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In 2015, YMCA-operated afterschool programs (ASPs) across South Carolina pledged to achieve the national standard that calls for every child to accumulate 30 min/day of moderate-to-vigorous physical activity (MVPA) during program time. This study shares the first-year findings related to the dissemination, implementation, and outcomes associated with the statewide intervention to achieve the MVPA Standard. Twenty ASPs were sampled from all YMCA-operated ASPs ( N = 97) and visited at baseline (spring 2015) and first-year follow-up (spring 2016). Programs were provided standardized professional development training to increase the MVPA children accumulated while attending ASPs. The training focused on extending the scheduled time for activity opportunities and modifying commonly played games to increase MVPA. The RE-AIM framework was used to evaluate the statewide intervention. Accelerometer-derived MVPA was the primary outcome. Implementation was evaluated via direct observation. Intent-to-treat (ITT) and as-treated comparisons were conducted in summer 2016. Reach/adoption was variable, with attendance at trainings ranging from 0 to 100% across ASPs. Effectiveness of the intervention using ITT models indicated no changes from baseline in the percentage of programs meeting the MVPA standard for boys or girls. Implementation levels also varied and were related to increases in both boys' and girls' MVPA for moderate and high implementers. Findings indicate improvements in MVPA can be made from attending the trainings and implementing some or all of the training components. Additional work is necessary to identify ways to ensure staff attend trainings to implement strategies and to identify which specific factors contributed to increases in MVPA. [ABSTRACT FROM AUTHOR]

Screen use is associated with a variety of potential impacts on child development, which has led to recommendations to regulate screen use. The current pilot study was conducted to explore the potential effects of implementing screen-free times (Screen-Free Week) on parent and child screen use, parent feelings and well-being, and parent-child interactions and relationships. Specifically, we evaluated the outcomes utilizing pre and postintervention self-report surveys with 24 parents (of a child age 5 years or younger). Overall, the screen-free week program decreased parent depressive symptoms, increased the parenting of child screen time and establishments of screen time limits, and decreased both parent and child screen time. Though the decrease in overall parent and child screen time was not maintained by 4 weeks after, effects on parent depression, child TV watching, and parent phone use specifically during child time were maintained. These findings support previous research emphasizing screen-free times as a viable method to increase intentionality around screen use. Interestingly, the program appears to have had the strongest effects on parent phone use around their child, suggesting the program may build awareness in parents and may cause them to change or desire to change their screen habits during family time. Although we saw initial shifts in parent-child play, effects were not maintained by week 4. Yet, the small changes parents made across one week were not sufficient to shift the overall parent-child relationship. While effects cannot be viewed as definitive, it is promising that shifts were seen in parent well-being and screen use for a relatively small amount of effort across one week. [ABSTRACT FROM AUTHOR]

Experiencing mental fatigue (MF) before an orienteering race can lead to a slower completion time. This study aimed to explore the changes in perceived MF, mood and other psychological responses during an orienteering competition. Sixteen national level orienteering athletes (20.8 ± 4.9 years) provided informed consent and completed the online surveys, before and immediately after each race, and 24- and 48-hours post competition (48POST). This study measured MF, physical fatigue, stress, tiredness and motivation using 0–100 Visual Analogue Scale, and the mood was assessed using The Brunel Mood Scale (BRUMS). A moderate to large increase in MF (ES = 0.93 [0.54 to 1.31]), BRUMS fatigue (ES = 0.61 [0.3 to 0.92]), and PF (ES = 1.21 [0.81 to 1.61]) was reported following orienteering races. A small increase in tiredness and BRUMS confusion, and a small decrease in motivation, stress and BRUMS vigour was also reported. There was a delay in recovering from the MF elicited by competition, with a small increase in MF (ES = 0.54 [0.08 to 1.15]) at 48POST compared to the pre-competition value. This study found that orienteers experience MF during competition and have a delayed recovery that can last up to two days after the competition. [ABSTRACT FROM AUTHOR]

Movement and physical activity (MoPA) is critical for children's development and health. This study aimed to explore early childhood education and care (ECEC) educators' reported frequency of implemented gross motor and physical activities (MoPA) among children in ECEC, as well as the educators' reported personal physical activity (PA) levels in leisure time. A cross-sectional survey was performed in 68 preschools in southern Sweden. Data were obtained from questionnaires completed by 359 ECEC educators. The participation rate was 61%. About two thirds offered MoPA once a week or more seldom, while one quarter offered MoPA at least every other day. Educators who reported personal PA three times or more per week, offered MoPA for the children at least every other day to a higher extent (37%) compared to colleagues who reported personal PA once or twice a week (26%) or colleagues who reported that they were never or seldom active (18%) (p = 0.034). The results from multiple logistic regression analysis showed that reported implemented MoPA among children in ECEC was significantly associated with the educators' perceptions that free play improved children's gross motor skills (OR 2.7), the educators' perceptions of needed curricular guidelines for MoPA (OR 2.1), the educators' own leisure PA level (OR 2.0) and the educators' perceptions that adequate gross motor skills were not learned at home (OR 0.4). Teacher-led MoPA occurs sparingly during the preschool day and the teachers believe that the children get sufficient MoPA in free play. The children are expected to develop their motor skills to a sufficient extent during the short moments of offered outdoor play. Teachers who are physically active in their leisure-time seem to offer gross motor training for the children to a higher extent than less active or inactive colleagues. [ABSTRACT FROM AUTHOR]

This study aims at identifying secondary school students' life experiences during the coronavirus (covid-19) pandemic time. With the concept of life experiences used throughout the research; Students' views on their daily routines during the pandemic, changes in their lives, the precautions they take against the epidemic and their continuing education practices are expressed. Phenomenology, which is an approach to qualitative research, was adopted in this study. The study data were gathered through semi-structured interviews and analysed via content analysis. This study was carried out with a study group composed of students who were attending a state school in Turkey and who were included in the scope of lockdown. The study group was determined by criterion sampling, which is one of the purposeful sampling methods. The study group consisted of 20 students, 14 girls and 6 boys. Students' age ranged from 14 to 16 years old. Students are in the 7th and 8th grades of secondary school. According to the content analysis carried out within the framework of this study, secondary school students interpret covid-19 as unhealthiness and unusualness, they spend time at home indulging in academic pastime, daily routine and free time activities. They take necessary precautionary measures regarding hygiene, interpersonal contact and nourishment in order to protect themselves from covid-19 virus. As a result of the covid-19 pandemic, students' daily routines and perceptions have changed, and they have experienced positive and negative emotions in the face of these changes. They tend to receive social support, participate in leisure activities and use personal coping strategies to manage negative emotions and thoughts caused by the Covid-19 pandemic. The participant students have positive and negative thoughts about the distance education conducted during the pandemic time, and they have some suggestions as to education and protection from the virus in order to spend the pandemic days more healthily. [ABSTRACT FROM AUTHOR]

Early school leaving (ESL) is considered a significant societal issue globally due to the negative effect on young people's health, affect, and quality of life. Continued absenteeism is a risk factor for ESL. This study aimed to explore Irish children's health and wellbeing experiences during school closures due to the COVID-19 pandemic. These children were all considered at risk of ESL by their schools. Semi-structured interviews, adopting a "write, draw or tell" method, were conducted with ten children ages 9 − 13 years old. The study used an Interpretative Phenomenological Analysis (IPA) methodology. The loss of routine, social ties, and sense of success and belonging experienced in schools had a detrimental impact on the health and wellbeing of the children. They experienced adverse mental health effects, including anxiety, depression, anger, and loneliness. Their physical health and wellbeing were impacted by changes to sleep behavior, physical activity levels, boredom, and gaming usage. Children remain very vulnerable to the impact of school closures, contact restrictions, and living with the pandemic. Recommendations include improving online resources for young people and developing in-school programs to improve sleep hygiene. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has put unprecedented pressure on teachers around the world, raising significant concerns about their workload and wellbeing. Our comparison of 2019 (pre-pandemic) and 2020 (first year of the pandemic) survey data (n = 362) from teachers in New South Wales, Australia, demonstrates that their morale and efficacy declined significantly during COVID-19, even with the relatively short period of school closure (8 weeks) during 2020. Interviews with teachers and school leaders (n = 18) reinforced these findings and highlighted the depth to which teachers felt dispensable and unappreciated, despite working incredibly hard for their students. The pressure to adapt to online teaching and learning, in trying circumstances, also challenged their confidence in their teaching. We argue that practical and emotional support for teachers both during periods of remote learning and upon students' return to the classroom is essential to support teacher's wellbeing and a robust teaching workforce into the future. [ABSTRACT FROM AUTHOR]

The study examined online learning anxiety and the consequences of COVID-19 induced parental job losses on the social support systems of hospitality and tourism students. An online questionnaire survey was used to collect data from 434 hospitality and tourism students across tertiary institutions in Ghana. Data were analyzed using descriptive statistics, independent samples t-test, and one-way analysis of variance. The results showed that students were most anxious about online learning, particularly the challenges of internet usage while family assistance was most available during the COVID-19 pandemic followed by support from people deemed special. Students who had their guardians losing their jobs during the pandemic were more nervous with online learning and reported lower levels of social support from family, friends, special relations, and the university. The implication of these findings for managers of academic institutions are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive cross-sectional study is to describe the amount and intensity of physical activity (PA) measured by accelerometry among adolescents participating in organized sports (SCP) and age-matched non-participating peers (NP). SCPs (332) and NPs (139) wore an accelerometer on the hip for seven days. PA was reported using the 1-min exponential moving average. The current moderate-to-vigorous physical activity (MVPA) recommendation of at least an average of 60 min of MVPA daily was reached by 85% of SCPs and 45% of NPs (p <.001). During training days, the MVPA times among SCPs ranged from 153 ± 39 min in males and 109 ± 35 min in females participating in basketball to 113 ± 33 min in males participating in floorball and 83 ± 32 min in females participating in gymnastics. Sports participation contributes rather strongly to the accumulation of the recommended amount of MVPA. During training days, SCPs, except for females participating in gymnastics, accumulated more MVPA than NPs. During non-training days, only males participating in cross-country skiing and females participating in track and field accumulated more MVPA than NPs. HIGHLIGHTS PA of Finnish adolescents participating in nine different organized sports and age-matched non-participating peers was measured by accelerometry for one week and the results are reported using the 1-min exponential moving average. Adolescents participating in many organized sports accumulated more PA than non-participants; this was observed in meeting the PA recommendations, total amount of PA at different intensities, and step count. The current PA recommendation of at least an average of 60 min of MVPA per day was reached by 85% of SCPs and 45% of non-participating peers. Vigorous physical activity at least three times per week was incorporated by 96% of SCPs and 81% of NPs. During training days, males participating in soccer, basketball, and cross-country skiing spent more time in MVPA than females participating in the same sports. During non-training days, the time spent in MVPA was similar between males and females participating in sports clubs. [ABSTRACT FROM AUTHOR]

Purpose: In this study, we evaluated the effectiveness of two years of an intervention with physically active lessons on indicators of sedentary behavior and physical activity measured objectively in elementary school children. Methods: A controlled clinical trial with cluster sampling was carried out in 2018 and 2019, with four classes of children in the 2nd year of elementary school. The intervention group classes received dynamic activities linked to the pedagogical content (n = 34) for 2 years. The indicators of sedentary behavior and physical activities were evaluated using ActivPal and ActiGraph GT3X accelerometers during the school shift. Crude and adjusted models of Generalized Estimation Equations with Bonferroni's post hoc were used to identify the differences between the groups (three evaluations in 2018 and two evaluations in 2019). Results: There was a reduction in stationary behavior (p =.01) and an increase in light physical activity (p =.044) during the two years. In the first year there were reductions in standing time (p =.044) and number of transitions (p ≤.001), and an increase in walking time (p =.017). However, in the second year, the mean differences in percentage points were smaller than in the first year. No differences were found for sitting time as well as for moderate and vigorous physical activity. We observed a large effect size for all variables. Conclusions: The introduction of physically active lessons in the classroom reduced time in stationary behavior and increased time in light physical activity. However, the effects on behavior observed in the first year were not maintained in the second year of intervention. [ABSTRACT FROM AUTHOR]

Satisfactory housing conditions define, in many aspects, people's comfort and a high standard of living. The psychological and social characteristics of residents strongly determine housing needs and preferences. They also depend on economic, spatial, technical, and cultural factors. The Covid-19 pandemic, which humankind had been experiencing for two years, influenced all spheres of human life, especially inhabitation. The functional program of homes has changed, as well as public spaces, transportation and social ties. While the future is uncertain, the many changes provoked by the pandemic might become irreversible. This paper aims to present how the phenomena mentioned above have influenced the housing environment and residential preferences and trends that may follow. A survey conducted among Cracow residents in Autumn 2021 revealed a significant shift in lifestyles that corresponded with the change in residential needs, preferences and attitudes towards the housing environment. Working from home has induced redefining the use of particular rooms/spaces. For safety, families attempted to reorganize the entrance zone. Outdoor public spaces have become more appreciated following the trend of healthier everyday life. Over the long term, the pandemic experience may significantly influence the residential market. [ABSTRACT FROM AUTHOR]

The 'Structured Days Hypothesis' suggests that children's obesogenic behaviors (e.g., activity, diet, sleep, and screen time) are less favorable during times when there is less-structure to a child's day (e.g., summer). To compare obesogenic behaviors of children with developmental disabilities (DD) during summer on days with differing amounts of 'structure'. Seventeen children with DD (mean age 9.8 years) attending a day camp wore a Fitbit © activity monitor on the non-dominant wrist during summer, and parents completed a survey packet, to capture obesogenic behaviors. Participants displayed improved physical activity levels, diets, and sleep timing on camp days versus other days. Providing children with DD 'structure' over summer is a potential intervention approach requiring further investigation.

Introduction: This study analyzed the relationships between social skills and motivation to Physical Education, students' perceived support regarding Physical Education lessons (from parents, teachers and peers) and basic needs satisfaction in a sample of disadvantaged high school Chinese students according to Self-Determination Theory-related main principles. Physical Education classes are a great opportunity to develop not only psychomotor and physiologically, but also psychosocially in young people, and that is why this study investigates the relationship between the social skills of the students and these other main variables of the Self-Determination Theory. Methods: Two hundred and nine disadvantaged students enrolled in a camp organized by a non-governmental organization in Chengdu province (15.9 ± 0.83 years; 73.9% female and 26.1% male) completed the Chinese versions of the following Self-Determination Theory-related questionnaires (independent variables): Learning Climate Questionnaire, Activity-Feeling States Scale, Perceived Locus of Causality scale; and social skills questionnaire (dependent variable): Matson Evaluation of Social Skills with Youngsters Scale. Results: The standard multiple regression model to predict social skills based on perceived support, basic needs satisfaction and motivation towards Physical Education was significant (F(11, 195)= 13.85; p < .001; R2=.44; Cohen's f2= 0.78). The social skills of the students were positively related to peer support and relatedness subscales. In contrast, introjected regulation, external regulation, and amotivation were adversely correlated with social skills. Discussion: We believe that this information would help policymakers and teachers design new policies, actions, and teaching methodologies to implement for the development of Physical Education and sport programs in China, those that will help young people throughout their life span. [ABSTRACT FROM AUTHOR]

The school represents the optimal setting for promoting the physical, emotional, and social health of children, especially during the first years of life. Understanding the pedagogical actions of teachers to address health education is an important first step in promoting healthy behaviors in children. We inhere analyzed the pedagogical action patterns in the preschool teaching of healthy habits from a holistic health perspective. We used photography as a strategy for data collection and applied a Chi-square automatic interaction detection (CHAID) classification tree, a data mining procedure, to generate a pattern model. We found that the school space and the learning playfulness strategies for the development of executive functions, classified according to the exercise, symbolic, assembly, rules (ESAR) model, were the main factors that influence the pedagogical actions fostering healthy habits. By contrast, the school and the pedagogical resources of the classroom are factors with a much smaller impact on working with healthy habits. This pedagogical action pattern is flexible, since teachers conduct a multiplicity of pedagogical actions through different strategies, in different school spaces, at any time. In conclusion, our results unmask the interdependent relationships between the different factors that determine the teacher's actions at the preschool. It also contributes to the understanding of the teacher's practices in fostering healthy habits in a healthy learning environment. [ABSTRACT FROM AUTHOR]

In the United States, the Coronavirus Disease 2019 (COVID‐19) pandemic necessitated nationwide closures of kindergarten through twelfth grade (K‐12) schools. Stay‐at‐home orders and social distancing mandates were also implemented to mitigate the spread of COVID‐19. The purpose of this systematic review was to synthesize the existing literature on how COVID‐19 impacted K‐12 students' eating patterns, physical activity, and sleep in the United States. Utilizing the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines, a literature search was conducted between October and December 2021. Inclusion criteria were studies focused on COVID‐19 and eating patterns, physical activity, and sleep in students enrolled in K‐12 schools since March 2020. International studies were excluded. Mixed findings were observed for eating patterns whereby the consumption of unhealthful savory and sweet items and healthful snacks (e.g., fruit and vegetables) increased. Reductions in physical activity and disrupted sleep routines were also observed. Heterogeneity in methodological procedures may limit the generalizability of these findings. In the United States, preliminary data suggest that select health‐promoting behaviors were negatively impacted by the COVID‐19 pandemic. Given that prolonged unhealthful eating patterns, physical inactivity, and poor sleep contribute to chronic disease risk, initiatives that increase health‐promoting behaviors are warranted. Highlights: Some health‐promoting behaviors were negatively impacted by COVID‐19.Unhealthful savory and sweet items and healthful snacks increased.Reductions in physical activity and disrupted sleep routines were observed. [ABSTRACT FROM AUTHOR]

Copyright of Leisure/Loisir: Journal of the Canadian Association for Leisure Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Following reports of increased new-onset diabetes and worse severity of DKA for children with diabetes following SARS-CoV-2 infection, we studied hospitalization rates for children with type 1 diabetes (T1DM) and type 2 diabetes (T2DM) in our center during the citywide shutdown. Methods. We conducted a retrospective chart review of children admitted to our two hospitals from January 1, 2018, to December 31, 2020. We included ICD-10 codes for diabetic ketoacidosis (DKA), hyperglycemic hyperosmolar syndrome (HHS), and hyperglycemia only. Results. We included 132 patients with 214 hospitalizations: 157 T1DM, 41 T2DM, and 16 others (14 steroid induced, 2 MODY). Overall admissions rates for patients with all types of diabetes were 3.08% in 2018 to 3.54% in 2019 (p = 0.0120) and 4.73% in 2020 (p = 0.0772). Although there was no increase of T1DM admissions across all 3 years, T2DM admission rates increased from 0.29% to 1.47% (p = 0.0056). Newly diagnosed T1DM rates increased from 0.34% in 2018 to 1.28% (p = 0.002) in 2020, and new-onset T2DM rates also increased from 0.14% in 2018 to 0.9% in 2020 (p = 0.0012). Rates of new-onset diabetes presenting with DKA increased from 0.24% in 2018 to 0.96% in 2020 (p = 0.0014). HHS increased from 0.1% in 2018 to 0.45% in 2020 (p = 0.044). The severity of DKA in newly diagnosed was unaffected (p = 0.1582). Only 3 patients tested positive for SARS-CoV-2 infection by PCR. Conclusion. Our urban medical center is located in Central Brooklyn and serves a majority who are Black. This is the first study investigating pediatric diabetes cases admitted to Brooklyn during the first wave of the pandemic. Despite the overall pediatric admissions declining in 2020 due to the citywide shutdown, overall hospitalization rates in children with T2DM and in new-onset T1DM and T2DM increased, which is not directly associated with active SARS-CoV-2 infection. More studies are needed to elucidate the reason for this observed increase in hospitalization rates. [ABSTRACT FROM AUTHOR]

Physical activity (PA) is important for children's development of fundamental motor skills (FMS) and physical fitness (FIT) but evidence regarding which intensities are associated with these outcomes in early childhood is limited. The aim of this study was to determine the cross-sectional multivariate PA intensity signatures associated with FMS and FIT in children aged 3–5 years. We used a sample of 952 Norwegian preschoolers (4.3 years, 51% boys) who provided data on PA (ActiGraph GT3X+), at least one FMS (locomotor, object control and/or balance skills) or FIT (speed agility, standing long jump, and/or handgrip strength) outcome, body mass index, and socioeconomic status in 2019–2020. We created 17 PA intensity variables (0–99 to ≥15000 counts per minute) from the vertical axis and used multivariate pattern analysis for analyses. The PA intensity spectrum (including sedentary time) was significantly associated with all outcomes. Associations for PA intensities were positive (negative for sedentary time), strongest for moderate and vigorous intensities, and were significant across sex and age groups. Our findings show that the PA intensity spectrum is associated with FMS and FIT in young children and that promotion of PA, in particular moderate- and vigorous-intensity activity, from an early age benefits children's physical development. [ABSTRACT FROM AUTHOR]

It is worth paying attention to the level of worry and fear of students during the normalization of the epidemic. We conducted the cross‐sectional study that included 182,991 high school students using an online survey to assess worry and fear levels and its influencing factors in three cities in Henan Province, China, from May 21 to May 27, 2021. Worry and fear levels were measured using a five‐item Likert‐type scale. Multinomial logistic regression was used to analyze the risk factors. Approximately 65.42% of students reported being high worry about the coronavirus disease 2019 (COVID‐19) epidemic, and about 41.44% of students reported being high fear about the COVID‐19 epidemic. In addition, compared with female, male had lower odds of suffering from a high worry, and compared with senior high school students, junior high school students were more likely to suffer from a high worry. Students lived in rural had highest odds increased likelihood of high worry. Similar results in fear levels. During the normalization period of the COVID‐19 epidemic, many students have high levels of worry and fear. This study has implications for potential influencers of worry and fear levels in follow‐up work. Practitioner Points: Approximately 65.42% of students reported being high worry about the coronavirus disease 2019 (COVID‐19) epidemic, and about 41.44% of students reported being high fear about the COVID‐19 epidemic.Students lived in rural had highest odds increased likelihood of high level of worry and fear.Compared with senior high school students, junior high school students were more likely to suffer from a high worry. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the influences of intrinsic motivation, social affiliation orientations and reciprocal social support for physical activity (PA) on underserved youths' afterschool period moderate-to-vigorous (MVPA) changing trajectories across the 16-week Connect through PLAY intervention, a social-motivational climate intervention. A total of 113 youth (61.06% African American, 56.64% girls) provided full data. Youths' intrinsic motivation, social affiliation orientations and social support were measured by youth responses to a set of surveys at baseline and post-intervention. Youths' afterschool period MVPA was measured using data from 7-day ActiGraph accelerometer wear at baseline, midpoint and post-intervention. Hierarchical linear modelling analysis found that youth daily afterschool period (3pm−6pm) MVPA increased, on average, 37.94 min across the 16-week intervention. Increases in intrinsic motivation, social affiliation orientations and social support were positive predictors of youth afterschool MVPA changing trajectory. The findings clarify the contributions that a social-motivational climate intervention can have on youth afterschool period MVPA through increasing youth intrinsic motivation, social affiliation and reciprocal social support. [ABSTRACT FROM AUTHOR]

Objectives: High-intensity interval training improves aerobic endurance, but the effectiveness of different training protocols is unclear. This study compared the effects of running-based high-intensity interval training (R-HIIT) and body weightbased high-intensity interval training (B-HIIT) on physical fitness in adolescents. Methods: This was a pre-and post-test quasi-experimental design in which a seventh-grade natural class was randomly selected from three homogeneous middle schools, and then the three natural classes were randomly divided into three groups: the R-HIIT group (n = 54), the B-HIIT group (n = 55), and the control group (Con, n = 57). Both intervention groups exercised twice a week for 12 weeks with a 2:1 (1 min:30 s) load-interval ratio and exercise intensity controlled at 70%– 85% maximum heart rate. R-HIIT was in the form of running, and B-HIIT was in the form of resistance exercises using the participants’ body weight. The control group was instructed to continue their normal behavior. cardiorespiratory fitness, muscle strength and endurance, and speed were measured before and after the intervention. Statistical differences between and within groups were determined using repeated measures analysis of variance. Results: Compared to the baseline, both the R-HIIT and B-HIIT intervention groups significantly improved CRF, muscle strength, and speed (p < 0.05). The B-HIIT group was significantly better than R-HIIT in improving CRF (4.48 mL/kg/ min vs 3.34 mL/kg/min, p < 0.05), and only the B-HIIT improved sit-up muscle endurance (ηp 2 = 0.30, p < 0.05). Conclusion: The B-HIIT protocol was significantly more effective than the R-HIIT protocol in developing CRF and improving muscle health indicators. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Fizicka Kultura is the property of University of Belgrade - Faculty of Sport & Physical Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The World Health Organization recommends that children should engage in an average of 60 min of moderate-to-vigorous physical activity (MVPA) per day and should perform activities that strengthen muscle and bone at least 3 days a week. Public health professionals as well as pediatric researchers have identified schools as a strategic place to promote muscular strength development. Thus, the aim of this systematic review and meta-analysis was to investigate the efficacy of school-based exercise interventions for improving muscular fitness (MF) in children. Searches were conducted in three databases. Eligible criteria were randomized and non-randomized controlled trials evaluating the effects of school-based exercise interventions on MF (i.e. muscular strength, muscular power, and local muscular endurance) in children under 13 years of age. Risk of bias by the National Institutes of Health tool was appraised, and pooled effect sizes (Hedges'g) were calculated using random-effects inverse-variance analyses. Seventeen studies enrolling 1653 children (28% girls were analyzed). Exercise interventions, mostly combined interventions targeting selected domains of MF, were associated with significant moderate increases in local muscular endurance (g = 0.65 95% CI, 0.13 to 1.17, p = 0.020; I2 = 85.0%) and muscular strength and muscular power (g = 0.33 95% CI, 0.16 to 0.51, p = 0.001; I2 = 59.3%), with higher effects using interventions with ≥3 sessions per week. Our findings indicate that school-based exercise that includes strength building exercises may improve MF in children and, consequently, prepare modern day youth for the demands of exercise and sport activities. School-based muscle and bone strengthening exercises performed at least 3 days per week may serve to support the development of muscular fitness in girls and boys Integrative interventions that include a variety of strength and conditioning activities seem to be a promising strategy to promote muscular fitness in school environment Future research should standardize assessment methods for use with children in the school context and should include interventions with girls It is of interest to a growing number of health care providers, fitness professionals and physical education teachers to encourage participation in well-designed muscle and bone strengthening exercises. [ABSTRACT FROM AUTHOR]

Recruiting a qualitative phenomenological approach, the present study aimed to reflect on the first-grade teachers' lived experiences of the major challenges facing online education in Iran's primary schools in the academic year 2020-21. The total number of participants was 10 first-grade teachers working in primary schools in the city of Yazd, Iran, selected using the purposive sampling method. The data collection tool was also a semi-structured interview, whose outcomes were analyzed via the interpretative phenomenological analysis (IPA) developed by Smith et al. (1997). To determine the validity of the data obtained, the opinions of some qualitative researchers!and participants, were exploited. Coding was further performed and then compared by the researcher and one other expert in qualitative research. Ultimately, the firstgrade teachers' lived experiences of online education were delineated and developed into 7 main themes and 30 subthemes. Accordingly, the main themes of "evaluation", "uncertainties and limitations", "emerging issues", and "interactions", were established with reference to the first research question, focused on the online education challenges perceived by these teachers. Then, the main themes of "creative adaptability" and "production and exploitation" were created in response to the second research question about teachers' strategies adopted to cope with online education challenges. The main theme of "experience formation grounds", comprised of the sub-themes of "specific grounds" and "general grounds", was further achieved concerning the third research question, namely, the grounds of teachers' experience formation. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the feasibility, acceptability, and preliminary efficacy of a multisystem transition preparation intervention, SHIFT, for young adults (YAs) with type 1 diabetes (T1D).Methods: A single-arm, clinic-based pilot was conducted with 25 YAs with T1D (M age = 18.9 ± 1.0 years; 80% female), their parents (n = 25), and their providers (n = 10). Young adults and parents participated in a 6-month intervention designed to enhance transition readiness and independent diabetes management. Providers viewed a video module highlighting their role preparing YAs for transition and received individualized reports of YA's goals and transition readiness. Intervention feasibility (i.e., recruitment, retention, and engagement) and acceptability (e.g., program satisfaction) were assessed. Assessments of transition readiness, diabetes engagement, hemoglobin A1c (HbA1c), and related psychosocial variables were conducted at baseline, post-intervention (6 m), and follow-up (9 m). Paired t-tests examined 0-6 m and 0-9 m changes in study constructs.Results: SHIFT was feasible, evidenced by recruitment (100% of sample recruited in 4 m), retention (100% at 6 m), and YA session attendance (100%). Program satisfaction was high for YAs, parents, and providers (9.12 ± 1.40, 8.79 ± 1.56, 8.20 ± 1.30, respectively, [out of 10]). Significant improvements (with effect sizes ranging from small to medium) were observed in parent and YA-reported transition readiness at 6 and 9 m (ps<.05) and diabetes engagement at 9 m (ps<.05). Although based on limited data due to COVID-19-related disruptions, a potential reduction in HbA1c was also observed.Conclusion: Findings support the feasibility, acceptability, and preliminary efficacy of SHIFT (although limited by the single arm design and homogeneous sample), and suggest a larger randomized controlled trial is warranted. [ABSTRACT FROM AUTHOR]

The new coronavirus pandemic (COVID-19) brought considerable changes to families' routines, with the implementation of social isolation and quarantine measures, possible financial insecurity, and care overload. Since all these changes represent potential stressors for family dynamics, this study aimed to assess the relationship between the psychological impact of the COVID-19 pandemic and conflict resolution styles that mothers use with their children, both directly and indirectly via mothers' well-being. A sample of 316 Brazilian mothers participated in the study, through an online survey. Mediation models of mothers' well-being were tested on the relationship between the psychological impact of the COVID-19 pandemic and conflict resolution styles with their children. Results indicated that mothers' well-being mediates the relation between the psychological impact of the COVID-19 pandemic and conflict engagement, withdrawal, and compliance styles. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Bidirectional relations have long been of interest in psychology and other social behavioral sciences. In recent years, the widespread use of intensive longitudinal data has provided new opportunities to examine dynamic bidirectional relations between variables. However, most previous studies have focused on the effect of one variable on the other (i.e., cross-lagged effects) rather than the overall effect representing the dynamic interplay between two variables (i.e., feedback effects), which we believe may be due to a lack of relevant methodological guidance. To quantify bidirectional relations as a whole, this study attempted to provide guidance for the estimation and interpretation of feedback effects based on dynamic structural equation models. First, we illustrated the estimation procedure for the average and person-specific feedback effects. Then, to facilitate the interpretation of feedback effects, we established an empirical benchmark by quantitatively synthesizing the results of relevant empirical studies. Finally, we used a set of empirical data to demonstrate how feedback effects can help (a) test theories based on bidirectional relations and (b) reveal correlates of individual differences in bidirectional relations. We also discussed the broad application prospects of feedback effects from a dynamic systems perspective. This study provides guidance for applied researchers interested in further examining feedback effects in bidirectional relations, and the shift from focusing on cross-lagged effects only to a comprehensive consideration of feedback effects may provide new insights into the study of bidirectional relations., (© 2023. The Psychonomic Society, Inc.)

Background: Preschools may provide opportunities for children to engage in physical activity (PA), to benefit their health, although little is known when concerning low-income preschoolers. This study aimed (1) to describe time spent in PA among low-income children during preschool hours and (2) to analyse how many children meet the PA recommendations during preschool hours., Methods: A total of 204 low-income preschoolers (4.51 ± 0.79 years) from João Pessoa/Brazil provided valid accelerometer (Actigraph, WGT3-X) data during the preschool period. Children were grouped in quartiles of PA in counts per minute, according to sex and age. The General Linear Model Univariate was used to examine the differences in PA intensities between the quartiles and the time spent in total PA (TPA) and moderate-to-vigorous PA (MVPA) by quartiles, according to age. An hour-by-hour description of children's PA was presented., Results: TPA during preschool hours ranged from 68.33% to 113.89% of the recommended and from 28.34% to 81.68% of the MVPA recommendations. Among 5-year-old children, those in the highest quartile met the PA recommendations. All children were more active outdoors than indoors. For the less actives, preschool time corresponded to 30% of the recommended daily MVPA., Conclusion: The current results reinforce the importance of preschool settings for promoting preschoolers' PA and provide particularly important and useful information for tailoring preschool-based interventions focused on those who need it most. Strategies to increase children's MVPA should be prioritized during free-play time., (© 2024 John Wiley & Sons Ltd.)

Purpose: Current in-school physical activity (PA) policies lack regulation, which testifies to the urgency of monitoring in-school moderate to vigorous PA (MVPA). This study quantifies the demographical differences of in-school PA among elementary students. Methods: Fourth-grade students wore accelerometers during school for 1 week. The teachers logged information for PA setting and duration of opportunity. Results: The accelerometry data (N = 148) showed alarming results in the lack of MVPA during in-school PA opportunity times. Significant sex differences showed boys to accumulate more minutes MVPA per day in recess than girls (7.62 ± 5.87 and 5.19 ± 3.03, respectively). Racial differences showed that non-White students accumulated significantly more minutes of MVPA per week during the school day than White students (30.82 ± 19.09 and 23.44 ± 18.41, respectively). Conclusions: The students fell short of the recommended 30 min ofMVPA per day during school hours, as advised by a state mandate. Significant differences were seen in PA levels across sex and race, supporting the need for enhanced attention to influential factors on PA engagement. [ABSTRACT FROM AUTHOR]

Introduction: This research aims to determine what makes children feel happy and unhapy at school, the determinants of their subjective well-being, and by using this information it attempts to develop recommendations for the ongoing process which is characterized by uncertainty and stress and for education due to the crisis created by COVID-19 and some implications for future research. Methods: This is a qualitative study using a phenomenological approach. The study group of the research consists of 34 primary school students in the 3rd and 4th grades (between the ages of 8-11) during the first term of 2019-2020 school year. A semi-structured interview form including three open-ended questions was used as data collection instrument. The data were analysed with descriptive analysis technique. Results: As a result of the study, the main determinants of children's happiness were found as the relationships which they established with their friends and teachers and their academic achievement. Also, it was revealed that students made references to creating more time for courses such as physical education, music, art, etc. and more free time at school and renewal of school fixtures in order to contribute to their happiness. Discussion: Considering the students' opinions about what makes them happy/unhappy at school and the factors that can contribute to their happiness, it can be argued that what is important for children's happiness at school is their relationships with their friends and teachers. This finding of the research has itself an utmost importance in the current process which the children experience either limited or no relationship with their peers and teachers due to the COVID-19 crisis. Accordingly, this research discusses the children's happiness within the framework of the researches that prompt us to rethink about students' happiness in an atmosphere of stress and uncertainty. Limitations: Although the qualitative method used in this study provided a profound picture of the views of students about what makes them happy/unhappy at the school, its limited sample constitutes an impediment to generalize it to all students in Turkey and the whole participants of the research. Conclusions: Considering what makes students happy and unhappy in schools in that research, we can argue that even the existence of schools alone, as the main grounds of social relationships, can be considered as a means of happiness in the current process. Nevertheless, future research should aim to determine what makes children happy in a process which the students are deprived of all facilities which the schools provided. [ABSTRACT FROM AUTHOR]

The purpose of this research was to explore parental perspectives on the impact of parent restrictions imposed in response to the COVID-19 pandemic across Canadian Neonatal Intensive Care Units (NICUs). A co-designed online survey was conducted targeting parents (n = 235) of infants admitted to a Canadian NICU from March 1, 2020, until March 5, 2021. Parents completed the survey from 38 Canadian NICUs. Large variation in the severity of policies regarding parental presence was reported. Most respondents (68.9%) were classified as experiencing high restrictions, with one or no support people allowed in the NICU, and felt that policies were less easy to understand, felt less valued and respected, and found it more challenging to access medicine or health care. Parents reported gaps in care related to self-care, accessibility, and mental health outcomes. There is significant variation in parental restrictions implemented across Canadian NICUs. National guidelines are needed to support consistent and equitable care practices. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic and its accompanying infection control measures introduced sudden and significant disruptions to the lives of children and adolescents around the world. Given the potential for negative impacts on the mental health of youths as a result of these changes, we conducted a systematic review and meta‐analysis to examine the prevalence of depressive symptoms, anxiety symptoms, and sleep disturbances in children and adolescents during the pandemic. We searched major literature databases for relevant cross‐sectional or longitudinal studies that included primary and secondary school students or children and adolescents ≤18 years of age. Prevalence values were extracted, logit‐transformed, and pooled. Based on 191 included studies with 1,389,447 children and adolescents, we found the pooled prevalence of depressive symptoms, anxiety symptoms, and sleep disturbances to be 31%, 31%, and 42%, respectively. Age, grade levels, education levels, gender, geographical regions, and electronics use were correlated with the prevalence of mental health symptoms. The prevalence of mental health symptoms also increased with time, although signs of recovery and stabilization were also observed. Overall, the results from this review demonstrate the need for increased mental health research, monitoring, and intervention for children and adolescents during the current and future pandemics. [ABSTRACT FROM AUTHOR]

Summary: The COVID‐19 pandemic had a major impact on people of all ages. Adolescents' exposure to online learning is linked to excessive screen time on digital devices, which leads to poor sleep quality. This study aimed to investigate the association between screen time on different electronic devices and sleep quality among adolescents in the United Arab Emirates. This study was based on a self‐reported questionnaire, which was administered online to school‐aged adolescents (aged 12–19 years). The multicomponent questionnaire collected information on sociodemographic characteristics, sleep quality using the Pittsburgh Sleep Quality Index (PSQI), and screen time (minutes) on TV, TV‐connected devices, laptops, smartphones, and tablets on weekdays, weeknight, and weekends using the Screen Time Questionnaire (STQ). Univariate and multivariate analyses were used to identify factors correlated with poor sleep quality. A total of 1720 adolescents were recruited from private and public schools (mean age 14.6 ± 1.97 years). The mean PSQI score was 8.09 ± 3.37, and 74.3% of participants reported poor sleep (cutoff score >5). Mean scores were highest for the sleep latency (1.85 ± 0.97) and sleep disturbance (1.56 ± 0.62) domains. The highest STQ score was observed for smartphones, with a median screen time of 420 min on weekdays and 300 min on weekends. Screen time related to smartphones on weekends (p = 0.003) and increased screen time in bed (p < 0.001) were significantly associated with poor sleep. Our results confirmed the correlation between sleep and screen time in adolescents. The results may inform educational polices that target screen time and sleep among adolescents during and after the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Objective/Background: Beyond sleep duration, the regularity of sleep patterns (e.g., sleep consistency), including variability in sleep timing (e.g., bedtime, wake time) and duration, is a critical marker of sleep health. Sleep consistency is captured using a variety of methods within the literature (e.g., sleep intraindividual variability, social jetlag), but most of the research focuses on adolescents. Methods: Drawing on a developmental perspective, this narrative review highlights how normative changes at the individual (e.g., biological, cognitive, and social) and contextual (e.g., home, school, sociocultural) levels may contribute to inconsistent sleep patterns across development. Results and Conclusions: This review emphasizes how inconsistent sleep may increase across pivotal transitions throughout development (e.g., elimination of naps, puberty, summertime, entering college). Finally, recommendations for measuring sleep consistency and areas to address in future research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Sport Science (MJSS) is the property of Mediterranean Journal of Sport Science (MJSS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To comprehensively understand the Chinese family relationships (i.e., marital relationship, parent–child relationship, sibling relationship, and grandparent–grandchild relationship) during the COVID-19 pandemic, this study investigated the changes of family relationships and the individual differences related to knowledge of the COVID-19, personality traits (i.e., neuroticism and optimism), and emotional characteristics (i.e., emotion regulation and negative emotional reactions). From March 1 to April 5, 2020, 8821 participants were involved, including 3995 teenagers, 1146 unmarried young adults, 3571 married adults, and 109 grandparents. Results revealed a double-edged pattern that people experienced both positive changes and negative changes during the pandemic. Teenagers reported significant negative changes in the relationships with their parents. Peoples' knowledge of the COVID-19, neuroticism, optimism, emotion regulation, and negative emotional reactions were in varying extents to which accounted for the individual differences in the changes of family relationships. These findings help recognize the overall Chinese family relationships during the hard period. [ABSTRACT FROM AUTHOR]

Copyright of Sakarya University Journal of Education Faculty (SUJEF) / Sakarya Üniversitesi Eğitim Fakültesi Dergisi is the property of Sakarya University Journal of Education Faculty (SUJEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study examined caregiver perceived impact of the Coronavirus Disease 2019 (COVID-19) pandemic on a diverse sample of U.S. youth with diabetes and their families.Methods: Caregivers of youth with diabetes completed an electronic survey in English or Spanish at two sites. Participants provided demographic and disease characteristics and completed the COVID-19 Exposure and Family Impact Scales (CEFIS). Glycemic health was assessed via Hemoglobin A1c (HbA1c) from medical chart review. Analysis of variance and analyses of covariance were utilized to examine racial/ethnic differences in glycemic health and in COVID-19 Exposure, Impact, and Distress scales. Hierarchical linear regression was conducted to predict HbA1c. Thematic analysis was conducted on open-ended responses regarding the effects of COVID-19 on youth and families' overall and diabetes-related well-being.Results: Caregivers (n = 114) of youth with diabetes (M = 12.6 ± 3.5 years) completed study measures. Mean HbA1c for Non-Hispanic White youth was lowest and significantly different from Hispanic and Non-Hispanic Black youth. Exposure to COVID-19 stressors differed by race/ethnicity (p < .05) with Hispanic caregivers reporting greatest exposure. CEFIS scales did not predict HbA1c after controlling for demographic/disease variables. Caregivers described child/family changes during COVID (e.g., more time together, health-related hypervigilance), as well as differences in diabetes management during COVID-19.Conclusions: Findings indicate differences in COVID-19 exposure but did not demonstrate other racial/ethnic disparities in COVID-19 impact or distress. Household income was the most important predictor of glycemic health. Addressing structural inequalities experienced by youth with diabetes and their families is critical. Recommendations to support families with diabetes are made. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Universities in China's transition to online education in response to the COVID-19 pandemic have spawned several research studies. However, studies exploring college students' technological skills, relationships with their peers and instructors, and collaborative learning experiences during the pandemic are scarce. Three aspects were explored in this mixed study: (1) changes in students' engagement in class and the main factors involved; (2) students' feelings and reactions during online learning; and (3) how students related to their peers and instructors. Data were collected through a qualitative survey supplemented by quantitative data about students' attitudes to online learning using the SAROL scale. This paper argues that online learning may not produce the desired results due to lack of interaction with instructors, no campus socialization or well-trained technology skills, and appropriate content for online courses and group work. The findings further revealed that online learning offers college students new ways to learn independently, collaborate and build relationships with their peers. It encourages them to reconsider ways to improve their technology skills, learning methods, communication skills and reconceptualize their responsibilities as team members. [ABSTRACT FROM AUTHOR]

The study aimed to elaborate the Coping Styles Scale for Adolescents, using the Skinner and Zimmer-Gembeck (2009) model, in the contexts of family, peers and school. The instrument was validated by a panel of judges and applied to a non-probabilistic sample composed of 130 adolescents (85 females and 45 males) with an average age of 17.24 years, students of the Escuela Normal Experimental "Fray Matías Antonio de Córdova y Ordóñez" (n= 53) and the Escuela Preparatoria No.1 del Estado (n=77), both in San Cristóbal de Las Casas, located in Chiapas, Mexico. A total of 119 items were obtained, with an overall Cronbach's alpha of 0.939. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Engaging key stakeholders, including students into the process of school-based physical activity (PA) intervention planning is considered important. The present study was part of the preparatory phase of the Estonian Schools in Motion pilot programme and aimed to examine students' perspective of PA opportunities in the classroom. Based on 17 focus group interviews with 92 Estonian children aged 8–15, the results demonstrate that although PA is not yet a natural part of academic lessons in Estonia, students are eager and motivated to practise more PA. Even though they do not associate PA and academic lessons in general, they can come up with a wide range of activities that could make learning process more physically active. Students could identify several activities from incidental and content-related movement to games and energy breaks which helps to broaden the scope of classroom PA. [ABSTRACT FROM AUTHOR]

The summer months have recently been identified as a time of the year when children gain excess weight. Despite contrary beliefs, youth are more susceptible to weight gain and fitness losses during this time. Summer camps have been identi- fied as a possible solution to reduce declines in overall health during these months. The purpose of this study was to establish expected step counts and moderate to vigorous physical activity (MVPA) values for a variety of activities in one residential camp. Participants included 188 campers (M age = 8.7). Sessions included a variety of invasion, target, net/wall and fitness activities. Step counts and MVPA were tracked across 51 days, incorporating 839 activity sessions using a NL--1000 (New Lifestyle Inc., Lee Summit, MO, USA) accelerometer to track campers' activity. Means and steps/minute were calculated for each activity. Invasion games represented the greatest opportunity for campers to engage in physical activity. Findings are useful for researchers and practitioners to evaluate physical activity and MVPA at camp settings. [ABSTRACT FROM AUTHOR]

In 2017 the National Recreation and Park Association launched an initiative entitled "Meet Me at the Park: Transforming Parks and Improving Access to Play Spaces." The purpose of this grant opportunity was to fund innovative and scalable projects that transform parks and improve access to play spaces for kids of all abilities (aged 3-11) and their families in underserved communities. To date, there have been three funding cycles. Each cycle funded a total of 25 park projects (Sample N=75) that were tasked with providing access to renovated play spaces to increase physical activity in the most underserved communities using innovative and scalable solutions. A sample of 24 parks (8 per cycle) were selected for an in-depth evaluation using a pre-post study design. Two primary data collection activities were conducted: 1) collecting systematic observations of play and recreation in communities (SOPARC) pre- and post-renovation of play spaces; and 2) collecting intercept surveys from 32 adults pre- and post-renovation of play spaces. SOPARC results showed significant increases in daily park use (20 vs. 37 visitors on average per day at baseline compared to post-renovation), and a 31.5% increase (p<0.001) in the number of people engaged in moderate to vigorous physical activity (MVPA). Intercept survey results showed a 17.54 percentage point increase in the number of survey participants visiting the park for the first time. There was a 26.73 percentage point increase in the number of respondents stating that the park gave the kids a chance to experience something new and a 19.32 percentage point increase in respondents stating that the child they were with played more since using the park post-renovation. Results of the evaluation show that the investments in play space renovations were positively associated with increased park use, MVPA, and children's park-based play. This information is important for park and recreation agencies, park and recreation advocates and elected officials to show that high quality, well-maintained parks are essential to improve public health outcomes and use of park spaces. [ABSTRACT FROM AUTHOR]