scholarly journals The Tangibility of Personalized 3D-Printed Feedback May Enhance Youths’ Physical Activity Awareness, Goal Setting, and Motivation: Intervention Study (Preprint)

2018 ◽  
Author(s):  
Sam Graeme Morgan Crossley ◽  
Melitta Anne McNarry ◽  
Parisa Eslambolchilar ◽  
Zoe Knowles ◽  
Kelly Alexandra Mackintosh
Keyword(s):  
Physical Activity ◽  
Goal Setting ◽  
3D Model ◽  
Vigorous Physical Activity ◽  
Three Dimensional ◽  
3D Models ◽  
Primary School Children ◽  
Activity Levels ◽  
3D Printed ◽  
The Government

BACKGROUND In the United Kingdom, most youth fail to achieve the government guideline of 60 min of moderate to vigorous physical activity (MVPA) daily. Reasons that are frequently cited for the underachievement of this guideline include (1) a lack of awareness of personal physical activity levels (PALs) and (2) a lack of understanding of what activities and different intensities contribute to daily targets of physical activity (PA). Technological advances have enabled novel ways of representing PA data through personalized tangible three-dimensional (3D) models. OBJECTIVE The purpose of this study was to investigate the efficacy of 3D-printed models to enhance youth awareness and understanding of and motivation to engage in PA. METHODS A total of 39 primary school children (22 boys; mean age 7.9 [SD 0.3] years) and 58 secondary school adolescents (37 boys; mean age 13.8 [SD 0.3] years) participated in a 7-week fading intervention, whereby participants were given 3D-printed models of their previous week’s objectively assessed PALs at 4 time points. Following the receipt of their 3D model, each participant completed a short semistructured video interview (children, 4.5 [SD 1.2] min; adolescents, 2.2 [SD 0.6] min) to assess their PA awareness, understanding, and motivation. Data were transcribed verbatim and thematically analyzed to enable key emergent themes to be further explored and identified. RESULTS Analyses revealed that the 3D models enhanced the youths’ awareness of and ability to recall and self-evaluate their PA behaviors. By the end of the study, the youths, irrespective of age, were able to correctly identify and relate to the government’s PA guideline represented on the models, despite their inability to articulate the government's guideline through time and intensity. Following the fourth 3D model, 72% (71/97) of the youths used the models as a goal-setting strategy, further highlighting such models as a motivational tool to promote PA. CONCLUSIONS The results suggest that 3D-printed models of PA enhanced the youths’ awareness of their PA levels and provided a motivational tool for goal setting, potentially offering a unique strategy for future PA promotion.

scholarly journals Perceptions of Visualizing Physical Activity as a 3D-Printed Object: Formative Study (Preprint)

2018 ◽  
Author(s):  
Sam Graeme Morgan Crossley ◽  
Melitta Anne McNarry ◽  
Joanne Hudson ◽  
Parisa Eslambolchilar ◽  
Zoe Knowles ◽  
...  
Keyword(s):  
Physical Activity ◽  
3D Printing ◽  
3D Model ◽  
Vigorous Physical Activity ◽  
3D Models ◽  
Primary School Children ◽  
Activity Levels ◽  
Activity Data ◽  
Physical Activity Guidelines ◽  
Technological Advances

BACKGROUND The UK government recommends that children engage in moderate-to-vigorous physical activity for at least 60 min every day. Despite associated physiological and psychosocial benefits of physical activity, many youth fail to meet these guidelines partly due to sedentary screen-based pursuits displacing active behaviors. However, technological advances such as 3D printing have enabled innovative methods of visualizing and conceptualizing physical activity as a tangible output. OBJECTIVE The aim of this study was to elicit children’s, adolescents’, parents’, and teachers’ perceptions and understanding of 3D physical activity objects to inform the design of future 3D models of physical activity. METHODS A total of 28 primary school children (aged 8.4 [SD 0.3] years; 15 boys) and 42 secondary school adolescents (aged 14.4 [SD 0.3] years; 22 boys) participated in semistructured focus groups, with individual interviews conducted with 8 teachers (2 male) and 7 parents (2 male). Questions addressed understanding of the physical activity guidelines, 3D model design, and both motivation for and potential engagement with a 3D physical activity model intervention. Pupils were asked to use Play-Doh to create and describe a model that could represent their physical activity levels (PAL). Data were transcribed verbatim and thematically analyzed, and key emergent themes were represented using pen profiles. RESULTS Pupils understood the concept of visualizing physical activity as a 3D object, although adolescents were able to better analyze and critique differences between low and high PAL. Both youths and adults preferred a 3D model representing a week of physical activity data when compared with other temporal representations. Furthermore, all participants highlighted that 3D models could act as a motivational tool to enhance youths’ physical activity. From the Play-Doh designs, 2 key themes were identified by pupils, with preferences indicated for models of abstract representations of physical activity or bar charts depicting physical activity, respectively. CONCLUSIONS These novel findings highlight the potential utility of 3D objects of physical activity as a mechanism to enhance children’s and adolescents’ understanding of, and motivation to increase, their PAL. This study suggests that 3D printing may offer a unique strategy for promoting physical activity in these groups.

scholarly journals Objectively assessed moderate-to-vigorous physical activity levels among primary school children in Norway: The Health Oriented Pedagogical Project (HOPP)

2018 ◽  
Vol 46 (21_suppl) ◽  
pp. 38-47 ◽  
Author(s):  
Wei Hai Deng ◽  
Per Morten Fredriksen
Keyword(s):  
Physical Activity ◽  
Linear Regression ◽  
Primary School ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Age Groups ◽  
Participation Rate ◽  
Primary School Children ◽  
Activity Levels ◽  
Physical Activity Levels

Aims: The objective was to investigate moderate-to-vigorous physical activity levels (MVPA) of primary school children at baseline of the Health Oriented Pedagogical Project (HOPP), Norway. Methods: Data on 2123 children aged 6–12 years were included for analysis (75% participation rate). Average minutes per day in MVPA was objectively measured using accelerometry based on seven-day averages. The sample was analysed for age-, sex-, socioeconomic-, and season-related patterns. A linear regression investigated the moderating effect of these factors as well as body mass index and waist circumference. Results: Some 86.5% of the sample had at least 60 min/day MVPA, averaging 90.7 min/day. The main differences in daily averages were between age groups 6½–9 and 10–12 ( p < .05). Boys (95.8 min/day, 95% CI: 94.1–97.5) were more active than girls (85.6 min/day, 95% CI: 83.9–87.2) in all age groups ( p < .0001). MVPA was lower by 3.5 min ( p < .0001) per additional year of age in the linear regression (R2 = 0.176) and was reduced by 20 min less per day in MVPA in the winter months compared with the summer months ( p < .0001). Conclusions: Physical activity levels are already in decline from 6–7 years old and are likely to continue to decline into adolescence. Interventions must therefore focus on primary school children.

Effect of 3D Manipulatives on Students with Visual Impairments Who Are Learning Chemistry Constructs: A Pilot Study

2020 ◽  
Vol 114 (5) ◽  
pp. 370-381
Author(s):  
Derrick W. Smith ◽  
Sandra A. Lampley ◽  
Bob Dolan ◽  
Greg Williams ◽  
David Schleppenbach ◽  
...  
Keyword(s):  
Stem Education ◽  
3D Model ◽  
Atomic Orbital ◽  
Visual Impairments ◽  
Three Dimensional ◽  
3D Models ◽  
Specific Content ◽  
3D Printed ◽  
Printed Materials ◽  
Tactile Graphics

Introduction: The emerging technology of three-dimensional (3D) printing has the potential to provide unique 3D modeling to support specific content in science, technology, engineering, and mathematics (STEM) education, particularly chemistry. Method: Seventeen ( n = 17) students with visual impairments were provided direct instruction on chemistry atomic orbital content and allowed to use either print or tactile graphics or 3D models in rotating order. Participants were asked specific content questions based upon the atomic orbitals. Results: The students were asked two sets of comprehension questions: general and specific. Overall, students’ responses for general questions increased per iteration regardless of which manipulative was used. For specific questions, the students answered more questions correctly when using the 3D model regardless of order. When asked about their perceptions toward the manipulatives, the students preferred the 3D model over print or tactile graphics. Discussion: The findings show the potential for 3D printed materials in learning complex STEM content. Although the students preferred the 3D models, they all mentioned that a combination of manipulatives helped them better understand the material. Implications for practitioners: Practitioners should consider the use of manipulatives that include 3D printed materials to support STEM education.

scholarly journals Understanding Youths’ Ability to Interpret 3D-Printed Physical Activity Data and Identify Associated Intensity Levels: Mixed-Methods Study (Preprint)

2018 ◽  
Author(s):  
Sam Graeme Morgan Crossley ◽  
Melitta Anne McNarry ◽  
Michael Rosenberg ◽  
Zoe R Knowles ◽  
Parisa Eslambolchilar ◽  
...  
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Vigorous Physical Activity ◽  
Significant Proportion ◽  
3D Models ◽  
Primary School Children ◽  
Moderate Intensity ◽  
Physical Activity Intensity ◽  
Activity Data ◽  
Activity Intensity

BACKGROUND A significant proportion of youth in the United Kingdom fail to meet the recommended 60 minutes of moderate-to-vigorous physical activity every day. One of the major barriers encountered in achieving these physical activity recommendations is the perceived difficulty for youths to interpret physical activity intensity levels and apply them to everyday activities. Personalized physical activity feedback is an important method to educate youths about behaviors and associated outcomes. Recent advances in 3D printing have enabled novel ways of representing physical activity levels through personalized tangible feedback to enhance youths’ understanding of concepts and make data more available in the everyday physical environment rather than on screen. OBJECTIVE The purpose of this research was to elicit youths’ (children and adolescents) interpretations of two age-specific 3D models displaying physical activity and to assess their ability to appropriately align activities to the respective intensity. METHODS Twelve primary school children (9 boys; mean age 7.8 years; SD 0.4 years) and 12 secondary school adolescents (6 boys; mean age 14.1 years; SD 0.3 years) participated in individual semistructured interviews. Interview questions, in combination with two interactive tasks, focused on youths’ ability to correctly identify physical activity intensities and interpret an age-specific 3D model. Interviews were transcribed verbatim, content was analyzed, and outcomes were represented via tables and diagrammatic pen profiles. RESULTS Youths, irrespective of age, demonstrated a poor ability to define moderate-intensity activities. Moreover, children and adolescents demonstrated difficulty in correctly identifying light- and vigorous-intensity activities, respectively. Although youths were able to correctly interpret different components of the age-specific 3D models, children struggled to differentiate physical activity intensities represented in the models. CONCLUSIONS These findings support the potential use of age-specific 3D models of physical activity to enhance youths’ understanding of the recommended guidelines and associated intensities.

scholarly journals Children's Use of Electronic Games: Choices of Game Mode and Challenge Levels

2010 ◽  
Vol 2010 ◽  
pp. 1-6 ◽  
Author(s):  
Cindy H. P. Sit ◽  
Jessica W. K. Lam ◽  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
Free Choice ◽  
Choice Theory ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Free Access ◽  
Activity Levels ◽  
Interactive Games ◽  
Activity Intensity ◽  
Electronic Games

Introduction. Interactive electronic games are popular and are believed to contribute to physical activity accrual. The purpose of this study was to examine children's electronic game use during conditions in which they had free access to selecting interactive and seated screen-based versions of electronic games and during the interactive versions had free choice in making adjustments to the activity intensity.Methods. We systematically observed 60 Hong Kong primary school children during two 60-minute game sessions while simultaneously recording their game mode choices and physical activity levels using SOFIT (System for Observing Fitness Instruction Time).Results. When given free choice, children spent more than half of their available time participating in interactive versions of games. These versions of games provided significantly more moderate-to-vigorous physical activity and greater energy expenditure than the computer screen versions. Children with the opportunity to modify intensity levels spent more time playing the interactive versions and accrued more physical activity.Conclusions. The tenets of behavioral choice theory were supported. Access to new-generation interactive games, particularly those with modifiable intensity levels, may facilitate children's participation in physical activity.

scholarly journals An empirical example of analysis using a two-stage modeling approach: within-subject association of outdoor context and physical activity predicts future daily physical activity levels

2020 ◽  
Author(s):  
Chih-Hsiang Yang ◽  
Jaclyn P Maher ◽  
Aditya Ponnada ◽  
Eldin Dzubur ◽  
Rachel Nordgren ◽  
...  
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Wearable Sensors ◽  
Activity Levels ◽  
Two Stage ◽  
Modeling Approach ◽  
Source Program ◽  
Modeling Strategy ◽  
Stage Modeling

Abstract People differ from each other to the extent to which momentary factors, such as context, mood, and cognitions, influence momentary health behaviors. However, statistical models to date are limited in their ability to test whether the association between two momentary variables (i.e., subject-level slopes) predicts a subject-level outcome. This study demonstrates a novel two-stage statistical modeling strategy that is capable of testing whether subject-level slopes between two momentary variables predict subject-level outcomes. An empirical case study application is presented to examine whether there are differences in momentary moderate-to-vigorous physical activity (MVPA) levels between the outdoor and indoor context in adults and whether these momentary differences predict mean daily MVPA levels 6 months later. One hundred and eight adults from a multiwave longitudinal study provided 4 days of ecological momentary assessment (during baseline) and accelerometry data (both at baseline and 6 month follow-up). Multilevel data were analyzed using an open-source program (MixWILD) to test whether momentary strength between outdoor context and MVPA during baseline was associated with average daily MVPA levels measured 6 months later. During baseline, momentary MVPA levels were higher in outdoor contexts as compared to indoor contexts (b = 0.07, p &lt; .001). Participants who had more momentary MVPA when outdoors (vs. indoors) during baseline (i.e., a greater subject-level slope) had higher daily MVPA at the 6 month follow-up (b = 0.09, p &lt; .05). This empirical example shows that the subject-level momentary association between specific context (i.e., outdoors) and health behavior (i.e., physical activity) may contribute to overall engagement in that behavior in the future. The demonstrated two-stage modeling approach has extensive applications in behavioral medicine to analyze intensive longitudinal data collected from wearable sensors and mobile devices.

Physical activity levels during adventure-physical education lessons

2012 ◽  
Vol 18 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jeffrey Gehris ◽  
Elizabeth Myers ◽  
Robert Whitaker
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Physical Development ◽  
Activity Levels ◽  
Instruction Time ◽  
Physical Activity Levels ◽  
The Mean

Adventure-physical education has been proposed to promote adolescents’ physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students’ (ages 11–14 years) physical activity levels in co-educational classes during 43 adventure-physical education lessons at seven public schools. The mean percentage (±SD) of time spent in moderate-to-vigorous physical activity (MVPA) was 28.3% (±16.3%). The greatest percentage of lesson time was spent in two activities—high elements (24.1% ± 36.5%) and initiatives (22.3% ± 32.4%). When data were aggregated across all lessons, 40.0% of the time in high elements and 13.7% of the time in initiatives was spent in MVPA. Of all MVPA time, 31.5% occurred in high elements and another 12.6% in initiatives. Compared with traditional physical education lessons, less time is spent in MVPA during adventure lessons. Efforts to increase MVPA should target high elements and initiative activities.

scholarly journals Objectively Measured Physical Activity and Sedentary Time among Children and Adolescents in Morocco: A Cross-Sectional Study

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Issad Baddou ◽  
Asmaa El Hamdouchi ◽  
Imane El Harchaoui ◽  
Kaoutar Benjeddou ◽  
Naima Saeid ◽  
...  
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Cardiovascular Health ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Physical Activity Guideline ◽  
Activity Levels ◽  
Cross Sectional ◽  
Physical Activity Levels ◽  
Objectively Measured

Background. Regular physical activity in childhood and adolescent plays an important role in reducing the risk of cardiovascular health diseases, diabetes, and obesity in adulthood. However, little is known about physical activity levels (PA) and sedentary time among children and adolescents in Morocco. Objective. To examine gender, type of day, and age grade differences in objectively measured sedentary time, physical activity levels, and physical activity guideline attainment among children and adolescents in Morocco. Method. 172 children/adolescents (mean age = 10.92 ± 1.55 years, 49.4% are boys) were recruited for this study and wore a tri-axial accelerometer (GT3X+) for 7 consecutive days. Time spent in sedentary, PA levels, and daily steps were measured and compared according to gender, age grade, and the type of day (weekdays/weekends). Results. In weekdays children/adolescents spent more time in sedentary than weekends (p < 0.001). Boys were eight times more likely to meet the recommendation for at least 60 min of moderate to vigorous physical activity per day than girls (OR: 8.569; 95% [CI]: 4.23–17.32), p < 0.001. Conclusion. These findings highlight the need for effective and sustainable strategies and programs aiming to promote physical activity and to reduce sedentary behavior among children and adolescents in Morocco.

Algorithm to Reduce Leading and Lagging in Conformal Direct-Print

2018 ◽  
Vol 140 (10) ◽  
Author(s):  
Morteza Vatani ◽  
Faez Alkadi ◽  
Jae-Won Choi
Keyword(s):  
Additive Manufacturing ◽  
3D Printing ◽  
3D Model ◽  
Three Dimensional ◽  
Motion Direction ◽  
B Spline ◽  
And Topology ◽  
Printing System ◽  
3D Printed ◽  
Printed Patterns

A novel additive manufacturing algorithm was developed to increase the consistency of three-dimensional (3D) printed curvilinear or conformal patterns on freeform surfaces. The algorithm dynamically and locally compensates the nozzle location with respect to the pattern geometry, motion direction, and topology of the substrate to minimize lagging or leading during conformal printing. The printing algorithm was implemented in an existing 3D printing system that consists of an extrusion-based dispensing module and an XYZ-stage. A dispensing head is fixed on a Z-axis and moves vertically, while the substrate is installed on an XY-stage and moves in the x–y plane. The printing algorithm approximates the printed pattern using nonuniform rational B-spline (NURBS) curves translated directly from a 3D model. Results showed that the proposed printing algorithm increases the consistency in the width of the printed patterns. It is envisioned that the proposed algorithm can facilitate nonplanar 3D printing using common and commercially available Cartesian-type 3D printing systems.

scholarly journals Youth Physical Activity Patterns During School and Out-of-School Time

Children ◽  
2018 ◽  
Vol 5 (9) ◽  
pp. 118 ◽  
Author(s):  
Pedro Saint-Maurice ◽  
Yang Bai ◽  
Spyridoula Vazou ◽  
Gregory Welk
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Discrete Time ◽  
Vigorous Physical Activity ◽  
Activity Patterns ◽  
After School ◽  
Activity Levels ◽  
School Students ◽  
Time Periods ◽  
Out Of School

This study describes age, sex, and season patterns in children’s physical activity behaviors during discrete time periods, both in school and at home. Participants were 135 elementary, 67 middle, and 89 high-school students (128 boys and 163 girls) involved in a larger school activity monitoring project. We examined time spent in moderate-to-vigorous physical activity (MVPA) at recess, physical education (PE), lunch, commuting to/from school, before-school, after-school, evening, and weekend segments. Differences in MVPA by age, sex, and season were examined using a three-way analysis of variance and separately for each individual segment. Moderate-to-vigorous physical activity levels varied by context and were higher during recess (15.4 ± 8.5 min) while at school, and on Saturdays (97.4 ± 89.5 min) when youth were out-of-school. Elementary children were more active than their older counterparts only during lunch time, after-school, and Sunday (p < 0.05). Boys were consistently more active than girls at all segments. Participants were only more active during non-winter than winter months during PE (p = 0.006), after-school (p < 0.001), and Sunday (p = 0.008) segments. These findings showed that activity levels in youth vary during the day and season. The segments reflect discrete time periods that can potentially be targeted and evaluated to promote physical activity in this population.

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