To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.

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The present study examined whether physical activity participation between Pokémon GO users was different from that of non-users. Participants' perceptions of the game in terms of promoting physical activity were also evaluated. A total of 393 college students (Female=175, age M=19.03, SD=2.04) took an online survey that measured user activity, perceptions on the game, and recalled physical activity participation. The participants were classified as non-users (n=227, 79.1%), non-active users (i.e., playing less than 30 min a day, n=24, 8.4%), and active-users (i.e., playing more than 30 min a day, n=36, 12.5%). Most users agreed that playing the game had a positive impact on their physical activity level. However, the non-active users and the active-users walked significantly less than the non-users did, and the non-users also had higher overall physical activity participation levels. Most Pokémon GO players perceived that the app made them more physically active, although they still walked less than non-players did. There may be pre-existing differences in the physical activity patterns between the users and the non-users. Health promotion professionals may encourage sedentary individuals to use this game to promote physical activity.

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Background. The current study examined a peer education program aimed at increasing physical activity participation and promoting fitness and balance among adults with intellectual disabilities (ID). Methods. Twenty-two individuals (N Male=13, N Female=9, Mean age=26.7) with ID participated in exercise and education sessions two days a week for 6-weeks. Pre- and post- tests were implemented. Results. Participants significantly reduced their waist circumference, t(18)=1.83, p<.05, increased physical activity participation, t(10)=3.62, p<.001, and improved their performance on sit-to-stand test, t(17)=4.78, p<.001, and balance test, t(18)=1.76, p<.05,. No significant changes on BMI, hand grid test, and 6-minute walking test. Conclusion. Peer education shows promising effects on promoting physical activity, fitness, and balance among individuals with ID.