activity in a variety of ways. The first way
would be to support the school. When kids go home, some of the structure developed at school
can go away. If parents continue the emphasis on the importance of physical activity when the
students are at home, the positive impact of the activity and knowledge will be more likely to
leave a lasting impact. Parents can also support this increase in physical activity by attending the
school events that emphasize the physical activity and its correlation to academic performance.
The more involvement there is will create greater amounts of change in the schools. This parent
involvement would not happen overnight, which is why the committee for the fitness days would
begin to send out monthly newsletters to parents detailing when, where, and why there are fitness
days, give statistics on students academic performance and physical activity and provide parents
with updates on physical activity around the school. The newsletter will also include ways that
the parents can keep up the active routine the students are on at home. There will be suggestions
for family game activities, and information on local activities in the community that are currently
promoting healthy lifestyles. By providing this extra resource to parents it will allow them to see
that they are also part of the school community, and are a very important role model, and teacher
to their students as well. If the school can get entire families involved in the fitness movement it
will progress so much faster, and make a more meaningful and lasting impact on all that are
involved.
Conclusion
In conclusion, it is quite evident that physical activity has a plethora of benefits for
students. The repercussions of lack of physical activity can be seen by teachers everywhere.

11

Students lose motivation and have trouble focusing on simple classwork, as well as strenuous
tests. According to the research that has be detailed, physical activity can be an excellent way to
combat these issues. One study stated Reading and mathematics achievement scores increase
when the students were allowed more time for physical activity (Taras, 2005). With the proof of
the benefits of increased physical activity and the climbing obesity rates, it is crucial that schools
take a step towards improving the overall health of their students. With an increase in regular
physical activity in school, and the involvement and inclusion of parents in the school
community Littleton will be able to take a step towards healthy minds and bodies.

12

References
McClelland, E., Pitt, A., & Stein, J. (2015). Enhanced academic performance using a novel
classroom physical activity intervention to increase awareness, attention and selfcontrol: Putting embodied cognition into practice. Improving Schools, 18(1), 83-100.
Retrieved from http://login.ezproxy1.lib.asu.edu/login?
url=http://search.proquest.com/docview/1697487383?accountid=4485
Mullender-Wijnsma, M., Hartman, E., Greeff, J., Bosker, R., Doolaard, S., & Visscher, C.
(2015). Improving Academic Performance of School-Age Children by Physical Activity
in the Classroom: 1-Year Program Evaluation. J School Health Journal of School Health,
365-371. Retrieved September 24, 2015, from
http://search.proquest.com.ezproxy1.lib.asu.edu/eric/docview/1697501170/C8B318962B
3C4276PQ/5?accountid=4485
Taras, H. (2005). Physical Activity And Student Performance At School. Journal of School
Health,214-218. Retrieved September 24, 2015, from
http://search.proquest.com.ezproxy1.lib.asu.edu/eric/docview/62152040/C8B318962B3C
4276PQ/14?accountid=4485
Van Dusen, D., Kelder, S., Kohl, H., Ranjit, N., & Perry, C. (2011). Associations Of Physical
Fitness And Academic Performance Among Schoolchildren*. Journal of School Health,
733-740. Retrieved September 24, 2015, from
http://search.proquest.com.ezproxy1.lib.asu.edu/eric/docview/1018482181/C8B318962B
3C4276PQ/7?accountid=4485

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Yu, C., Chan, S., Cheng, F., Sung, R., & Hau, K. (2006). Are Physical Activity And Academic
Performance Compatible? Academic Achievement, Conduct, Physical Activity And Self
esteem Of Hong Kong Chinese Primary School Children. Educational Studies, 331-341.
Retrieved September 24, 2015, from
http://search.proquest.com.ezproxy1.lib.asu.edu/eric/docview/62024298/C8B318962B3C
4276PQ/1?accountid=4485

Criteria with
Professional Standards
Referenced
Outline
Outline Turned
In(Already submitted

5
Exemplary
(97 100%)
10 Points
Logical, detailed
outline with at least 5

4
Highly Proficient
(93 96%)
Brief outline with
at least 5 original

3
Proficient
(83 92%)
Brief outline with
some references but

2
Approaching
Proficient
(73 82%)
Brief outline with
one or no references

1
Unsatisfactory
(72%
and below)
No outline was
submitted.

14
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
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

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.

not 5 original peer

reviewed references
written in APA
format are submitted.

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.

1. Literature
review addresses
major issues in the
area.
2. Thorough use of
a range of
references to
support key issues.

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

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

1. Literature review
does not have the
depth of knowledge
appropriate to this
upper level course.

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

2. Includes 3
references.

5 x 2=10 points

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

peer reviewed
references written
in APA format is
submitted.

3. Includes
descriptions of
important studies
to provide context
for the reader.
4. Includes 5 or
more references.

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
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

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

Information is
presented study-bystudy rather than
summarized by topic.
2. Described similar
or differing themes
throughout the
articles which 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

The literature review

is a mixed set of
ideas without a
particular focus.

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. Did not
demonstrate how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only

15
success in your
classroom as well.

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
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

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.
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
5. Contained
discussion on a
specific health
behavior highlighted
by the special event
6. Specific target
grade level was
identified and was
appropriate for
students of that age

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.
2. Contained at least
4-5 components of a
comprehensive
school program;
however, some of the
needed detail is
missing.
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. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment

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
8. Contained some
discussion on how to

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
school program
3. Contains little
discussion on which
programs/component
s are currently in
place
4. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little
detail about how the
components can be
added.
5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
6. Contained little
detail on a special
event that promotes a
healthy and active
school environment
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

16
5 x 6=30 points

involve the entire

school in the event

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

10 Points
Major issues support
and establish
conclusions.

The major issues

are summarized
under conclusions.

The conclusions are

not complete.

Provides opinions,
but not a summary of
findings.

No conclusions are
included.

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)

5 x 2=10 points

10 Points

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

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