THE EFFECTS OF A COMMUNITY-BASED ACTIVE LIVING STRATEGY ON THE PHYSICAL ACTIVITY LEVELS OF CHILDREN
Bibliographic record
Abstract
The health of over half of Canadian children is threatened by physical inactivity and three out of five children in Canada aged 5 to 17 are not active enough to ensure optimal growth and development. In an effort to address the problem of physical inactivity in children, a community mobilized physical activity strategy, in motion, was developed to try and emphasize the importance of daily physical activity in schools. This program is voluntary for schools and in order to become “in motion” the school must offer 30 minutes of physical activity to every student on every school day. PURPOSE To determine whether 4th and 5th grade children (ages 9 – 11) from an in motion school have higher physical activity levels than 4th and 5th grade children from a non- in motion school. METHODS Participants were recruited from two elementary schools (n = 133) with five classes of participants from the in motion school (n = 81), and two from the non- in motion school (n = 52). Pedometers were used to determine and compare the activity levels of the children. Participants wore a pedometer for seven consecutive days. Data was analyzed between the schools using ANOVA and Post Hoc LSD. RESULTS At the end of the experimental period, teacher logs revealed that 3 in motion classes did not meet the 30 minute criteria. The in motion classes took significantly (p < .05) more steps (104,855 ± 23,421) over 7 days than the non-compliant in motion classes (84,250 ± 27,724) and the non- in motion classes (90,771 ± 28,203). Significantly more steps (p < .05) were also taken per hour by the in motion classes on the weekend (855 ± 300) than the non-compliant in motion classes (651 ± 314) and the non- in motion classes (694 ± 378). CONCLUSION These findings suggest, that when properly followed, the in motion program can significantly increase the physical activity levels of children over a 7-day period. The increase in physical activity observed on the weekend suggests that school based interventions can positively effect physical activity patterns of children out of school hours.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".