A National Plan for Physical Activity: The Enabling Role of the Built Environment
Bibliographic record
Abstract
BACKGROUND: Evidence shows significant relationships between aspects of the built environment and physical activity. Land use and transportation investments are needed to create environments that support and promote physical activity. METHODS: The policy relevance of recent evidence on the built environment and physical activity is discussed, along with an assessment of near, medium, and longer term pricing and regulatory actions that could be considered to promote physical activity. These actions are evaluated based on their consistency with the current evidence on what would support and promote physical activity. RESULTS: A wide range of pricing and regulatory strategies are presented that would promote physical activity. There is an unmet demand for activity friendly, walkable environments. Creating more walkable places is an essential component of a national plan to increase physical activity levels of Americans. CONCLUSIONS: The built environment is an enabler or disabler of physical activity. Creating more walkable environments is an essential step in averting what is currently a market failure where the supply and demand for walkable environments is misaligned. The desire to be more physically active would be supported through investments in walking, biking, and transit. Concentration of development within existing urban areas supported by transit and implementing pricing strategies can support physical activity.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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 teacher head, 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".