Organizational Strategies Used in the Development of Health Promotion Programs

With the increasing cost of health care, more and more corporations, government agencies, and other organizations are initiating health promotion programs. It is imperative that these programs be well planned, properly implemented, and carefully evaluated if they are to be successful. Although either a management initiated program or an employee initiated program can be effective, the best approach is a joint management, employee initiated program. In such a joint approach the advantages of both the management initiated and employee initiated approaches are maximized while disadvantages of the two approaches are minimized. If at all possible, a trained health promotion expert should be hired to manage this program regardless of where the program is initiated

Consumer Retention: The Key to Building Participant Volume

Mullin\u27s Escalator Model was used to illustrate the dominant contribution of repeat participants to public recreation attendance. The 20-60 rule was substantiated. Evidence suggests that it is both more effective and less expensive to focus on building a loyal following of repeat participants than to concentrate on attracting only new customers. Substantial potential exists for recreation managers to increase attendance by simply keeping and holding on to their existing users

Pendidikan kesihatan dan jasmani: satu pernyataan konsensus sejagat baru / Christopher R. Edginton, Ming-kai Chin and Eng Hoe Wee

Perubahan yang ketara di dalam pendidikan jasmani telah berlaku dalam masa 40 tahun dengan transisi daripada orentasi tradisional kemahiran sukan kepada penekanan yang lebih luas ke atas kecergasan berasaskan kesihatan dan aktiviti fizikal sepanjang hayat. (Bocarro et al., 2008; Jago et al., 2009; McKenzie & Kahan, 2008). Namun, di merata dunia, program-program pendidikan jasmani sedang dikurangkan, dihadkan dan/atau sewenang-wenangnya dihapuskan daripada kurikulum sekolah rendah dan menengah (Hardman & Marshall, 2009; Puhse & Gerber, 2005). Adalah bertambah jelas bahawa nilai program-program pendidikan jasmani sedang diuji di seluruh dunia

Implementation of Brain Breaks((R)) in the Classroom and Effects on Attitudes toward Physical Activity in a Macedonian School Setting

The purpose of this study was to explore the effects of Brain Break((R)) activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settingsbased Brain Break((R)) video exercises were introduced in the experimental group during a period of three months. Students\u27 attitudes toward physical activity were tested using a self-report survey instrument entitled Attitudes toward Physical Activity Scale (APAS) before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break((R)) video exercises as an interventional program. The study confirms the effect of application of Brain Break((R)) video exercises on children\u27s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good

Slime Bash Social: A Tactile Manipulative for Child and Youth Play

The play product of slime has gained increasing popularity amongst children and youth throughout the United States. Slime can be thought of as a tactile manipulative that can be shaped, stretched, expanded, lumped together, twisted, squeezed, squashed, folded, rolled, shredded, twirled, swirled, pounded, and cut or pulled apart. As a learning tool, slime can and does support STEM initiatives and programs. Slime can be created using simple ingredients that are easily measured, combined, and prepared by children and youth. In addition, slime can incorporate components such as glitter, beads, shaving cream, color dyes and other items. This paper offers an interpretation of slime as a tactile manipulative which can be tied to STEM, art and other initiatives as well as combining with other program areas and formats. The paper also presents program examples drawn from throughout the United States. One program known as the Slime Bash Social sponsored by the University of Northern Iowa’s Institute for Youth Leaders is highlighted in this practical article. This program incorporated slime with other learning activities of dance and singing performances

The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade

The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching

Youth Programs: Promoting Quality Service

https://scholarworks.uni.edu/facbook/1228/thumbnail.jp

Productive Management Of Leisure Service Organizations : A Behavioral Approach

New Yorkxii, 530 p.: illus.; 24 cm