Physical Activity Clause Samples

Physical Activity. Meta-CART Analysis of Synergistic Ef- fects 4.1 Instruction on how to perform behavior had the highest pooled effect size (g¯ = 0.42, 95% CI 0.32–0.53). Interventions delivered in community or home settings but not in- cluding 4.1 Instruction on how to perform behavior had a pooled effect size in the middle of the other subgroups (g¯ = 0.21, 95% CI 0.02 − 0.40). All of the interventions delivered in community or home settings applied either both 4.1 Instruction on how to perform behavior and 8.1 Behavioral practice /rehearsal or neither, none included just one. In the FE subgroup meta-analysis, subgroups were significantly different from each other (between-subgroups Q-statistic = 43.18, p < .001). Figure 5.6 displays this visually. Figure 5.6: Results from fixed effects meta-CART meta-analysis for physical activity K =

Physical Activity. Individual Moderator Analysis

Physical Activity. The qualities of physical fitness and health enhance the students’ welfare and academic achievement. Each child is encouraged to rise to his/her individual physical potential. Movement activities, dance and other forms of creative physical expression are infused into the everyday curriculum as well as meaningful work through the garden and farm lessons. To the greatest extent possible, classrooms and play yard space are organized to maximize the children’s opportunities for movement. Parent participation is a keystone of our program. A significant body of research indicates that when parents participate in their children’s education, the result is an increase in student achievement and satisfaction. Increased attendance, fewer discipline problems and higher aspirations have all been correlated with successful parent involvement. Active parents strengthen the school on many levels. As a charter school the individual skills, talents and interests of the parent body are resources which the school depends on. Additionally, strong partnerships with parents bring greater meaning and purpose to education by integrating the children’s school life into their family life and into their community. Successful parent involvement requires ongoing parent education. Parents organize and attend lectures, book talks, support groups, school festivals and class meetings-all of which focus on child development as well as specific aspects of the educational program. The school community is further connected through optional seasonal programs and festivals.

Physical Activity. Joining the Physical Education department for an hour of physical activity in a sport of your choice. Also representing school in both friendly and competitive fixtures in a range of different activities.

Physical Activity. District schools shall strive to provide opportunities for developmentally appropriate physical activity during the school day for all students. • District schools shall contribute to the effort to provide students opportunities to accumulate at least sixty (60) minutes of age appropriate physical activity on all or most days of the week. That time will include physical activity outside the school environment, such as outdoor play at home, sports, etc. • Age appropriate physical activity opportunities, such as recess; before and after school; during lunch; clubs; intramurals; and interscholastic athletics, shall be provided to meet the needs and interests of all students, in addition to planned physical education. • Extended periods of student inactivity, two (2) hours or more, shall be discouraged. • Physical activity breaks shall be provided for elementary students during classroom hours. • After-school programs shall provide developmentally appropriate physical activity for participating children. • Physical activity shall not be used as a form of punishment. • Quality physical education instruction that promotes lifelong physical activity and provides instruction in the skills and knowledge necessary for lifelong participation shall be provided. • Physical education classes shall be the means through which all students learn, practice and are assessed on developmentally appropriate skills and knowledge necessary for lifelong, health- enhancing physical activity. • A varied and comprehensive curriculum that leads to students becoming and remaining physically active for a lifetime shall be provided in the physical education program. • A sequential physical education program consistent with State Board of Education curriculum regulations and Health, Safety, and Physical Education academic standards shall be developed and implemented. • Safe and adequate equipment, facilities and resources shall be provided for physical education courses. • Physical education shall be taught by certified health and physical education teachers. Appropriate professional development shall be provided for physical education staff. • Physical activity shall not be used as a form of punishment.

Physical Activity. ● District schools shall strive to provide opportunities for developmentally appropriate physical activity during the school day for all students. ● District schools shall contribute to the effort to provide students opportunities to accumulate at least sixty (60) minutes of age appropriate physical activity on all or most days of the week. That time will include physical activity outside the school environment, such as outdoor play at home, sports, etc. ● Age appropriate physical activity opportunities, such as recess; before and after school; during lunch; clubs; intramurals; and interscholastic athletics, shall be provided to meet the needs and interests of all students, in addition to planned physical education. ● Extended periods of student inactivity, two (2) hours or more, shall be discouraged. ● Physical activity breaks shall be provided for elementary students during classroom hours. ● After-school programs shall provide developmentally appropriate physical activity for participating children. ● Physical activity shall not be used as a form of punishment. ● Ǫuality physical education instruction that promotes lifelong physical activity and provides instruction in the skills and knowledge necessary for lifelong participation shall be provided. ● Physical education classes shall be the means through which all students learn, practice and are assessed on developmentally appropriate skills and knowledge necessary for lifelong, health- enhancing physical activity.

Physical Activity. 3.5.1.1 Overview This screen (Figure 26) includes the following parts:  Today: o Number of steps o Physical movement o Graph with activity distribution over the day (24 hours)  Historical data o Number of steps o Physical movement o Graph with activity historical data. 3.5.1.2 Step calculation The step counter resides in the wrist device and the app gets periodic data with number of steps taken. 3.5.1.3 Calculation of physical movement The physical movement calculation is based on the level of activity from the accelerometer in the IoT bracelet device. The raw data is filtered in the IoT bracelet. The level of physical movement is a sum of the absolute values from the three movement directions x, y, z (M = |x| + |y| + |z|) sampled with period p and averaged over n seconds (p and n configurable). Initially the sampling period is set to 1 second and the averaging period to 15 seconds. This means that a frame with the movement information will be sent to the app every 15 seconds.

Physical Activity.  An interaction starts when the user accesses to the main screen of the group activities services by touch or speech  An interaction ends when the user performs one of the following operations: (1) play a video  Thus, in the physical activity service one indicator will be continuously computed by the system in a weekly basis. Second method: Interview and questionnaires: A questionnaire will be designed and administered to both elderly and caregivers in order to measure the motivation of the users in using the system. This questionnaire will be administered (1) at the beginning of the trial (after 2 weeks, baseline), (2) at the middle of the trial, (3) at the end of the trial. The questionnaire will be administrated individually or in small groups, allowing investigators to make open questions, aiming to collect qualitative data. The questionnaire will address the following questions:  I intend to use the system in the future [proposed in the first and second round of second pre-trial]  I predict I would use the system in the future [proposed in the first and second round of second pre-trial]  I plan to use the system in the future [proposed in the first and second round of second pre-trial] The results on these questions will be compared throughout the projects’ life (first round of second pre-trial, second round of second pre-trial and 3 measurements on the trial). Furthermore, the Almere Model will be used at this point, specifically sections on Attitude and Intention will be analysed to measure the motivation of the elderly in using the system. In addition, the following question will be asked (at the beginning, at the middle and at the end of the trial) in an interview setting and analysed qualitatively to enrich the quantitative data that will be collected using the methods discussed above.  Do you feel more motivated to carry out your daily life than without the system?

Physical Activity. Members are responsible for monitoring their own physical condition throughout any activity undertaken at the Centre and should any usual symptoms occur, they must immediately refrain from participation in the activity until further instruction.