Background:This study evaluated the effect of a “move and learn” curriculum on physical activity (PA) in 3- to 5-year-olds attending a half-day preschool program.Methods:Classrooms were randomized to receive an 8-week move and learn program or complete their usual curriculum. In intervention classes, opportunities for PA were integrated into all aspects of the preschool curriculum, including math, science, language arts, and nutrition education. Changes in PA were measured objectively using accelerometry and direct observation.Results:At the completion of the 8-week intervention, children completing the move and learn curriculum exhibited significantly higher levels of classroom moderate-to-vigorous physical activity (MVPA) than children completing their usual curriculum. Significant differences were also noted for classroom VPA over the final 2 weeks.Conclusion:The results suggest that integrating movement experiences into an existing early childhood curriculum is feasible and a potentially effective strategy for promoting PA in preschool children.

nature publishing group short communications methods and techniquesThe prevalence of overweight and obesity among US children aged 5 years and under has more than tripled since the 1970's. Data from the 2007-2008 National Health and Nutrition Examination Survey (NHANES) indicate that 21% of children between the ages of 2 and 5 are overweight or obese (1). Low levels of physical activity (PA) are important contributing factor in the development and maintenance of obesity (2,3). However, methodological challenges related to the assessment of PA in young children have significantly hindered research efforts to quantify, understand, and promote PA in this population (4,5).Given the limitations of child and parent self-report instruments and the high cost and participant burden associated with other objective assessment methods, accelerometry has become a popular method for measuring PA in children under five (5,6). Indeed, over the last decade, a considerable amount of research has been conducted to establish the validity of accelerometry in preschool-aged children and to identify intensity-related count thresholds for estimating time spent in sedentary (SED), light, and moderate-to-vigorous PA (5,6). To date, however, no cut-points have been developed for toddlers (<3 years) and the question of whether intensity-related thresholds established for preschool-aged children are valid for toddlers has not been adequately explored in the research literature.Therefore, the aims of this study were to: (i) derive ActiGraph cut-points for SED, light, and moderate-to-vigorous PA (MVPA) in toddlers; and (ii) evaluate the predictive validity of the new toddler cut-points and cut-points developed for preschool-aged children in an independent sample of toddlers. Methods Participants and settingStudy participants were recruited in two waves from two licensed child care centers. The first wave of participants served as the validation and calibration sample and comprised 22 toddlers (14 girls, 8 boys) between the ages of 16 and 35 months (mean age = 2.1 years ± 0.4 years). The second wave of participants served as the cross-validation sample and comprised 18 toddlers (10 girls, 8 boys) between the ages of 16 and 35 months (mean age = 2.3 ± 0.4 years). None the participants had any limitations that restricted their participation in active play or structured PA. The protocol for this study was reviewed and approved by the Kansas The purpose of this study was to derive ActiGraph cut-points for sedentary (SED), light-intensity physical activity (LPA), and moderate-to-vigorous physical activity (MVPA) in toddlers and evaluate their validity in an independent sample. The predictive validity of established preschool cut-points were also evaluated and compared. Twenty-two toddlers (mean age = 2.1 years ± 0.4 years) wore an ActiGraph accelerometer during a videotaped 20-min play period. Videos were subsequently coded for physical activity (PA) intensity using the modified Children's Activity Rating Scale (CARS). Receiver operating characteri...

Loneliness and physical health status in older adults have been correlated strongly but the predictive direction is unclear. This study examined the relationship between personality, cognition, social network, and age modeled as predictors of loneliness in older Americans. Self-assessed health mediated the relationship. The sample consisted of 208 independently living individuals 60 to 106 years of age from the southern region of the United States. Model comparison revealed health did not mediate the relationship significantly but that self-reported loneliness itself mediated between personal characteristics and perceived health. Results indicate anxiety, frequency of telephone contact, and age, but not frequency of face-to-face contact with others or cognitive functioning, affect perceived loneliness. Perceived loneliness mediates the effects of anxiety, frequency of telephone contact, and age on self-assessed health. Feelings of loneliness decrease one's evaluation of physical well-being.

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Children spent approximately 30% of the preschool day in TPA. Providing more time outdoors and restructuring preschool activities from whole group to small group could increase the amount of TPA that children accumulate during preschool.

SCHOLARSHIPWe encourage readers to consider submitting papers that inform us of their work and interest in intergenerational program development, research, and policy. We welcome papers that reflect how intergenerational concepts can be integrated within multiple academic disciplines and can contribute to collaborative efforts within human service and community development initiatives. We look for submissions that examine a variety of research questions that will provide insights about intergenerational relations in formal and informal settings and that explore the social and global implications of this growing area of inquiry.ABSTRACT. Drawing upon Ryff's (1995) positive dimensions of wellbeing in older adulthood, this study investigated older adults' perceptions of well-being following participation in an intergenerational program. Specifically, we examined the relationship between age, years of volunteer service, and sense of well-being among older adults (n = 46; 55 to 100 years of age) participating in intergenerational programs at 10 sites in Midwestern, agriculturally based communities. Using a mixedmethods design, results revealed that older adults perceive a heightened sense of well-being from intergenerational interactions with youth. Older adults reported successful aging included staying active, not worrying Crystal N. Reisig and Bronwyn S. Fees are affiliated with Kansas State University. about one's problems, feeling young, and keeping up with the children and community. Adults aged 74-85 experienced significantly greater satisfaction and enjoyment than their older counterparts, particularly in anticipating working with youth and positive self-perception. No relationship emerged between years of involvement in the program and well-being. Implications for research and program development are discussed.

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