PACE
PHYSICAL ACTIVITY/
TENNIS & CHARACTER
HEALTH, NUTRITION
EDUCATION
Purpose of Presentation
To share a successful
university-community
collaborative program
 How we went about
funding the program
 Program specifics

Not just for world-class athletes.
Tennis is played by
people all around the
world! Something that
was once a pastime for
kings has become a sport
for all!
Tennis is for Everyone –
ESPECIALLY for children
in Akron, Ohio!
Thanks to grants
from Tennis Serves,
Midwest Youth &
Tennis Education
Foundation, and The
University of Akron.
PACE
PACE extends in-school tennis
and education programming to
children residing in low-income
communities where obesity,
constant physical inactivity, and
high fat/low fiber diets tend to
be more pronounced.
PACE
* Free, 6-weeks tennis program
* In-school (not after-school)
* Offered in collaboration with
the physical education teachers
of the Akron Public Schools
* Service-learning for University
of Akron students … majoring in
sport/exercise science/PETE/
coaching/sport management
PACE Grows the Game of Tennis

Collaboration is the key
• Department of Sport Science & Wellness
Education; University of Akron
• Akron Public School Physical Education
Teachers, Principals, Administrators
• University of Akron Federal Work Study
Administrator (Gwen Jenkins)
• First Book of Greater Akron (Chuck Bell)
• Business Executives (Kropp Family)

Served over 7,000 youth
PRESENTERS
TEACHING TENNIS
Jada Ransome
Senior, PETE
Sport Science &
Wellness Education
University of Akron
Akron, OH 44325
330-972-6485

CHARACTER EDUCATION
Alexis Holt
Graduate Assistant
Sport Science &
Wellness Education
University of Akron
Akron, OH 44325
330-972-6485

HEALTH FAIRS
Ashley White
Graduate Assistant
Sport Science &
Wellness Education
University of Akron
Akron, OH 44325
330-972-6485

External Evaluator
Executive Director

Contact Information for
Mary J. MacCracken
(maccrac@uakron.edu)
Professor, Sport Science
& Wellness Education
The University of Akron
Akron, OH 44325-5103
330-972-6485

Contact Information for
Robert E. Stadulis
(rstaduli@kent.edu)
Emeritus Professor, Exercise
Science & Sport Studies
Kent State University
Kent, OH 44242
330-672-2117
PACE VIDEO

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
1:30 – 2:38

Miss Jada Ransome
Ms. Jada Ransome

Tennis lessons from
USTA and adapted
from the text by
Bonnie Mohnsen
(2008), Teaching
Tennis: A StandardsBased Approach for
Grades 5-8.
Tennis Lessons (Skill Level Progression)
Ball toss; hug racket
 Ready position
 Strike tennis ball to
self – palm up/palm
down
 Alligator catch (with
partner)
 Wall volley to self racket “sweet spot”


Bunt ball tossed by
teacher, by partner

Wall volley
Forehand
 Backhand
 Stations
 Rally
 Games

Taking Roll At the Beginning of Class
Learning
the “ready
position”
Watch
spacing –
not too
close to
others.
Tap Downs
and
Bump Ups
Practicing
ball control
Walking and
dribbling
the ball
Station Work
Can you bounce the ball to your partner?
The goal is to keep everyone active
Keep control of your racket
Forehand…Keep the Racket Flat
The Physical Education Teacher Helps Too
Step, side
to the net
and
watch for
the ball.
Children
learn to
stroke a
tossed
tennis
ball.
Hit the
ball in
the
sweet
spot.
Learning
the
Forehand
Stroke
Outdoors Too
High School Students Learned Tennis
CHARACTER EDUCATION
Next Presenter
Character Education
Alexis Holt
What is character education?
Umbrella term
used to describe
the teaching of
children in a
manner that will
help them develop
both mentally and
socially
 Seeks to develop:



Virtues
Human Excellence
How do we teach character?
We begin by teaching the children 5
rules that are always present and expect
to be followed:
1. Always Hug your racket when not in use
2. Take care of the equipment
3. Throw the ball underhand at all times
4. Don’t talk while the teacher/others are
talking
5. When we ask you a question and the
answer is “YES” please respond with “YES”

What qualities the rules teach

Hug your racket teaches:




Take care of the equipment teaches:


Self control
Being thoughtful of others
Aware of your surroundings
Responsibility and appreciation
Throw the ball underhand teaches:


Taking direction and applying
Focus and accountability
What qualities are taught (cont.)

Don’t talk while teacher is talking:



Self control
Respect
When we ask you a question and the
answer is “YES,” responding with
“YES” teaches:




Self control
Take your turn
Cooperate
Play fair
What students personally learned

Stories, pictures, video from
participants.
Structure
1. Executive director will monitor by
visiting and teaching at sites regularly
2. Evaluator will monitor programming by
unannounced site visits
3. Akron Public School physical education
teacher will give feedback to PACE
teachers, executive director, and
evaluator
HEALTH and NUTRITION
EDUCATION
Next Presenter
Health Fair
Ashley White
Organization
5 stations
 Dental
 Nutrition
 Drugs/Alcohol
 Hygiene
 Exercise
Every child
receives a brand
new book from
First Book.



Each station is thirty
minutes long.
5 minutes between
each station for
classes to rotate
with the help of
teachers and
volunteers.
All teachers receive
a free professional
massage.
Time
Area 2
Classroom Hall –
(BACK)
Bathrooms
Dental
Personal
Health
Hygiene
CLASS 1 Infection
Control
CLASS 2
Area 3
Classroom
(FRONT)
Healthy
Snacks
CLASS 3
Area 4
GYM
Area 5
Classroom (SIDE)
Physical
Measure
CLASS 4
Alcohol/Substanc
e Abuse
UMADAOP
CLASS 5
Dental
CLASS 5
Healthy
Snacks
CLASS 2
Physical
CLASS 3
Change
9:5510:25
Personal
Hygiene
CLASS 1
Alcohol/Substanc
e Abuse
CLASS 4
Dental
CLASS 4
Healthy
Snacks
CLASS 1
Physical
CLASS 2
Change
10:3011:00
Personal
Hygiene
CLASS 5
Alcohol/Substanc
e Abuse
CLASS 3
Dental
CLASS 3
Healthy
Snacks
CLASS 5
Physical
CLASS 1
Alcohol/Substanc
e Abuse CLASS 2
Change
11:0511:35
Personal
Hygiene
CLASS 4
Dental
CLASS 2
Personal
Hygiene
CLASS 3
Healthy
Snacks
CLASS 4
Physical
CLASS 5
Alcohol/Substanc
e Abuse
CLASS 1
8:459:15
Change
9:209:50
Clean Up
11:35-
Area 1
Dental Care
How
and why to brush –
plaque, avoid caries,
fluoride, sealant, brush,
floss
“swish and swallow”
Giveaways: toothbrush,
toothpaste
Personal Hygiene
Avoid infectious diseases
Disease spreads via touch
& cough; wash your
hands, cover your mouth
Rest, drink lots of fluidespecially water – don’t
drink from another’s cup
Giveaway: Purell
Nutrition
How
and why to eat
healthy Food Pyramid introduced
and explained
Giveaway: Healthy snack
in plastic baggie
Student volunteers from
the Nutrition department
help prepare healthy
snacks.
Exercise
 Measure
child’s heart rate
(HR) at rest and after a
minute of strenuous activity.
 Children will learn their
height, weight; experience
strengthening flexibility
exercises.
Drug Abuse
Discussion
on what are
drugs? How can they
affect or harm your body?
Peer Pressure
JUST SAY NO!
COOL KIDS SKIT
Free
professional
neck
massage
Collaboration…
Major Health Fair Supporters
PACE
EVALUATION
NEXT PRESENTER
Dr. Robert Stadulis,
PACE External Evaluator
PACE Evaluation

Evaluation tools to measure:



Student’s entering tennis knowledge &
proficiency plus character (PRE)
Progress during program (MID)
End of program perceptions of program’s
effectiveness (POST)
Quantitative
 Qualitative

Initial Assessments

Tennis experience?

Teachers note initial group skill levels
and terminology use

Character behavior is observed during
lesson
Assessment of Progress

Teachers make note of whether
lesson plan goals are achieved

Move on to next skill/character
concept based upon daily assessment

Evaluator Observations (Announced?)


Field Notes
Feedback
Questions to assess participants’
general reaction to PACE
Asked Children:

Did you enjoy the program?


(yes, sometimes, somewhat or no)
Would you participate again?

(yes, sometimes, somewhat or no)
Questions to assess participants’
general reaction to PACE (Cont.)

Would you recommend the program
to a friend?


How much did you like tennis?


(yes, maybe, not sure or no)
(A lot, A little, Not at all)
How much did you like other
activities?

(A lot, A little, Not at all)
Snapshot of 4 Years of Evaluation

Overall Mean Percentages

Highlight selected statistics
Did you enjoy the PACE tennis
program?

OVERALL 2009-2012
YES = 77.1%
SOMEWHAT = 8.0

SOMETIMES = 9.3
NO = 5.5%
Program responsiveness:
 After a lower score, the program rebounded in
the next semester, e.g.

2010/11 = 69.9

Fall 2011 = 86.0
Would you participate again?

OVERALL 2009-2012
YES = 70.4%
SOMEWHAT = 7.5

SOMETIMES = 8.8
NO = 13.2%
Program responsiveness:
 Similar to enjoyment, after a lower score
the next program rebounded, e.g.,

2010/11 = 59.9

Fall 2011 = 78.3
Would you recommend the program
to a friend?

OVERALL 2009-2012
YES = 61.8%
NOT SURE = 9.5

MAYBE = 20.7
NO = 8.0%
As with each question, less than 10% of the
participants in PACE respond negatively
(with a “NO”).
How much did you like tennis?
OVERALL 2009-2012

A LOT =
75.4%
A LITTLE =
17.3%
NOT AT ALL = 7.3%


Very strong, positive and consistent
support for the success of the
program from the participant’s
perspective
How much did you like the other
activities?
OVERALL 2009-2012

A LOT =
77.5%
A LITTLE =
16.5%
NOT AT ALL = 6.1%


Very strong, positive and consistent
support for the success of the
program from the participant’s
perspective (range = 71.0 to 83.3)
Overall Comment

The end of program responses remain
quite high in the 4th year of PACE (Fall
2012)
ENJOY =
81.2%
 AGAIN =
76.7%
 RECOMMEND =
72.2%
 LIKE TENNIS =
81.7%
 LIKE PHYS ACT = 82.9%

Measure of Program’s Success: Tennis
End
of Program Assessment
Added
in Fall 2011
Checklist
What skills were learned
Tennis Skills Checklist & F 2012
Hug your racket
100%

Underhand toss
94.5%

Ready position
96.4%

Gator catch
93.1%

Forehand
99.3%

Backhand
78.4%

Volley
96.3%
 F 2011, only 51.9% evidenced BH

Qualitative Assessment

Student letters of thanks




To PACE
To the USTA
Read one sample letter
Teacher feedback concerning


Student character improvement (selfcontrol, cooperation)
Improved social skills (communication,
teamwork)
Assessing participants’ general
reaction to PACE (QUAL)
Open ended Questions:
 What was your favorite part of the
program?



What did you dislike about the
program?
Would like to continue learning to play
tennis (e.g., summer program/league,
would like to purchase a racket or join a
community tennis program)?
Health Fair Success Assessed?

End-of-Health Fair Questionnaire

What do students say after the health
fair? Did they learn about and enjoy:




Nutrition – e.g., foods that are healthy,
making snacks
Physical activity – every day 30 minutes
to an hour of vigorous activity
Dental hygiene, Hand washing, Proper
Hydration
 Character
Counts Qualitative
Responses


Designed to assess how behavior has
changed as a result of PACE participation
Administered directly to students at
conclusion of PACE – asks children specific
questions about character/how character
is evidenced:

By being kind to them [people] (kindergarten)

By showing it in words and actions (1st grader)
 Character
Counts Qualitative
Responses
I treat others the way I want to be treated
(2nd grader)
 By picking up the equipment (3rd grader)
 Without good character everything would
be a ruckus (5th)
 So life will be fair and safe (3rd grader)
 [Character is] important because you know
how to act (5th)
 [Character] helps you through life
situations/can help you through school
(5th)

IF YOU THINK YOU CAN…
YOU CAN!

Executive Director Mary MacCracken








Vision - See the “Big Picture” “Outside the Box”
Communication - Learn to write grants
Work with others - Seek collaborations with
people in other disciplines
Start Small – “Make haste slowly”
“Great programs come from building/seizing
opportunities” – Try to “give back” - Help others
Build program infrastructure – sustainability
Be Confident – Set Goals – Stay Focused
PACE Summary
SUMMARY

Overall summary will detail results

Will answer the question “How do you
know PACE is a success?”

Will answer “Does PACE ‘grow the game of
tennis’ and/or ‘build lives through tennis’?

Details of the USTA Serves proposal
Overall Evaluation Summary





Over 7,000 youth served
Over 80% indicate they enjoyed PACE
About 10% seek further tennis
lessons/experiences
University students volunteer for
involvement in PACE
PACE helps the USTA reach its goals




To build lives through tennis and education
To continue to be involved in tennis after
PACE
To increase tennis in the PE curriculum
To understand what a “healthy lifestyle”
means and to maintain such a lifestyle
Is PACE a Success?

Close to 100% attendance (few classes
or students have dropped out)

Letters to USTA, PACE students indicate
they not only learned tennis skills but
character (i.e., self control strategies,
discipline, anger management)
Does PACE enhance the USTA goal to “build
lives through tennis and education”?
UA students continue to volunteer for
PACE service-learning experiences.
 Learning is a life-long process. Years
after PACE, children will continue to
seek ways to play tennis and tennisrelated activities and to maintain a
healthy lifestyle.
 PACE has helped USTA Grow the
Game. Teachers want tennis in their
physical education curricula.

The USTA Serves
Program Grant
Application
Process
USTA Serves Program Grant
Online Application
1. Contact Information: Organization,
Executive Director, Person Responsible.
 2. Proposal Narrative: 5 pages include:



A) Project Detail: Statement of need; explain
how program coincides with philanthropic goals
of USTA Serves. Identify all your collaborators.
B) Evaluation: List tools measuring program's
success. Give specific program goals. Tell how
you objectively monitor/measure goals.
 How your program will demonstrate success?
 How your program will enhance your
organization's ability to "build lives through
tennis and education" after the grant period?
http://www.ustaserves.com/grants_schol
arships/grant_application_requirements/

3. Program Sustainability: Reasonable
plan for financial sustainability of program
after conclusion of USTA Serves funding.



Where additional support sought?
If you have applied for funding from other
sources, list amounts sought/when you expect
a decision to be made on these requests.
4. Financial Information/List funding:



From government: federal, state, county
From United Way/Community Fund
From corporate and/or foundation grants
USTA Serves Program Grant
Online Application (Continued)

5. Supporting Documentation: Attach






Audited financials/Form 990
IRS determination letter/501(c)(3)number
A description of each member of your Board of
Directors
Project budget description (tell how the grant
monies will be used)
Organization's overall annual budget
6. Support letters from school, city, state or
federal elected officials and/or project
collaborators.
Tennis is for Everyone –
ESPECIALLY for children
in Akron, Ohio!
Thanks to grants
from Tennis Serves,
Midwest Youth &
Tennis Education
Foundation, and The
University of Akron.
PACE
Physical Activity/Tennis &
Character/Health/Nutrition
Education
Thank You to Tennis Serves – Granting Arm of The
United States Tennis Association! Thank you to the
Midwest Youth Tennis & Education Foundation!
Thank you University of Akron.
 What
does the future hold for PACE?
Expand Program
By Adding
Collaborations
1- summer camps
2- charter schools
3- youth groups
4- health fairs
Questions??
For more information about PACE
Contact Mary J. MacCracken, Ph.D.
 PACE Executive Director
Professor, Sport Science & Wellness
Education
 The University of Akron
 Akron, OH 44325-5103
 330-972-6485
 (maccrac@uakron.edu)
