“Whole School Environmental Mapping Framework and Observation” in Preventing Childhood Obesity

Scanning for Obesogenicity of Primary School Environments in Tshwane, Gauteng, South Africa

“…Most of the schools included in this study did not have educational materials on nutrition and exercises, the schoolchildren did not engage in exercises, the teachers were not knowledgeable about exercises, and the tuck shops did not comply with the DBE Guidelines for Tuck Shop Operators. In Malaysia, a school environmental mapping framework based on the ANGELO framework was conducted [26]. Most Malaysian schools adhered to the entire environmental mapping framework, especially in terms of the physical environment.…”

Behavioral Program and Exercise Training for Older Persons: Effect on Cardiorespiratory Fitness

“…Similarly, their families and friends would have motivated The EBG participants, who contributed to increase in walking distance and this signifies that apart from a routine exercise programme, other modes of interventions are necessary to promote. The results from the role model sessions in the behavioural program put them in a positive reinforcement to perform a better walking performance (Majid, Danis, Sharoni, & Khalid, 2015). In these sessions, each participant had experienced a positive model by someone who shows the way, someone who supports in exercising or show the way to persist in spite of difficulties and how to get around obstacles in exercising at a later age.…”

Improving Pedestrian Environment and Traffic Sign System with the Participatory Design at Anuban Ranong School

“…One of the key lessons from the available research is that because of the limited cognitive abilities of children, particularly the very young, warnings need to be designed very differently as compared to those targeted at adults (Rice & Lueder, 2008) Therefore, signs or products for children should be designed with reliance on direct cooperation with end users such as students, teachers, and parents, suggest that some aspects of guidelines aimed at adult populations can be adapted for use with younger children, these include: 1 Making warnings "stand out" 2) Use pictorial symbols (pictograms) 4).Use bright colors to reinforce the safety message 5) Sign in the form of a superhero or animal (Kashler & Wogalter, 2008) (Waterson & Monk, 2014) Moura, Cambra & Gonçalves (2017) describe about walking activity, the walking is now gaining attention as a key factor in the promotion of healthier, environmental friendly and socially active communities, and purpose the key success of the pedestrian friendly environment has to be Connected, Convenient, Comfortable, Convivial, Conspicuous, Coexistence and Commitment. Majid, Danis, Sharoni & Khalid (2015) explain to the local environments influence of children's health-related behavior. There is increasing acknowledgment of the influence of local environments on children's health-related behavior.…”

“…Furthermore, signs should be designed using specific shapes, colors, and materials (Waterson, 2012) with interpretations for different perceptions based on cultural backgrounds, education, and age (Hashim, Alkaabi & Bharwani, 2014). Therefore, signs or products for children should be designed with reliance on direct cooperation with end users such as students, teachers, and parents, In addition, from several research showed that physical learning environment are importance of the school because effect to quality of learning (Shaari & Ahmad, 2016) and local environments influence of children's health-related behavior (Majid et al, 2015). Hence, the urban planners and designers prepare environmental of children and considering safety and security to decrease parents' anxiety can motivate children to choose active travel to school (Rezasoltani, Behzadfar & Said, 2015).…”