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Background: Sedentary behaviour (SB) among adults with Down syndrome (DS) may differ based on personal or environmental factors. Objective: Investigate differences in SB levels and patterns of adults with DS based on sex, age, and residence-type across weekdays and weekends. Methods: Thirty-four adults with DS (15 men; 37 ± 12 years) underwent accelerometry-based measurements of sedentary time, bouts, and breaks for 7 days. We evaluated differences with 2 × 2 mixed-model (group-by-day) ANOVA. Results: Younger (19-36 years) individuals had less sedentary time (p = 0.042), and shorter (p = 0.048) and fewer (p = 0.012) bouts than older (37-60 years) individuals. Group home residents had more bouts on weekends than adults living with parent/guardians (p = 0.015). Conclusions: Adults with DS spent half their waking hours in SB of short bouts. Age and residence may influence SB.

The detrimental effects of physical inactivity within children have enormous personal health consequences. These health conditions have the potential to impact the economic vitality of society as a whole. Studies have indicated that inactive children are far more likely to suffer from obesity, type II diabetes, and hypertension than their physically active peers. Research also indicates that these health problems tend to follow the individual into adulthood. Seventy percent of obese adolescents will become obese adults (Reilly, 2007). In addition to the health benefits of physical activity, physical activity has also been positively correlated to academic achievement when integrated into early childhood educational programs. This paper will primarily review the evidence that demonstrates the positive influence of physical activity on academic achievement in early childhood education. This paper will further provide basic guidelines for developing an early childhood education program.

Using pop icons in the science classroom represents a creative way to engage often-distracted students in a relevant and, perhaps more importantly, fun way. When the pop icon is as universally known as Captain America, the pedagogical stage is set. However, when the movies can also be employed to link dramatic references to the science concepts at hand, we may have a very powerful tool by which linkages between fiction and science can be forged. In this regard, Captain America's performances in several movies to date can be used to explain actual science. Granted, script writers and movie directors may or may not be interested in whether the physical performances they depict can be explained, but that is irrelevant. The point is to make a connection using science to explain how the superhero can run faster, jump higher, or lift more than is humanly possible. If a teachable moment has occurred and an important concept has been communicated, the educator has accomplished his or her job well.