Dwarfism: New Interest Area for Adapted Physical Activity

1996 ◽  
Vol 13 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Leslie J. Low ◽  
Mary J. Knudsen ◽  
Claudine Sherrill
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Adapted Physical Activity ◽  
Diastrophic Dysplasia ◽  
Spondyloepiphyseal Dysplasia ◽  
Cartilage Hair Hypoplasia ◽  
Spondyloepiphyseal Dysplasia Congenita ◽  
Spondyloepiphyseal Dysplasia Tarda ◽  
Number Of Individuals

In recent years, the number of individuals with dwarfism participating in sports and physical activities has increased. The Dwarf Athletic Association of America (DAAA) has grown from 30 athletes in 1985 to over 600 in 1994. This paper details the structural, intellectual, motor, orthopedic, and medical characteristics of six types of dwarfism (achondroplasia, hypochon-droplasia, cartilage-hair hypoplasia, diastrophic dysplasia, spondyloepiphyseal dysplasia tarda, and spondyloepiphyseal dysplasia congenita) seen in individuals currently participating in eight DAAA-sanctioned sports. Implications and modifications for participation in physical activity, physical education, and sport are included.

A cutting edge approach to assessing physical activities occurring on sidewalks/streets (Preprint)

2018 ◽  
Author(s):  
Richard Robert Suminski Jr ◽  
Gregory Dominick ◽  
Philip Sapanaro
Keyword(s):  
Physical Activity ◽  
Environmental Conditions ◽  
Intraclass Correlation ◽  
Physical Activity Behavior ◽  
Physical Activities ◽  
Video Data ◽  
Considerable Proportion ◽  
High Definition ◽  
Deep Convolutional Neural Networks ◽  
Number Of Individuals

BACKGROUND A considerable proportion of outdoor physical activity is done on sidewalk/streets. For example, we found that ~70% of adults who walked during the previous week used the sidewalks/streets around their homes. Interventions conducted at geographical levels (e.g., community) and studies examining relationships between environmental conditions (e.g., traffic) and walking/biking, necessitate a reliable measure of physical activities performed on sidewalks/streets. The Block Walk Method (BWM) is one of the more common approaches available for this purpose. Although it utilizes reliable observation techniques and displays criterion validity, it remains relatively unchanged since its introduction in 2006. It is a non-technical, labor-intensive, first generation method. Advancing the BWM would contribute significantly to our understanding of physical activity behavior. OBJECTIVE Therefore, the objective of the proposed study is to develop and test a new BWM that utilizes a wearable video device (WVD) and computer video analysis to assess physical activities performed on sidewalks/streets. The following aims will be completed to accomplish this objective. Aim 1: Improve the BWM by incorporating a WVD into the methodology. The WVD is a pair of eyeglasses with a high definition video camera embedded into the frames. We expect the WVD to be a viable option for improving the acquisition and accuracy of data collected using the BWM. Aim 2: Advance the WVD-enhanced BWM by applying machine learning and recognition software to automatically extract information on physical activities occurring on the sidewalks/streets from the videos. METHODS Trained observers (one wearing and one not wearing the WVD) will walk together at a set pace along predetermined, 1000 ft. sidewalk/street observation routes representing low, medium, and high walkable areas. During the walks, the non-WVD observer will use the traditional BWM to record the number of individuals standing/sitting, walking, biking, and running along the routes. The WVD observer will only record a video while walking. Later, two investigators will view the videos to determine the numbers of individuals performing physical activities along the routes. For aim 2, the video data will be analyzed automatically using multiple deep convolutional neural networks (CNNs) to determine the number of humans along an observation route as well as the type of physical activities being performed. Bland Altman methods and intraclass correlation coefficients will be used to assess agreement. Potential sources of error such as occlusions (e.g., trees) will be assessed using moderator analyses. RESULTS Outcomes from this study are pending; however, preliminary studies supporting the research protocol indicate that the BWM is reliable and the number of individuals were seen walking along routes are correlated with several environmental characteristics (e.g., traffic, sidewalk defects). Further, we have used CNNs to detect cars, bikes, and pedestrians as well as individuals using park facilities. CONCLUSIONS We expect the new approach will enhance measurement accuracy while reducing the burden of data collection. In the future, the capabilities of the WVD-CNNs system will be expanded to allow for the determination of other characteristics captured by the videos such as caloric expenditure and environmental conditions.

YOUTH PHYSICAL ACTIVITY AND THE PROCESS OF PHYSICAL EDUCATION IN LUBLIN PROVINCE, POLAND

2018 ◽  
Vol 4 ◽  
pp. 323-331
Author(s):  
Małgorzata Wasilewska ◽  
Józef Bergier
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activities ◽  
Educational Process ◽  
Total Physical Activity ◽  
Table Tennis ◽  
Modern School ◽  
The Mean ◽  
High Level ◽  
Activity Questionnaire

The research was conducted on a randomly chosen group of 916 students aged 16-18 in Lublin Province, Poland. The research was carried out in 2016 using the International Physical Activity Questionnaire, the extended version, and supplemented with additional questions regarding the students’ assessment of physical education lessons. The majority of students (77.4%) meet the requirements for a high level of physical activity, with the remaining 16.5% demonstrating moderate and only 6.1% − low level. There were no significant reductions of physical activity visible in the older age group, although in subsequent periods (in 16-18 year-olds), it was successively lower. The mean level of total physical activity in boys was 65566 MET[1] - min week, and it was significantly higher than in girls, i.e. 5345,5 MET-min/week. The vast majority of students (92.2%) participate in school physical education classes, and over 75% think that they like these activities. Students enrolled in physical education classes demonstrate a higher level of total physical activity (5960.5MET-min/week), in contrast to the non-participating ones (5637,2MET-min/week); however, no significant relationship has been found. Furthermore, it has been shown that girls and boys were willing to get involved in different physical activities. Apart from PE classes, boys would mainly get involved in football (23.2%), volleyball (15.5%), table tennis (13.0%), and swimming (12.5%). Girls would instead choose volleyball (14.7%), football (12.6%), swimming (9.4%) and gymnastics (8.9%). This favourable image of physical activity of students in the Polish schools in Lublin Province can contribute to the discussion of the place of physical activities in the modern school educational process.

scholarly journals Implementation of Learning Behavior of Drug Abuse Prevention in Physical Education

2019 ◽  
Vol 4 (1) ◽  
pp. 35-39
Author(s):  
Brio Alfatihah ◽  
Tarpan Suparman
Keyword(s):  
Physical Activity ◽  
Drug Abuse ◽  
Physical Education ◽  
Motor Skills ◽  
Education System ◽  
Physical Activities ◽  
Physical Growth ◽  
Health Improvement ◽  
National Education ◽  
National Education System

Indonesia is a drug emergency, yes, this sentence illustrates the current condition of the Indonesian Replubic State. This is caused by rampant drug trafficking and abuse. In Indonesia, data from the National Narcotics Agency of the Republic of Indonesia shows in 2004 that 15% of Indonesia's population was involved in drug abuse (3.2 million) and in 2005 showed that 15,000 people died each year due to drugs (Jakarta Provincial Narcotics Agency, 2009) . The latest data on drug abuse in 2014 has increased by 4 million (BNN, 2015). Do not rule out the possibility of drug abuse will continue to increase in the following years as long as there is no education on the dangers of drug education at the Secondary School level Education is believed to solve the problem of the Indonesian people in order to avoid drug abuse. This belief is strengthened because education is a planned effort to influence others, whether individuals, groups, or the community, so that they do what is expected by education practitioners (Notoatmodjo, 2003: 16). In addition, in RI Law No. 20 of 2003 concerning the National Education System, article 1. Explains that: "Education is everything that is done by someone for himself or done by someone else for him, with the aim of bringing him closer to the level of perfection" From the opinion of some experts and based on the Act –Chief The National Education System can overcome drug abuse behavior. While the education chosen by researchers is Physical Education. This consideration was chosen because in the Syllabus of learning in schools in Physical Education subjects there is some material regarding drug abuse itself. In addition to previous considerations, Physical Education not only aims to encourage physical growth, but as Freeman (2007: 27-28) states that physical education uses physical activity to produce overall improvements to the physical, mental and emotional quality of students as one complete unity. Through sports physical education and health it is expected that students become "physically educated people" who not only emphasize motor skills and movement patterns but can maintain health improvement as stated by Metzler (2005: 14) a person can become "Physically educated person" must meet the following standards: (1) demonstrate motor skills and the skills and patterns of motion needed to display various physical activities, (2) demonstrate an understanding of the concepts of motion, principles, strategies and tactics as they apply in learning and performance of various physical activities, (3) participate regularly in physical activities, (4) achieve and maintain improved health and fitness levels, (5) demonstrate personal and social responsibility in the form of respect for self and others in an atmosphere of activity s physical, and (6) values ​​physical activity for health, pleasure, challenges, self-expression, and social interaction. Therefore the author tries to examine implementing a program to prevent drug abuse behavior in physical education. So physical education, sports and health can be one way or a protector to increase knowledge of the importance of preventing drug abuse

Additional Physical Education and Plasma Lipids and Apoproteins: A 3-Year Intervention Study

1994 ◽  
Vol 6 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Maria L. Zonderland ◽  
Wietze B.M. Erich ◽  
Wouter Kortlandt ◽  
D. Willem Erkelens
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Physical Education ◽  
Intervention Study ◽  
Plasma Lipids ◽  
Pubertal Development ◽  
Plasma Lipid ◽  
Density Lipoprotein ◽  
Physical Activities ◽  
Intervention Effect

A 3-year controlled intervention was used to study the influence of physical activity on the plasma lipid and apoprotein profile of 10-year-old Dutch schoolchildren. Twice-a-year measurements were taken of height, weight, body composition (skinfolds), pubertal development (Tanner stages), total cholesterol (TC), high density lipoprotein cholesterol (HDL-C), triglycerides (TG), apoproteins A-I and B (immunoturbidimetry), and participation in physical activities. The effect of the intervention was analyzed with a MANOVA. The intervention did not affect the level of the lipids and apoproteins of the boys. In the girls, the intervention led to a smaller increase of TG and a larger decrease of apoprotein A-I. There may be two explanations for the limited intervention effect. First, it may be due to the healthy baseline plasma lipid and apoprotein profile, which leaves little room for improvement. Second, the exercise intensity during the physical education classes may have been too low to bring about the desired effect.

Terminology Usage: A Case for Clarity

1993 ◽  
Vol 10 (2) ◽  
pp. 87-96 ◽  
Author(s):  
David L. Porretta ◽  
John Nesbitt ◽  
Stan Labanowich
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Service Delivery ◽  
Adapted Physical Education ◽  
Sport Organizations ◽  
Adapted Physical Activity ◽  
Gross Motor ◽  
Physical Recreation ◽  
High Level ◽  
Instructional Settings

This article addresses the issue of terminology by discussing the terms adapted physical education, adapted physical recreation, adapted sport, and adapted physical activity. Reasons are presented which suggest that these terms, taken collectively, may best describe movement of a gross motor nature that pertains to individuals with disabilities. A terminology framework is then proposed that is based on both conceptual and practical programmatic considerations within the context of service delivery. This context utilizes all four of the above terms, which are presented within the notion of inclusion. The terms adapted physical education, adapted physical recreation, and adapted sport are conceptualized within the context of adapted physical activity. Within this service delivery context, adapted physical education refers to all curriculum-based instructional settings in educationally oriented environments, adapted physical recreation refers to activity in nonschool contexts, and adapted sport refers to high-level competition by elite performers under the governance of formal sport organizations.

scholarly journals Integrating Mindfulness into School Physical Activity Programming

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Chunlei Lu
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Healthy Lifestyle ◽  
Critical Dimension ◽  
Physical Activities ◽  
Children And Youth ◽  
Whole Child ◽  
Active Lifestyles ◽  
Physical Activity Programs ◽  
Physical Activity Programming

Mindfulness is a critical dimension in current school physical activity programs (e.g., physical education, intramural, and interscholastic physical activities). School physical activity programs are a key vehicle used in developing healthy active lifestyles among children and youth; however, the absence of mindfulness in these programs has given rise to numerous problems (such as body-mind dualism and stress) that interfere with attaining program objectives. This paper discusses what mindfulness is, why it is needed, and how mindfulness can be integrated into school physical activity programming. The integration of mindfulness can help develop a healthy lifestyle for a whole child; in turn, our school physical activity programs can be re-conceptualized and transformed to deliver this objective on a perpetual basis.

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