vania-janet/multiturn-rag-retrieval-data huggingface dataset:
Strategies for Physical Activity Through Community Design | Physical Activity | CDC
February 8, 2024	

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Strategies for Physical Activity Through Community Design 

Key points

Being physically active is one of the most important ways people can improve their health now and into the future.

Physical activity benefits people of all ages and abilities.

To increase physical activity, state and local organizations can implement policies and take action to connect activity-friendly routes to everyday destinations.

Background

Safe places to walk are important community design elements.
Physical activity is one of the best things people of all ages can do to improve their health. It is vital for healthy aging and can reduce the burden of chronic diseases and prevent early death. Yet, only about 1 in 4 adults and 1 in 6 high school students fully meet the recommendations in the Physical Activity Guidelines for Americans.
Access to safe places to play and walk, such as parks, safe streets, trails, and greenways, is important for physical activity. It is also important to be able to safely and easily walk, bike, or take transit to everyday destinations such as homes, workplaces, schools, parks, health care, and food outlets.
Additionally, many people from racial and ethnic minority groups and from rural areas are less likely to have access to these safe spaces. Historical land use as well as housing and transportation policies can contribute to limited access. People impacted by these disparities are also less likely to meet the physical activity recommendations.
Designing communities to provide access to these safe spaces for everyone helps increase physical activity and can provide better places to live. It can also help improve health equity.
Connect activity-friendly routes to everyday destinations
Tip‎
Implement policies and activities to connect pedestrian, bicycle, or transit transportation networks (called activity-friendly routes) to everyday destinations.To align with the Community Preventive Services Task Force's built environment recommendation, increasing physical activity through community design needs to include at least one element from activity-friendly routes plus one element from everyday destinations. Possibilities for each are below.
See recommendation

Activity-Friendly Routes

Everyday Destinations

These may include new or improved:

Street pattern design and connectivity, such as convenient, connected, and accessible streets that create many route options, shorter block lengths, and shorter crossing distances.
2001 Budget Analysis: Longer Middle School Year
Better Time Management. The report suggests administrators can manage time better by eliminating disruptions to class time by reducing the use of
announcements, simplifying roll taking, and reducing discipline problems. In addition, studies show that teachers need to improve their classroom
management skills to make the most of the available time.
Focusing on the Academic Core. Current law sets high school graduation requirements of three courses in English, two courses in math, two courses in
science, three courses in social science, one course in art or foreign language, and two courses in physical education. In total, students have 13 required
courses of the 24 courses they generally will take in high school. As mentioned above, students in other countries are required to take significantly more
hours of instruction in these core academic subjects. The Legislature could increase the portion of the day dedicated to the core academic subject areas by
increasing these graduation requirements.

Another approach to improving the use of existing time is the adoption of alternative academic calendars, as discussed further below.
Alternative Academic Calendars 
Background. According to researchers, the traditional nine-month school calendar evolved long ago as a compromise between agrarian and urban regions and
has no real tie to how students learn or to the needs of modern family lifestyles. Research suggests that altering the academic calendar may improve student
performance over time by eliminating the long summer break when students often forget much of what they have learned.
Summer Fall-Off Effect Varies By Subject Area and Socioeconomic Status. Researchers have documented the learning "fall-off effect" or the "summer of
forgetting" that occurs between the last day of one school year and the first day of the next. A recent academic article reviewed 39 studies tracking student
achievement over the summer months. The findings of that review suggest that the impact of summer vacations on learning differs by subject area and across
socioeconomic groups:

Computational math scores tend to fall for students of all groups over the summer.
Reading scores tend to decrease for students of low socioeconomic status and students whose home language was not English.
Reading scores tend to increase over the summer for more affluent students.
Learning Space With NASA at Home – NASA Jet Propulsion Laboratory
If they get stuck or finish with their tasks and you’re still working or it’s not time to check in yet, they can have a selection of other things they can do until that time. This might mean their school day is extended, but with longer or more frequent breaks throughout the day to accommodate your need to work. If you’ve got a parenting partner, try alternating whose turn it is for instruction in the morning, and alternate check-in breaks.

I have children of varying ages. How can I get them all involved?

It’s best to have kids working at a level that is comfortable, yet challenging, for them. Sometimes, pairing older and younger kids together for a task can yield amazing results and learning for both.
Talk to your older children about asking good questions as they involve younger children and letting the younger children make some decisions in the process. Also, have older children demonstrate a model they’ve built for younger kids.
Let the younger kids play with the model and ask questions of the older children. Explain to older children that one of the best ways to learn about something is to teach it and to answer the sometimes simple but tough questions a younger child will ask.

If I can’t get to everything, what is most important?

A full day of teaching, parenting and working is probably not in the cards for most people. Instead, consider starting with a shorter day of instruction that works for you and your child, and building up to a longer day as everyone adjusts.
When all else fails, reading is a sure bet. Whether it’s fiction, non-fiction, comic books or magazine articles, reading or being read to is beneficial.
If there are specific subjects that your child struggles in, or excels in, focus on those. Remember, anything you’re able to do is better than nothing.

What if I don’t have all the listed materials for an activity?

Many of our activity materials are quite flexible and the activities are totally doable with other materials. It's ok to substitute other materials or, if possible, leave some out. In fact, finding creative solutions to a problem is what many of our activities are about and it's something NASA engineers and scientists do every day.
Physical Activity

These simple exercises can be done anywhere there's a wall to lean on and can help you increase your lower body strength and endurance.
	

Yoga Poses
	Yoga has become a popular way of promoting physical and mental well-being. It can help you relax and manage stress and anxiety while also increasing your strength and flexibility.
	

Get more exercises

Let's Get Moving

Beyond the Gym

	Your local park or even your home have all the space you need to stay active without the need of a gym or expensive equipment.
	

Simple indoor cardio exercises are a great workout option to do anywhere, anytime.
	

	In many areas, people can visit parks, trails, and open spaces to relieve stress, get some fresh air, and stay active. While these facilities and areas can offer health benefits, it is important that you follow the guidelines provided by the CDC to protect yourself and others from COVID-19.
	

Find fun outdoor activities through your local parks and recreation department and get moving while staying involved in your community and nature.
	
Get ideas

Healthy Body, Healthy Mind

Keeping your body and mind healthy helps you to have a happier, healthier life. As you develop an active routine, you'll feel less tired during the day, and your mind will stay sharper for longer periods of time. Even breathing exercises can make a big difference in how you feel.
	

Learn more

Exercise is for Everyone

	It's important for people of all ages, shapes, sizes, and abilities to stay active. Choosing activities that you enjoy and fit your lifestyle is key to keeping your body and mind healthy.
	

Working Out for Older Adults

	Staying active is crucial for maintaining your wellness as you age. If you're out of the habit, don't worry. Start small and slowly expand your workout comfort zone. Find support with friends and make it a group activity by scheduling virtual meetups.
	

Learn more

Exercising with an Injury or Disability

Limited mobility doesn't mean you can't exercise. Finding ways to stay active and healthy that work for your body are important.
	

Get started

Fitness During and After Pregnancy

	Your fitness activities might change while you're pregnant, but staying active is more important than ever. An active lifestyle keeps both you and your baby healthy.
Why Is Exercise Important?
Why Is Exercise Important?

 

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Home » Health Information for the Public » Educational Campaigns & Programs » Aim for a Healthy Weight » Be Physically Active

 

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Be Physically Active
Being physically active and eating fewer calories will help you lose weight and keep the weight off over time. 
 While people vary quite a bit in the amount of physical activity they need for weight control, many can maintain their weight by doing 150 to 300 minutes (2 ½ to 5 hours) a week of moderate-intensity activity such as brisk walking. 
 People who want to lose a large amount of weight (more than 5 percent of their body weight)—and people who want to keep off the weight that they’ve lost—may need to be physically active for more than 300 minutes of moderate-intensity activity each week. 
For more information on these recommendations, check out the 2008 Physical Activity Guidelines for Americans. Or check out our fact sheet on physical activity on NHLBI’s Diseases and Conditions Index.

Healthy Weight Tip
Speak to your doctor before starting a physical activity program if you have a health problem such as heart disease, high blood pressure, diabetes, or asthma.

Need help becoming more physically active?
Your Guide to Physical Activity and Your Heart uses science-based information to help adults develop a safe and effective program of physical activity that can be sustained. Or check out our fact sheet on physical activity on NHLBI’s Diseases and Conditions Index.

 

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2001 Budget Analysis: Longer Middle School Year
1

3

5

Preparing Students for HSEE. To support its longer middle school year initiative the Governor's budget summary states: "It is critically important that
students—particularly those who enter the middle grades without having mastery of basic skills—achieve grade-level competency in reading and mathematics
before they enter high school." A related budget document cites the need for middle school students, " . . . to achieve reading and math competency especially as
it relates to the High School Exit Exam." However, the students the administration refers to—those who are below grade-level competency and, therefore, are in
danger of not passing the High School Exit Exam (HSEE)—are not evenly distributed throughout the state's schools.
Students Experience a "Summer Fall-Off." As we discussed above, the summer fall-off effect is real, and supported by the data.
Inadequate Support Time for Teachers. International comparisons suggest that teachers in the United States provide the highest number of hours of
instruction. As a result, teachers in the United States have significantly less time to prepare, collaborate, be mentored, and receive staff development than
teachers in other countries.
The problems the Governor has identified are serious issues that warrant discussion. Some of the problems are faced by all schools in the state, but most are
faced by a subset of schools. Many of these same schools face other problems that have not been singled out by the administration as part of its longer year
initiative, such as the lack of fully qualified teachers, inadequate classroom space, and inadequate remedial instruction.
Longer School Year Proposal Not Best Solution 
In our view, the administration has not made the case that (1) the problems facing middle schools are so widespread as to justify a universal solution, or (2) that
the longer school year is the best solution to middle school problems. We have identified the following key drawbacks to the Governor's proposal:

Research Does Not Support Longer School Year. As discussed above, research findings indicate that extending the school year has limited or no effect on
student achievement.
Strategies for Physical Activity Through Community Design | Physical Activity | CDC
Be sure to include equitable and inclusive access to physical activity as well as specific actions to carry out the plans.+

Dedicated bike lanes can encourage physical activity.

Potential state and local activities
Establish, expand, or participate in a cross-sectoral coalition. Include:

People affected by inequities in community design.

Representatives of public health, transportation, community planning, and parks and recreation.

Leaders who can help with specific issues, such as:
Housing

Healthy food access

Early care and education, K–12 schools, and universities

Public safety and public works

Work with partners to conduct health equity assessments.* These could include an analysis of:

Active transportation and public transit access, convenience, and reliability.

Concerns about and strategies to prevent gentrification and displacement.

Park, trail, and greenway access and safety.

Work with a cross-sector team to complete the Active Communities Tool to assess your community design and create an action plan to make it more activity-friendly.*
Identify relevant state, regional, and local data. Use data on health conditions, health behaviors, and local capacity to carry out policies and plans to increase physical activity through community design. Prioritize communities with health disparities. For example:

Collect health data such as physical activity levels, weight status, chronic diseases and risk behaviors, or pedestrian and bicycle injuries and deaths.

Note health equity assessment findings, the number of champions or level of political consensus, existence of a cross-sectoral coalition or current action plan, experience with evaluation, or experience addressing health inequities.

Use mapping software when appropriate to identify areas where resources may best be focused.

Develop, tailor, and distribute culturally appropriate messages supporting active lifestyles. Messages should be developed and tested locally with intended audiences.*
Collaborate with partners to put into action new or improved plans and policies, activity-friendly districts, and/or other activities to create activity-friendly communities.+ Examples include:

Policies: Complete Streets, Safe Routes, and Vision Zero policies, including relevant city, school district, or parks and recreation department policies. Also includes policies to promote mixed land uses, transit-oriented development, and residential density.
2001 Budget Analysis: Longer Middle School Year
The evaluation addresses five areas and the preliminary findings
include: 
 Teacher Perceptions. Some teachers reported that the extra time allowed them to cover topics in more depth, and others were able to cover more topics. 
Student Perceptions. Students perceived a greater amount of work being assigned, and that teachers explained topics in greater depth. 
Student and Teacher Absences. The implementation of the
15-day extended year led to an increase in the number of days absent for both students and teachers. Students were absent an additional three days on average,
or one-fifth of the school year extension. 
Dropout Rates. Dropout rates decreased from 2.9 percent annually to 1.6 percent. While the change in the dropout rate is significant, dropout statistics should
be interpreted with caution because of problems with dropout data. 
Student Achievement. Unfortunately for the purposes of the evaluation, the school district switched tests between the base year and the year of the evaluation.
When a school district switches assessments, it is difficult to make comparisons across the testing years since one test may be easier/harder than the other one
in a specific subject area or one test may be better aligned to what the students are actually learning. One more note of caution is that the evaluation provides
the amount of change in average student test scores that occurs, but does not address whether any of the changes are statistically valid changes. Given these
important caveats, the findings of the preliminary evaluation - shown below -
should be interpreted with significant caution. They indicate that the impact of the
extended school year on student achievement is mixed, with generally negative effects on reading but generally positive effects on math. 

 

Reading

Math

District

Negative

Positive

Subpopulations:

Title I

Positive

Positive

Non-Title I

Negative

Negative

LEP

Negative

No Change

Non-LEP

Negative

Positive

GATE

No Change

Positive

In addition, the Governor's proposal lacks detail on numerous technical issues: 

Which Schools Will Be Allowed to Apply? Based upon the Governor's proposal to target three of the grades between 6th and 9th grade, approximately
Education News & Blogs – NASA Jet Propulsion Laboratory
Students in Ms. Risbrough's class map out language and processes to better understand shapes and limits in functions. Image courtesy: Katherine Risbrough | + Expand image

This year, in calculus, we started the year with the idea of “Agents of Change” and looked at thought leaders such as veteran astronaut Ellen Ochoa and climate scientist Nicole Hernandez Hammer and how their work relates to “instant rates of change” and “average rates of change” in calculus. Then, I had students think about moments of change in their life, and how that instant can be carried forward to a make a long term change in their careers and communities.
Coming back from COVID-19 and more than a year of remote instruction, how are your students adjusting to being back in the classroom? 
Our students missed out on so many social and academic opportunities because of COVID, but they aren’t letting that stop them. The biggest struggle was starting off the school year and getting back into routines. Because of the demographics of our students, there have been more absences than usual, as many of our students help support their family at home. Many parents struggled to keep work through the pandemic, and a lot of my students work outside of school or take care of their siblings. 
The effects of caring for their families while still trying to focus on applying to college has really taken a toll on students. 
I’m fortunate that so many kids are comfortable and open sharing feelings of increased anxiety, responsibility, or worry over the past two years. I believe it's important that my classroom and our group first and foremost be an escape from that space rather than an added stress. Their success in math – even a rigorous AP math class with a breakneck pace – comes from me being there for them as a person first and a teacher second. We focus so much on “catching them up” that we forget to take some time for them to process all they have had to manage. 

AP Calculus students graph out kinematics as examples of integrals and derivatives. Image courtesy: Katherine Risbrough | + Expand image

As we move toward graduation, what is one story of success that you will take away from this year?
Honestly, it's the success of my students.
Strategies for Physical Activity Through Community Design | Physical Activity | CDC
Messages should be developed and tested locally with intended audiences.*
Collaborate with partners to put into action new or improved plans and policies, activity-friendly districts, and/or other activities to create activity-friendly communities.+ Examples include:

Policies: Complete Streets, Safe Routes, and Vision Zero policies, including relevant city, school district, or parks and recreation department policies. Also includes policies to promote mixed land uses, transit-oriented development, and residential density.

Plans: General or comprehensive land use plans that address physical activity. Include specific actions to reach the goals and objectives. Examples include:
Active transportation, trails, and greenways master plans.

Complete Streets, Safe Routes for All, and Vision Zero action plans.

Incentives for activity-friendly project evaluation.

Projects: Pop-up or demonstration projects with evaluation measurement, such as:
Speed reduction, increased active travel, or use of new places.

Placemaking.

Bike racks, crosswalks, or traffic calming measures.

New or improved sidewalks, protected bike lanes, or transit routes.

Codes: Zoning, building, subdivision, or other codes, including those that integrate land use regulations with other municipal goals, or regulate the form of buildings rather than land uses, such as Form-Based Codes and activity-friendly districts.

Programs: Safe Routes to School or Safe Routes to Parks.

Systems: Increase transit, bicycle, and pedestrian network connectivity and access, park coverage and accessibility, and incentives for activity-friendly project evaluation or supportive land development.

Community ideas and priorities: Innovative ideas and key priorities to design communities for physical activity that are community-sourced and created, demonstrating that residents are valued and appreciated.

Track the passage of plans and policies related to physical activity. Document progress made to carry out the projects identified in these plans and policies.+

Potential local activities
Conduct walk/move audits with local decision-makers and community members. Select community members who represent diverse perspectives, such as age, ability, race/ethnicity, gender, and income.*
Conduct and evaluate inclusive demonstration projects. The goal is permanent infrastructure changes that lead to policy, systems, and environmental changes, such as connecting active transportation networks and destinations.