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Journal articles on the topic 'Activity programs'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Submission, Haworth Continuing Features. "Physical Activity Programs." Physical & Occupational Therapy In Geriatrics 3, no. 3 (1985): 7–35. http://dx.doi.org/10.1300/j148v03n03_03.

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2

Features Submission, Haworth Continuing. "Physical Activity Programs." Physical & Occupational Therapy In Geriatrics 3, no. 3 (1985): 7–35. http://dx.doi.org/10.1080/j148v03n03_03.

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3

Cheatham, T. E. "Activity coordination programs." ACM SIGSOFT Software Engineering Notes 14, no. 4 (1989): 57–60. http://dx.doi.org/10.1145/75111.75115.

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4

VASILIU, Ana-Maria. "Study on Communication in Physical Activity Programs." Logos Universality Mentality Education Novelty. Section: SOCIAL SCIENCES 04, no. 01 (2015): 51–55. http://dx.doi.org/10.18662/lumenss.2015.0401.04.

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5

Hatfield, Daniel P., Vanessa M. Lynskey, Christina D. Economos, Emily R. Nichols, Nathaniel B. Whitman, and Miriam E. Nelson. "Crowdsourcing Innovative Physical Activity Programs." Translational Journal of the American College of Sports Medicine 1, no. 1 (2016): 1–9. http://dx.doi.org/10.1249/tjx.0000000000000724.

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6

Ransdell, Lynda B., Mary K. Dinger, Jennifer Huberty, Kim Miller, and Myung-Ah Lee. "Developing Effective Physical Activity Programs." Women in Sport and Physical Activity Journal 18, no. 2 (2009): 76–77. http://dx.doi.org/10.1123/wspaj.18.2.76.

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7

Stiehl, Jim, and Christine Galvan. "School-based Physical Activity Programs." Journal of Physical Education, Recreation & Dance 76, no. 9 (2005): 25–31. http://dx.doi.org/10.1080/07303084.2005.10608307.

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8

BEREA, Gabriela. "The Role of Afterschool Programs in the Educational Activity." Logos Universality Mentality Education Novelty. Section: SOCIAL SCIENCES 04, no. 01 (2015): 147–55. http://dx.doi.org/10.18662/lumenss.2015.0401.13.

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9

Ito, Elliot, and Depeng Li. "Reduce Malicious Activity in Trusted Programs." Journal of Computer and Communications 10, no. 10 (2022): 34–49. http://dx.doi.org/10.4236/jcc.2022.1010003.

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10

van Mechelen, Willem. "Cost-Benefit of Physical Activity Programs." Medicine & Science in Sports & Exercise 39, Supplement (2007): 61. http://dx.doi.org/10.1249/01.mss.0000272680.77852.26.

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11

Weaver, R. Glenn, Michael W. Beets, Jennifer Huberty, Darcy Freedman, Gabrielle Turner-Mcgrievy, and Diane Ward. "Physical Activity Opportunities in Afterschool Programs." Health Promotion Practice 16, no. 3 (2015): 371–82. http://dx.doi.org/10.1177/1524839914567740.

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12

Lee, Amelia, and Melinda Solmon. "School Programs to Increase Physical Activity." Journal of Physical Education, Recreation & Dance 78, no. 5 (2007): 22–28. http://dx.doi.org/10.1080/07303084.2007.10598019.

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13

Hellison, Don. "Physical activity programs for underserved youth." Journal of Science and Medicine in Sport 3, no. 3 (2000): 238–42. http://dx.doi.org/10.1016/s1440-2440(00)80032-8.

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14

Van Vlaenderen, H. "Evaluating development programs: building joint activity." Evaluation and Program Planning 24, no. 4 (2001): 343–52. http://dx.doi.org/10.1016/s0149-7189(01)00028-3.

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15

Marshall, Alison L., Eva R. Leslie, Adrian E. Bauman, Bess H. Marcus, and Neville Owen. "Print versus website physical activity programs." American Journal of Preventive Medicine 25, no. 2 (2003): 88–94. http://dx.doi.org/10.1016/s0749-3797(03)00111-9.

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16

Chapman-Novakofski, Karen. "Physical Activity and Nutrition Education Programs." Journal of Nutrition Education and Behavior 50, no. 10 (2018): 958. http://dx.doi.org/10.1016/j.jneb.2018.09.011.

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17

Callahan, Leigh F. "Physical activity programs for chronic arthritis." Current Opinion in Rheumatology 21, no. 2 (2009): 177–82. http://dx.doi.org/10.1097/bor.0b013e328324f8a8.

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18

Connaughton, Daniel, John O. Spengler, and Gregg Bennett. "Crisis Management for Physical-Activity Programs." Journal of Physical Education, Recreation & Dance 72, no. 7 (2001): 27–29. http://dx.doi.org/10.1080/07303084.2001.10605783.

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19

Castelli, Darla M., Russell L. Carson, and Pamela H. Kulinna. "PETE Programs Creating Teacher Leaders to Integrate Comprehensive School Physical Activity Programs." Journal of Physical Education, Recreation & Dance 88, no. 1 (2017): 8–10. http://dx.doi.org/10.1080/07303084.2017.1250497.

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20

Taber, Daniel R., June Stevens, Leslie A. Lytle, et al. "Association Between School- and Nonschool-Based Activity Programs and Physical Activity in Adolescent Girls." Journal of Physical Activity and Health 8, no. 7 (2011): 971–77. http://dx.doi.org/10.1123/jpah.8.7.971.

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Background:Some researchers have questioned if activity programs would be more effective if based outside school (eg, community leagues) rather than within schools. This study compared participation in activity programs based within and outside of school, and estimated the associations between participation and moderate-vigorous physical activity (MVPA) among adolescent girls.Methods:Within the Trial of Activity for Adolescent Girls, independent samples of 1559 6th-grade girls (age 11 to 12) and 3282 8th-grade girls (age 13 to 14) reported program participation using questionnaires. MVPA was measured using accelerometers. Linear mixed models accounted for school and site clustering.Results:Sixth-grade girls reported 5 times as many programs outside school as within school (4.1 vs. 0.8); daily MVPA was 0.29 minutes higher (1.2% of the mean) for each additional program outside school. Compared with 6th-grade girls, 8th-grade girls participated in 1.3 fewer programs outside school, while programs’ association with MVPA was unchanged. Conversely, school programs’ association with MVPA was greater in 8th grade. Daily MVPA was 1.33 minutes higher per school program, and participation declined 0.13.Conclusion:Programs within and outside schools can both increase activity among adolescent girls. Intervention research should focus on increasing participation in school programs, and increasing movement during programs outside school.
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21

Cootes, Lorna. "Book Review: Educational Activity Programs for Adults." British Journal of Occupational Therapy 48, no. 2 (1985): 57. http://dx.doi.org/10.1177/030802268504800215.

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22

Farrell, Ann H., Thalia Semplonius, Marina Shapira, et al. "Research activity in Canadian developmental psychology programs." Canadian Psychology/Psychologie canadienne 57, no. 2 (2016): 76–82. http://dx.doi.org/10.1037/cap0000040.

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23

Miller, Glenn A., Linus J. Dowell, and Robert H. Pender. "Physical Activity Programs in Colleges and Universities." Journal of Physical Education, Recreation & Dance 60, no. 6 (1989): 20–23. http://dx.doi.org/10.1080/07303084.1989.10604474.

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24

Beliaev, Sergei B., and Viacheslav G. Kanevetc. "Activity Programs for Adults in the USSR." Journal of Physical Education, Recreation & Dance 62, no. 5 (1991): 56–68. http://dx.doi.org/10.1080/07303084.1991.10609868.

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25

Maddock, Jay. "Evaluation of community-based physical activity programs." Evaluation and Program Planning 29, no. 3 (2006): 240–41. http://dx.doi.org/10.1016/j.evalprogplan.2005.10.005.

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26

Beets, Michael W., Jennifer Huberty, and Aaron Beighle. "Physical Activity of Children Attending Afterschool Programs." American Journal of Preventive Medicine 42, no. 2 (2012): 180–84. http://dx.doi.org/10.1016/j.amepre.2011.10.007.

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27

Beets, Michael W., Rohan Shah, Robert Glenn Weaver, Jennifer Huberty, Aaron Beighle, and Justin B. Moore. "Physical Activity in After-School Programs: Comparison with Physical Activity Policies." Journal of Physical Activity and Health 12, no. 1 (2015): 1–7. http://dx.doi.org/10.1123/jpah.12.1.1.

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28

Beets, Michael W., Rohan Shah, Robert Glenn Weaver, Jennifer Huberty, Aaron Beighle, and Justin B. Moore. "Physical Activity in After-School Programs: Comparison With Physical Activity Policies." Journal of Physical Activity and Health 12, no. 1 (2015): 1–7. http://dx.doi.org/10.1123/jpah.2013-0135.

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Background:After-school programs (ASPs) across the nation have been asked to increase the amount of activity children accumulate during such programs. Policies/standards that benchmark the amount of total activity (light-to-vigorous physical activity, LVPA) and moderate-to-vigorous physical activity (MVPA) accumulated in an ASP have been developed. Little is known about the prevalence of children meeting these goals.Methods:Children (N = 812, 6 to 12 y old) attending 19 ASPs wore accelerometers for 4 days while attending an ASP. LVPA and MVPA were dichotomized according to existing ASP policies/standards. Data on whether a policy/standard was met were compared between gender, age, BMI, race/ethnicity, and ASP-type (faith-, school-, community-based) using mixed-model logistic-regression.Results:The prevalence of meeting an LVPA policy/standard ranged from 75.4% (National Afterschool Association [NAA], 20% of program time spent in LVPA) to 97.8% (NAA, 20% of time in attendance spent in LVPA), and meeting an MVPA policy/standard ranged from 0.3% (California, 60 min MVPA/d) to 26.9% (North Carolina, 20% of attendance spent in MVPA). Boys, younger children, nonwhites, and children attending faithor community-based ASPs were more likely to meet any policy/standard.Conclusion:Current practice in ASPs is sufficient to meet LVPA policies/standards but insufficient to meet MVPA policy/standards. Efforts must be directed toward identifying the most appropriate policy/standard and strategies to meet it.
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29

Kouvelas, Nikos, and Foteini Dantsi. "Investigating Constraints on University Students’ Participation in Physical Activity Programs in Greece." Global Journal For Research Analysis 3, no. 5 (2012): 75–77. http://dx.doi.org/10.15373/22778160/may2014/28.

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30

Bracke, Piet, Kevin Bruynooghe, and Mieke Verhaeghe. "Boredom during Day Activity Programs in Rehabilitation Centers." Sociological Perspectives 49, no. 2 (2006): 191–215. http://dx.doi.org/10.1525/sop.2006.49.2.191.

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31

Wiggin, LeeAnn, and Grace Goc Karp. "Creating successful activity programs for middle school girls." Journal of Kinesiology & Wellness 2, no. 1 (2013): 72–78. http://dx.doi.org/10.56980/jkw.v2i1.35.

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Results from the 2003-2004 National Health and Examination Survey (NHANES), found that only 3.4% of girls from ages 12-15 met current guidelines for PA adherence (Troiano, et al., 2008), suggesting that there is a need for specially designed physical activity (PA) programming among middle school girls. Using the information garnered from an extensive review of literature on a variety of PA programs, an after-school PA program was developed and implemented using the motivational factors of activity choice, fun and enjoyment, non-competitive lifetime activities and increased skill competence in a “girls only” setting. Statistical results determined that each of the motivational factors used in the program had a positive impact on the improved PA self-efficacy and PA enjoyment among participants at the conclusion of the program.
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32

Weiss, Pnina, Jennifer Rama, Linda M. Gerber, et al. "Scholarly activity training in pediatric pulmonology fellowship programs." Pediatric Pulmonology 57, no. 4 (2022): 982–90. http://dx.doi.org/10.1002/ppul.25815.

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33

Brandt, Michael T., and Richard D. Fulwiler. "Technical Exchange: Activity- and Behavior-Based Management Programs." Synergist 9, no. 1 (1998): 25. http://dx.doi.org/10.3320/1.2928565.

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34

Kist, Christopher, Amanda Gier, Gloria Lukasiewicz, Sarah Picard, Jared Tucker, and Nailah Coleman. "Physical Activity in Clinical Pediatric Weight Management Programs." Medicine & Science in Sports & Exercise 46 (May 2014): 520. http://dx.doi.org/10.1249/01.mss.0000495026.16064.d8.

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35

Kist, Christopher, Amanda Gier, Jared Tucker, et al. "Physical Activity in Clinical Pediatric Weight Management Programs." Clinical Pediatrics 55, no. 13 (2016): 1219–29. http://dx.doi.org/10.1177/0009922815620772.

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36

Martin, Matthew R., and Ryan Zimmerman. "Technology in Action: Developing School-wide Activity Programs." Journal of Physical Education, Recreation & Dance 85, no. 7 (2014): 44–45. http://dx.doi.org/10.1080/07303084.2014.937205.

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37

Allar, Ishonté, Jun-Hyung Baek, and Andrea Taliaferro. "Addressing Inclusion in Higher Education Physical Activity Programs." Journal of Physical Education, Recreation & Dance 85, no. 9 (2014): 36–41. http://dx.doi.org/10.1080/07303084.2014.958254.

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38

Beddoes, Zack, and Darla M. Castelli. "Comprehensive School Physical Activity Programs in Middle Schools." Journal of Physical Education, Recreation & Dance 88, no. 6 (2017): 26–32. http://dx.doi.org/10.1080/07303084.2017.1330165.

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39

Benzo, Roberto, Marnie Wetzstein, Pamela Neuenfeldt, and Charlene McEvoy. "Implementation of physical activity programs after COPD hospitalizations." Chronic Respiratory Disease 12, no. 1 (2014): 5–10. http://dx.doi.org/10.1177/1479972314562208.

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40

Kilgore, Christine. "Few Residency Programs Train For Physical Activity Counseling." Pediatric News 39, no. 8 (2005): 37. http://dx.doi.org/10.1016/s0031-398x(05)70515-4.

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41

Castelli, Darla M., Erin E. Centeio, Aaron E. Beighle, Russell L. Carson, and Hildi M. Nicksic. "Physical literacy and Comprehensive School Physical Activity Programs." Preventive Medicine 66 (September 2014): 95–100. http://dx.doi.org/10.1016/j.ypmed.2014.06.007.

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42

Morales-Sánchez, Verónica, Antonio Hernández-Mendo, Pedro Sánchez-Algarra, Ángel Blanco-Villaseñor, and María-Teresa Anguera-Argilaga. "Random PERT: application to physical activity/sports programs." Quality & Quantity 43, no. 2 (2007): 225–36. http://dx.doi.org/10.1007/s11135-007-9124-0.

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43

See, Kelvin, Anna A. Kiseleva, Cheryl L. Smith, et al. "Histone methyltransferase activity programs nuclear peripheral genome positioning." Developmental Biology 466, no. 1-2 (2020): 90–98. http://dx.doi.org/10.1016/j.ydbio.2020.07.010.

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44

McGing, Eileen. "Aerobic Activity—Do Physical Education Programs Provide Enough?" Journal of Physical Education, Recreation & Dance 60, no. 9 (1989): 43–48. http://dx.doi.org/10.1080/07303084.1989.10609810.

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45

Henderson, Karla A. "Marketing Recreation and Physical Activity Programs for Females." Journal of Physical Education, Recreation & Dance 66, no. 6 (1995): 53–57. http://dx.doi.org/10.1080/07303084.1995.10607099.

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46

Watson, Doris L., Artur Poczwardowski, and Pat Eisenman. "After-School Physical Activity Programs for Adolescent Girls." Journal of Physical Education, Recreation & Dance 71, no. 8 (2000): 17–21. http://dx.doi.org/10.1080/07303084.2000.10605186.

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47

Rosenberg, Karen. "Physical Activity Programs Improve Outcomes in Hospitalized Adults." AJN, American Journal of Nursing 123, no. 11 (2023): 62. http://dx.doi.org/10.1097/01.naj.0000995384.74612.56.

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48

Keengwe, Jared, and Jung-Jin Kang. "Blended Learning in Teacher Preparation Programs." International Journal of Information and Communication Technology Education 8, no. 2 (2012): 81–93. http://dx.doi.org/10.4018/jicte.2012040107.

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This paper reviews relevant literature on the concept and design of blended learning in Teacher Preparation Programs (TPPs). First, the authors define blended learning in this context and explained an activity system as an analytical framework. Second, the authors describe the method for choosing the studies in this literature review. Third, the authors present some findings through the lens of an activity system. Finally, the authors discuss how the activity system can analyze the effectiveness of blended learning. The activity system framework is very useful to examine the effectiveness of blended learning because the framework explains what components should be included and examined by research. This review could offer some guideline for the nature of blended learning in TPPs for future study.
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49

Damiano, Diane L. "Activity, Activity, Activity: Rethinking Our Physical Therapy Approach to Cerebral Palsy." Physical Therapy 86, no. 11 (2006): 1534–40. http://dx.doi.org/10.2522/ptj.20050397.

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Abstract This perspective outlines the theoretical basis for the presentation with the same name as the second part of this title, which was given at the III STEP conference in July 2005. It elaborates on the take-home message from that talk, which was to promote activity in children and adults with cerebral palsy and other central nervous system disorders. The author proposes that the paradigm for physical therapist management of cerebral palsy needs to shift from traditional or “packaged” approaches to a more focused and proactive approach of promoting activity through more intense active training protocols, lifestyle modifications, and mobility-enhancing devices. Increased motor activity has been shown to lead to better physical and mental health and to augment other aspects of functioning such as cognitive performance, and more recently has been shown to promote neural and functional recovery in people with damaged nervous systems. Although the benefits of fairly intense physical exercise programs such as strength training are becoming increasingly well recognized, few studies on the positive effects of generalized activity programs have been conducted in individuals with cerebral palsy. More research is needed and is currently under way to design and test the efficacy of activity-based strategies in cerebral palsy.
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50

López-Fernández, Iván, Daniel Mayorga-Vega, Santiago Guijarro-Romero, and Jesús Viciana. "Opiniones de los participantes en una intervención para el fomento de la actividad física en el contexto escolar: Estudio Fit-Person (Participants’ opinions in an intervention to promote physical activity in the school context: Fit-Person Study)." Retos 55 (May 15, 2024): 1053–62. http://dx.doi.org/10.47197/retos.v55.106263.

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A pesar de la evidencia sobre los beneficios para la salud de la práctica de actividad física en la infancia, muchos escolares siguen sin cumplir las recomendaciones establecidas por la Organización Mundial de la Salud. Esta realidad enfatiza la necesidad de evaluar los programas de intervención y buscar estrategias más eficaces. Sin embargo, la participación de los destinatarios en la evaluación y mejora del diseño de los programas de intervención es poco frecuente. Siguiendo una metodología cualitativa, en el presente estudio se entrevistaron a 30 escolares de Educación Primaria de Granada (España) para conocer la percepción sobre su experiencia en un programa innovador de fomento de la actividad física en el que se combinaron unidades didácticas intermitentes en Educación Física, pulseras de actividad física y estrategias de modificación de conducta. Tras un proceso de codificación, las respuestas se agruparon en tres categorías principales: (1) características de los cambios percibidos por los participantes, (2) elementos del programa que los participantes consideraban que habían influido en dichos cambios y (3) propuestas de mejora del programa. Entre las orientaciones que pueden ser útiles para el diseño de programas de fomento de la práctica de actividad física en la edad escolar en el futuro destacan el otorgar protagonismo a la actividad física de carácter recreativo y en grupo, individualizar las intervenciones para atender a la diversidad, tener en cuenta la interdependencia de la actividad física de los escolares con su entorno familiar e involucrar a los escolares a través de metodologías participativas como el aprendizaje entre iguales. Palabras clave: niños, salud, colegio, Educación Primaria, Educación Física, pulseras de fitness, gamificación. Abstract. Despite the evidence on the health benefits of practicing physical activity in childhood, many schoolchildren still do not comply with the recommendations established by the World Health Organization. This reality emphasizes the need to evaluate intervention programs and search for more effective strategies. However, the participation of the beneficiaries in the evaluation and improvement of the design of intervention programs is rare. Following a qualitative methodology, in the present study 30 primary school students from Granada (Spain) were interviewed to know their perception of their experience in an innovative program to promote physical activity in which intermittent teaching units in Physical Education, activity monitors and behavior modification strategies were combined. After a coding process, the responses were grouped into three main categories: (1) characteristics of the changes perceived by the participants, (2) elements of the program that the participants considered had influenced these changes, and (3) proposals for program improvement. Among the guidelines that may be useful for the design of programs to promote the practice of physical activity at school age in the future are giving prominence to recreational and group physical activity, individualizing interventions to address diversity, consider the interdependence of schoolchildren's physical activity with their family environment and involve schoolchildren through participatory methodologies such as peer learning. Keywords: children, health, school, Primary Education, Physical Education, fitness tracker, gamification.
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