This study is about how educators understand the task of increasing physical activity to acheive a safe school environment. The purpose of the study was to investigate and describe the experience for the school´s educators of implementing physical activity in their teaching in the school´s different environments and to examine the educators´ experience of the relationship between students physical activity and their security and studytranquillity. The introduction of break activities during the schoolday is part of the school´s work for security and studytranquillity. My empiric material is based on seven interviews with educators who work with students in preschoolclass to grade two. These semi-structured interviews were conducted at the school where I work. The recorded interviews were transcribed verbatim. I have used grounded theory to analyze my data. The categories that emerged from the interview results were: motives for physical activity, design of physical activity, challenges with physical activity, conditions for physical activity, and development of physical activity. The result I obtained through further analysis of the above categories shows two core categories which constitute of the function of physical activity. These two core categories are: physical activity to achieve results in other areas/subjects and physical activity as intrinsic value.

Medical simulation has facilitated the understanding of complex biological phenomenon through its inherent explanatory power. It is a critical component for planning clinical interventions and analyzing its effect on a human subject. The success of medical simulation is evidenced by the fact that over one third of all medical schools in the United States augment their teaching curricula using patient simulators. Medical simulators present combat medics and emergency providers with video-based descriptions of patient symptoms along with step-by-step instructions on clinical procedures that alleviate the patient's condition. Recent advances in clinical imaging technology have led to an effective medical visualization by coupling medical simulations with patient-specific anatomical models and their physically and physiologically realistic organ deformation. 3D physically-based deformable lung models obtained from a human subject are tools for representing regional lung structure and function analysis. Static imaging techniques such as Magnetic Resonance Imaging (MRI), Chest x-rays, and Computed Tomography (CT) are conventionally used to estimate the extent of pulmonary disease and to establish available courses for clinical intervention. The predictive accuracy and evaluative strength of the static imaging techniques may be augmented by improved computer technologies and graphical rendering techniques that can transform these static images into dynamic representations of subject specific organ deformations. By creating physically based 3D simulation and visualization, 3D deformable models obtained from subject-specific lung images will better represent lung structure and function. Variations in overall lung deformations may indicate tissue pathologies, thus 3D visualization of functioning lungs may also provide a visual tool to current diagnostic methods. The feasibility of medical visualization using static 3D lungs as an effective tool for endotracheal intubation was previously shown using Augmented Reality (AR) based techniques in one of the several research efforts at the Optical Diagnostics and Applications Laboratory (ODALAB). This research effort also shed light on the potential usage of coupling such medical visualization with dynamic 3D lungs. The purpose of this dissertation is to develop 3D deformable lung models, which are developed from subject-specific high resolution CT data and can be visualized using the AR based environment. A review of the literature illustrates that the techniques for modeling real-time 3D lung dynamics can be roughly grouped into two categories: Geometrically-based and Physically-based. Additional classifications would include considering a 3D lung model as either a volumetric or surface model, modeling the lungs as either a single-compartment or a multi-compartment, modeling either the air-blood interaction or the air-blood-tissue interaction, and considering either a normal or pathophysical behavior of lungs. Validating the simulated lung dynamics is a complex problem and has been previously approached by tracking a set of landmarks on the CT images. An area that needs to be explored is the relationship between the choice of the deformation method for the 3D lung dynamics and its visualization framework. Constraints on the choice of the deformation method and the 3D model resolution arise from the visualization framework. Such constraints of our interest are the real-time requirement and the level of interaction required with the 3D lung models. The work presented here discusses a framework that facilitates a physics-based and physiology-based deformation of a single-compartment surface lung model that maintains the frame-rate requirements of the visualization system. The framework presented here is part of several research efforts at ODALab for developing an AR based medical visualization framework. The framework consists of 3 components, (i) modeling the Pressure-Volume (PV) relation, (ii) modeling the lung deformation using a Green's function based deformation operator, and (iii) optimizing the deformation using state-of-art Graphics Processing Units (GPU). The validation of the results obtained in the first two modeling steps is also discussed for normal human subjects. Disease states such as Pneumothorax and lung tumors are modeled using the proposed deformation method. Additionally, a method to synchronize the instantiations of the deformation across a network is also discussed.

Particle size distribution of diet, feces, and change from diet to feces, as well as apparent digestibility (aDig, %) of selected nutrients, and novel fecal microbiome identification of mature female leopard tortoises (Stigmochelys pardalis, n = 16) fed exclusively one of three, nutritionally complete, pelleted diets were evaluated in a blind, complete randomized design study. Two diets included insoluble fiber (powdered cellulose) consisting of either 2.0 mm or 0.2 mm length. Insoluble fiber provides nutritional and physical benefits to both the animal host and the microorganisms that inhabit the gastrointestinal tract. Insoluble fiber length was used as a means of evaluating a physically effective fiber (peNDF) definition for hindgut-fermenting vertebrates. Numerical trends of each diet particle size distribution indicated a greater amount of particle recovery on the 2.0 mm sieve for the 2.0 mm diet, and a greater particle recovery on the 0.125 mm sieve for the 0.2 mm diet, both as expected based on the added fiber lengths. Fecal particle size distributions were not different between diets, however, distributions of the change in particle size from diet to feces were different between diets. Similar fecal particle size distributions across diets suggests both cellulose lengths are below the peNDF threshold of the leopard tortoise. Apparent digestibility (aDig, %) of dry matter (DM) and organic matter (OM) was not different based on diet, method, or a diet and method interaction; aDig (%) of neutral detergent fiber (aNDF) and sequential acid detergent fiber (sADF) was different based only on diet. These results suggest that while aDig (%) of OM did not change, the source of OM digestibility shifted, as both aNDF and sADF digestibility increased with the cellulose-added diets compared to the control diet. An increase in insoluble fiber digestibility suggests an "effectiveness" of the cellulose lengths. At both bacterial phyla and genera levels, fecal microbiomes were more similar between tortoises fed the cellulose-added diets versus the control diet, suggesting that the hindgut microbial communities adjusted in the hindgut of the tortoises fed the cellulose-added diets by shifting proportions of microbes, based on their role in the hindgut (i.e., cellulose digestion), to accommodate for the addition of cellulose in the two treatment diets. This may explain the similarity among fecal particle size distributions, and suggests that adaptability of the hindgut microbial communities should be considered when defining peNDF for hindgut-fermenting vertebrates.

Background. Several methods have been used to simulate soft body deformation, such as mass-spring systems and position-based dynamics. This has been done using tetrahedral mesh models for preservation of shape and volume. In real-time applications however, there is a limitation to how high resolution the model can be, creating the need for optimizations. Objectives. To achieve better performance for high resolution models, tetrahedral deformation is used, making it possible for the tetrahedral mesh and triangle mesh to use different resolutions. In combination with this, the GPU is used to execute the simulation in parallel, improving performance further. Methods. For evaluation of performance and accuracy, an implementation was created to simulate soft body deformation using extended position-based dynamics and the Vulkan graphics API, with the option to use tetrahedral deformation. By experimentation, comparisons are made between using different resolutions on the tetrahedral mesh to the full resolution in terms of performance and accuracy. Results. The results show that performance and accuracy are altered when using tetrahedral deformation on lower resolution tetrahedral mesh. The performance is improved based on the decrease in workload, such as with higher base resolution models or multiple soft bodies. The accuracy is however not correlated to the reduction of resolution, but instead dependant on the rest shape of the model used. Conclusions. The implementation created demonstrates a new optimization that can be used to simulate soft body deformation in parallel on the GPU, with a smaller change in accuracy. Improvements exist in areas of usability, features and other optimizations that can be further explored in future research.

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Yes / Assess feasibility, acceptability and costs of delivering a physically active lessons (PAL) training programme to secondary school teachers and explore preliminary effectiveness for reducing pupils' sedentary time. Secondary schools in East England; one school participated in a pre-post feasibility study, two in a pilot cluster-randomised controlled trial. In the pilot trial, blinding to group assignment was not possible. Across studies, 321 randomly selected students (51% male; mean age: 12.9 years), 78 teachers (35% male) and 2 assistant head teachers enrolled; 296 (92%) students, 69 (88%) teachers and 2 assistant head teachers completed the studies. PAL training was delivered to teachers over two after-school sessions. Teachers were made aware of how to integrate movement into lessons; strategies included students collecting data from the environment for class activities and completing activities posted on classroom walls, instead of sitting at desks. Quantitative and qualitative data were collected to assess feasibility and acceptability of PAL training and delivery. Outcomes were assessed at baseline and ~8 weeks post-training; measures included accelerometer-assessed activity, self-reported well-being and observations of time-on-task. Process evaluation was conducted at follow-up. In the feasibility study, teachers reported good acceptability of PAL training and mixed experiences of delivering PAL. In the pilot study, teachers' acceptability of training was lower and teachers identified aspects of the training in need of review, including the outdoor PAL training and learning challenge of PAL strategies. In both studies, students and assistant head teachers reported good acceptability of the intervention. Preliminary effectiveness for reducing students' sedentary time was not demonstrated in either study. No evidence of preliminary effectiveness on the primary outcome and mixed reports of teachers' acceptability of PAL training suggest the need to review the training. The results do not support continuation of research with the current intervention. ISRCTN38409550.

Yes / A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. Methods: 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two—dominated by maths and English—were less active than lesson three. Break and lunch were the most active segments. Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA. / This research was funded by Redcar and Cleveland Borough Council.

Yes / This paper explores teachers’ educational values and how they shape their judgements about physically active learning (PAL). Twenty one teachers from four primary schools in Norway participated in focus groups. By conceptualising PAL as a didaktikk approach, the findings indicated that teachers engaged with PAL in a way that reflected their professional identity and previous experiences with the curriculum. Teachers valued PAL as a way of getting to know pupils in educational situations that were different from those when sedentary. These insights illustrate how PAL, as a didaktikk approach to teaching, can shift teachers’ perceptions of pupils’ knowledge, learning, and identity formation in ways that reflect the wider purposes of education. The paper gives support to a classroom discourse that moves beyond the traditional, sedentary one-way transfer of knowledge towards a more collaborative effort for pupils’ development. / This work was supported by Norwegian Directorate for Higher Education and Skills: [Grant Number 2019-1-NO01-KA203-060324]. The authors of this manuscript were supported and funded by the European Union ERASMUS+Strategic Partnership Fund as part of the Activating Classroom Teachers (ACTivate) project.

Yes / The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' values and beliefs about PAL; 2) influence of school context; 3) influence of the national policy context and; 4) managing teacher dissonance when using PAL. Use of PAL was related to teachers' values and beliefs and the degree to which these aligned with the context of the school and the wider educational system. The findings underline the importance of addressing teachers’ competence, opportunity and agency to use PAL in different contexts. / The authors of this manuscript were supported and funded by the European Union ERASMUS + Strategic Partnership Fund as part of the Activating Classroom Teachers project, ACTivate (Grant no 2019-1-N001-KA203-063024).