TECHNOLOGICAL PLATFORMS FOR TEACHING PE & HEALTH

a. Social media

Social media lends itself to a multitude of applications in the academic setting. More
students than ever are engaging with their peers, seeking information, and reaching out for
academic support over social media.
Social media is a communication tool that allows users to interact with, and contribute to,
content online. It includes popular online social networks such as Pinterest, Twitter,
Instagram, YouTube, and Facebook, with new platforms emerging. Although social media
has a large presence in news and entertainment, when used in the learning setting for
educational purposes it has the potential to facilitate communication, augmenting the student
experience and improving outcomes, by:
 Encouraging interaction and engagement among students
 Nurturing a student-centric learning setting
 Extending the learning environment beyond the classroom
 Facilitating the flow of information between students, faculty, and the campus
community
Here are some ideas for ways instructors can use social media as a teaching and learning
tool:
 Use Twitter to hold a real-time course discussions that include remote learners.
 Encourage students to create course-specific, virtual study groups over social media.
This enables students to share information about upcoming assignments, coordinate
in- person student groups, or comment privately about course related issues.
 Complete a collaborative assignment over social media.
 Connect with other students or campus organizations over Facebook to learn about
co- curricular activities.
 Keeping remote collect students connected: Virtual student unions provide
communities for online learners

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  Stay informed about a variety of campus events by following specific campus groups
over Facebook or Twitter.
 Facilitate a class discussion over social media in place of an LMS discussion board
(e.g. Canvas discussion board), posting questions on a course specific social media
account, inviting students to respond to the prompt, and add to the conversation.
 Create an assignment that requires students to connect with social media content to
complete.
 Disseminate research findings and course information through a popular social media
platform.

Citations retrieved from The impact of social media on the dissemination of research: results
of an experiment. Social Media in the Classroom: Opportunities, Challenges &
Recommendations, Tara Coffin & Janice Fournier, UW Information Technology)

b. Virtual classes

Virtual education refers to teaching and learning in an environment in which the teacher
and student are separated by time or space, or both, and the course content is available to the
student via the internet. Studies say that teaching in an online setting can be more demanding
than a traditional teaching job (Archambault, 2010; Young, 2010).
However, the increasing options for better implementation of online teaching isnow in
our fingertips. Here are some virtual class application that every educator can easily use.

Zoom App. Zoom helps universities and schools improve student outcomes with secure video
communication services for hybrid classrooms, office hours, administrative meetings, and
more. Its features includes:
 Enhanced collaboration features. One-click content sharing, real-time co-annotation,
and digital whiteboarding.
 Accessibility for all learners. Ensure that everyone can participate equitably with
closed captioning and keyboard shortcuts.
 Session recording and transcription. Record classes and lessons to allow students to
learn at their own pace.

Google Meet. It is an app connected to GSuite. Its features includes:

 Simple scheduling, easy recording, and adaptive layouts help people stay engaged
and connected.
 Screen sharing with participants. Present documents, slides, and spreadsheets by
showing your entire screen or just a window.
 Host large meetings. Invite up to 250 internal or external participants to a meeting.
 Join from your phone. Use the Google Meet app to join a video call, or join audio-
only by calling the dial-in number in the meeting invite.
 Take control. Meetings are safe by default. Owners can control who can join the
meeting; only people approved by the meeting owner can enter.
 Broadcast events. Live stream events such as town halls and sales meetings for up to
100,000 viewers within your domain.

Microsoft Teams. It is an app under Microsft360. Its features includes:

 Video conferencing. Make meetings more personal and increase your productivity by
collaborating in real time.
 Screen sharing. Keep everyone on the same page by sharing your screen so they can
see the same content.
 Custom backgrounds. Create the perfect virtual setting by choosing, uploading, or
blurring your background.
 Together mode. Digitally sit in a shared background, making it feel like you’re in the
same room with everyone else.1

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 c. Computer games
Exergaming. In a literature review on computer and video games in physical and health
education written by Papastergiou (2009), there was support within the literature that
computer and video games can have benefits to physical education. While exergaming is not a
new concept, videogames such as DDR and the Wii have revolutionized exergames as means
to enhance physical activity levels. The latest definition as defined on the Interactive Fitness
and Exergaming wiki (www.exergaming.pbworks.com) states that Exergaming is the positive
exertion-experience‘ gained by combining exercise and multimedia gaming (software and
hardware) (Coshott, Thin, & Young, 2009).
Positive gains to elevating the heart rate levels and increasing energy expenditure have
been shown in a variety of studies using Dance Dance Revolution (DDR), a wellknown dance
simulation game by Konami Corporation (http://www.konami.co.jp), where the player is
required to dance to a variety of songs, guided by watching scrolling 54 directional arrows on
the screen, which correspond to arrows on the pad that he/she has to step upon in
synchronization with the music.
The use of exergaming in schools to enhance physical education and physical activity
among students has been encouraged. Pilot studies done by Borja (2006) and O‘Hanlon
(2007) indicate the potential benefits of exergaming with students who are overweight and
unmotivated. Exergames boosted their confidence levels and engaged them in cardiovascular
exercises that helped them lose weight (Borja, 2006; O‘Hanlon, 2007).
The research suggests exergames have the following benefits:
(a) helping populations who most need them, such as overweight children and
adolescents, improve their physical condition,
(b) enjoyable tools for complementing traditional PE activities,
(c) increasing the motivation to exercise,
(d) promoting physical activity,
(e) improving fitness levels,
(f) favoring an understanding of physiological concepts and movement principles,
(g) enhancing motor skills,
(h) sport-specific training,
(i) accommodating of both low- and high-ability students by offering several difficulty
levels,
(j) allowing selfpractice in a less threatening and competitive environment than that of
traditional teambased PE activities, and
(k) promoting social interactions and teamwork through multiplayer modes
(Papastergiou, 2009).

d. Gamification
Sport Video Games. With exergames emerging and providing children with motivational
and movement opportunities that produce fitness and health benefits, other video games may
55 assist in knowledge and motor acquisition (Papastergiou, 2009). Virtual reality games or
simulation games have been used to engage students in an activity that may not be feasible in
the gym or to practice an activity they are learning about in class. Research exploring sport
video games demonstrate effective acquisition of the actual skills when the players can sense
the execution of the skill instead of just observing it (Fery & Ponserre, 2001). Fiorentino-
Holland and Gobbone (2005) use the Virtual Gym, a software that simulates actual game play
to which students must respond physically, to promote physical activity, enhance motor skill
proficiency, and broaden their understanding on movement concepts and principles. Hayes
and Silberman (2007) echo the potential benefits of sport video games for physical education.

e. Flexible Learning System

Flexible learning is a state of being in which learning and teaching is increasingly freed
from the limitations of the time, place and pace of study. But this kind of flexibility does not
end there. For learners, flexibility in learning may include choices in relation to entry and exit

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points, selection of learning activities, assessment tasks and educational resources in return
for different kinds of credit and costs. And for the teachers it can involve choices in relation
to the allocation of their time and the mode and methods of communication with learners as
well as the educational institution. As such flexible learning, in itself, is not a mode of study.
It is a value principle, like diversity or equality are in education and society more broadly.
Flexibility in learning and teaching is relevant in any mode of study including campus-based
face-to-face education.
Retrieved from https://www.tandfonline.com/doi/full/10.1080/01587919.2017.1371831

Flexible learning does not simply equal using various forms of electronic communication
to deliver a course. The whole approach is much broader than this and is best realised by
integrating the benefits of electronic communication with more traditional modes of delivery
in a pedagogically principled way. Modes of flexible learning include: websites with
interactive content and/or chat rooms, discussion boards, CD-ROMs, broadcast video,
teleconferencing or videoconferencing.
Other flexible learning modes include

MODE OF DELIVERY TYPE OF INTERACTION

Synchronous online Teacher and student interaction- during virtual
class discussions/presentation of outputs
Asynchronous online Student and learning content interaction/student-
student interaction- watching video clips, posting
comments/insights
Asynchronous offline Student and learning content interaction-working
on course module worksheets and PBL task
sheets, studying PPTs and study outlines

While the potential uses of technology will continue to expand in the areas of
instruction, monitoring, data recording, video, and communications, one may ask whether or
not physical education teachers will be able to apply and model these technologies in practice.

DEVELOPMENT OF INSTRUCTIONAL MATERIALS USING TECHNOLOGY

1. Development of CAI
Computer-assisted instruction (CAI) allows students to proceed at a rate that is
appropriate and meaningful to them. There are several kinds of CAI software available for use
in health and physical education programs. They include the following:
■ Drill and practice (e.g., learning the names of muscles or rules of a sport)
■ Tutorials (e.g. learning the parts of the heart and taking one’s pulse)
■ Programmed instruction (e.g., learning the key elements of a tennis serve and
volley, one step at a time)
■ Educational games (e.g., learning the rules of football while playing a simulated
game)
■ Simulations (e.g., determining the effects of alcohol consumption at a party)
(Mohnsen, 1995)

According to Alessi (1985) the successful computer-assisted instruction must include

the following four activities:
(1) information is presented or skills are modeled;
(2) the student is guided through initial use of the information or skills;
(3) the student practices until familiarity or fluency is gained; and
(4) student learning is assessed.
The CAI lesson may serve any combination of the four phases, however, when the
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computer is responsible for total instruction, it is important that all four phases be included.

Furthermore, Alessi (1985) also categorized the CAI lesson into five major types:
tutorials,drills,simulations, games, and tests. One of the first uses of the computer in
education was for drill and practice. Using the computer for drill and practice activities
provides several advantages over the traditional method. Probably the most obvious
advantage of computer drill and practice is that students can receive immediate feedback
to their responses. Feedback

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during computer assisted instruction helps to promote retention of material presented. In a
drill and practice CAI lesson the learners are practicing the use of knowledge or skills that
have been previously acquired. In tutorial CAI lessons the student is given information to
assist with the attainment of new knowledge and skills. A well-designed computer tutorial can
offer opportunities for the student to interact with the material being presented. Tutorials are
used in almost every subject area from the humanities to the social and physical sciences.
They are appropriate for presenting factual information, for learning rules and principles, or
for learning problem-solving strategies (Gagne et al., 1981).
Evaluation of the instructional procedures incorporated into the courseware is based
on the accepted and proven principles of instructional design. This aspect of courseware
evaluation responds to the general question of how the courseware is designed to optimize
learning within a CBI format and is based on the instructional design principles. Finally, the
evaluation should take into account the instructional management features of the courseware.

2. Use of instructional videos

Instructional videos can help students learn at their own pace and free up time for
teachers to support students individually.Videos can be an effective tool in your teaching tool
kit. When incorporating videos into a lesson, it’s important to keep in mind the three key
components of cognitive load, elements that impact engagement, and elements that promote
active learning. Luckily, consideration of these elements converges on a few
recommendations:
• Keep videos brief and targeted on learning goals.
• Use audio and visual elements to convey appropriate parts of an explanation; make
them complementary rather than redundant.
• Use signaling to highlight important ideas or concepts.
• Use a conversational, enthusiastic style to enhance engagement.
• Embed videos in a context of active learning by using guiding questions, interactive
elements, or associated homework assignments

These instructional videos are often called multimedia. The pedagogical strength of
instructional multimedia is that it uses the natural information processing abilities that we
already posses as humans. Our ear and eyes, in conjunction with our brain, form a formidable
system for transforming meaningless sense data into information. The old saying that” a
picture is worth a thousand words” often understates the case especially with regard to
moving images, as our eyes are highly adapted by evolution to detecting and interpreting
movement. The major challenge in designing instruction through multimedia is, therefore, the
choice of media and their application for optimising human learning with respect to the
learning objectives.

Multimedia courseware development process is the systematic approach to the analysis,

design, development, implementation and evaluation of learning materials. Instructional
design aims for a learner-centered rather than the traditional teacher-centered approach to
instruction, so that effective learning can take place. There appears to be an increasing
realization by teaching faculty that in particular situation, multimedia courseware can offer a
pedagogical improvement on traditional teaching methods by providing the learners with
following advantages:
• Exercise more effectively & efficient control over their own learning
• Secure real time assessment & feedback
• Secure more information on their own learning
• Obtain situational appropriate learning assistance
• Obtain more individualized learning assistance

3. Utilization of LMS

Web-based learning management systems (LMS) have transformed the potential for
teachers to present subject specific content to learners in synchronous and asynchronous
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formats. Reaching the new generation of learners in online and distance formats, educators
have

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greater access to tools and technologies that facilitate content organization, delivery, and
interactive modalities. Considering this platform, educators are also confronted with the new
and dynamic nature of establishing not only meaning interactions between student and
content, but also student-to-student and student-to instructor interactions.

E-learning. The link between distance learning and telecommunications is becoming even
stronger, yielding new solutions to old problems, innovative educational resources and new
teaching/learning practices. One of the most innovative and promising outcomes of this
relationship is e-learning and online education, notably a process whereby teachers and
students are linked up in an electronic media/computer network.
The concept of e learning and how it relates to effective use of ICT is critically
important for teacher education, because it places the focus firmly where it should be - jointly
on pedagogy and the new ICT. The term e-learning, or learning via electronic media, nicely
combines this twin concept: first, the changing focus of pedagogy to learning and, second, the
new technologies stretching beyond the walls of the traditional classroom. In other words,
elearning for teacher development is learning about, with, and through all electronic media
(i.e., ICT) across the curriculum to support student learning. ICT is the means, and e-learning
and the effective integration of pedagogy and ICT constitute the goal. There are a number of
benefits to e-learning.

4. Blogging

Blogs or classroom web logs are becoming increasingly popular with teachers and teacher
education. Many experts predict that blogs will eventually become more successful teaching
tools than web sites. A blog is a web page made up of usually short, frequently updated posts
that are arranged chronologically-like a “what’s new” page of a journal. The contents and the
purposes of blogs vary greatly from links and commentary about other web sites to news
about a company/person/idea, photos, poetry, mini-essays, project updates, even fictions. A
crucial blog mission is to link to other web sites, or, sometimes even other blogs. Many blogs
are personal. Others are collaborative efforts based on a specific topic or an area of mutual
interest. The use of blogs in instructional settings is limited only by one’s imagination. There
are many ways teachers can use blogs, some of them include content-related blog, networking
and personal knowledge sharing, instructional tips for learners, course announcements and
readings, annotated links etc., most importantly for the purpose of knowledge management.
Learners can also take part in blogs by reflective writing, assignment submission,
collaborative work, e-portfolios and sharing course related resources. For teachers, blogs are
attractive because it needs little efforts to maintain, unlike more elaborate classroom web
sites. Teachers can build a blog or start a new topic in an existing blog by simply typing text
into a box and clicking a button. Such ease of use is the primary reason to predict that blogs
are more successful teaching tools than web sites.

5. Stages of Web Development Continuum in Teaching & Learning System

A framework of use of the Web has been suggested as continuum approaches. These
levels represent continuum from basic occasional use to advanced continual use. They are: (1)
informational, (2) supplementary, (3) complimentary (4) hybrid and (5) total.
Level 1: Information Web Use. The informational level of Web use is the most common
and easiest to manage. Informational Web use consists solely of providing relatively stable
information to the student. Typically, this information is administrative in nature and may not
convey course content directly. Students may access this information from time to time
during the course for reference purposes, but they would not be expected to review it on a
frequent basis.

Level 2: Supplementary Web Use.The supplemental level of Web use is becoming more
common, is more useful than the informational level and is only slightly more difficult to

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manage than the information level. The key difference between Level Two and Level One is
that the supplemental level actually provides course content information for the learner. As
the name suggests, however, this information is not critical to the course; it is intended as an
addendum to the core content. Level Two consists of the instructor placing course notes and
other handouts on the Web.

Level 3: Complimentary Web Use. Essential refers to the fact that the student cannot be
a productive member of the class without regular Web access. The essential level of Web use
is still fairly uncommon today. At this level, the student obtains most, if not all, of the course
content information from the Web. At this level, one might think, for lack of a better example,
of the Web replacing textbook in the course.

Level 4: Hybrid Web Use. The communal level of Web-based instruction is only just
beginning to receive widespread use. At this level, classes meet face-to-face and online.
Course content may be provided in an online environment or in a traditional classroom.
Ideally, students generate much of the course contents themselves. This level goes beyond
basic HTML and requires the use of other online tools, such as Internet chat, bulletin boards
and perhaps one- and two-way desktop video.

Level 5: Total Web Use. At this level all of the course content and course interactions
occur online., this level should be seen as a sophisticated, constructivist virtual learning
community. While it may include some degree of traditional content presentation, student
practice, feedback and assessment practices found in traditional distance instruction, it is
often comprised of learner-centered, constructivist pedagogues. At this level, both instructor
and students must have a high level of technical expertise and sophisticated learning
strategies.

DEMONSTRATION TEACHING USING ICT

ICT's features in education and in learning-teaching process

In the classroom, some ICT's facilities can be applied for discussing its role in the
learning-teaching process as a static source of information for finding sources needed for
teaching(e.g. an aerial photo or map), dynamic interactive plication and discussions between
people based on the theory of constructivism consciously, relationship between class with
class for engaging students for co-op in plans, communication between person and person in
electronic relations, communication between person (or class) with the world and problem
resolution on the internet (Zoufan & Lotfi Pour, 2001).

Of other features of ICT with regards to its role in the learning-teaching process, one
can refer to the following cases:

A) Developing problem solution skills: during participation in curricular activities,

learners arrive at this point that ICT could provide unique opportunities for the creation of
problem solutions to instructors while preparing and outlining non-liner, interactive and
information situations.

B) Developing the power to decide: The ICT environment provides the learner with
suitable options from the perspective of audio and vision content as well as animation, color,
time of learning, choosing complementary sources of learning and interaction with other
classmates within the learning and teaching process. Thus, the learner will be able to develop
sense of continuous decision making.

C) Developing sense of curiosity and creativity among instructors: In order to

develop the sense of curiosity among students, they should be familiarized with new
situations; hence ICT allows this and serves as a learning facilitator for the issue of education.

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 D) Using discussion and conversation method in the discussion conference and the
simulation method and role play and designing some forms of oral and written evaluations

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within a virtual environment: Of ICT's features, we can refer to the fact that ICT helps learning
and teaching (Azimi & Seraji, 2011).

Guidelines for Appropriate Use of Instructional Technology in Physical Education

This document outlines four key guidelines to ensuring its proper use in relation to
national standards and developmentally appropriate instruction:

Guideline 1: The use of instructional technology in physical education is designed

to provide a tool for increasing instructional effectiveness.

Instructional technology is one of many tools that can enhance the presentation of
content and convey information to students. It is, however, merely a tool, which physical
educators should use only in conjunction with effective instruction. The Internet,
“podcasts”(Apple, 2009) and “wikis” (Leuf & Cunningham, 2001) can provide a wealth of
information to students, allowing them to receive instruction through portable media devices.
These information-delivery systems have expanded the information available far beyond
school libraries. To implement them adequately, though, physical educators must use these
resources in conjunction with careful monitoring. Providing students with instruction
concerning Web sites’ content validity and helping them develop the skills to evaluate the
accuracy of electronic information is vital. Ensuring that students understand the difference
between sources that have put procedures into place for monitoring content validity and those
that have not is necessary for guiding them toward obtaining correct information. Technology
such as projection systems, smart boards and wireless transmission (WiFi and Bluetooth)
allow for the display and transfer of information far beyond the traditional chalkboard.
Teachers can enhance physical education instruction by using those tools, provided that set-up
and/or implementation doesn’t reduce student activity time. Planning and preparing
effectively in advance of lesson presentation is necessary to ensure that these valuable tools
become an integrated part of the lesson with minimal transition time and management.
Physical educators must consider which types of physical activity monitoring devices are
suitable for students’ developmental levels. Using technology to monitor children’s heart rate
and comparing the data to adult ratios, for example, or having children use pieces of
equipment designed for adults can provide invalid information. Teachers should use these
tools to enhance instruction only if the data provided are accurate for the grade level to which
they are to be applied. Before developing and using hybrid online courses in physical
education, teachers should have adequate professional pedagogical knowledge for delivering
content in the online environment, and their course design should contain interactive
communication versus stand-alone content. Appropriate practice in physical education should
include activities aligned to student learning expectations and that fit students’ developmental
levels, and content aligned to standards. Using technology for technology’s sake might not
provide relevant instruction experiences for students, since technology is not the curriculum
but rather a tool or device to supplement instruction.

Guideline 2: The use of instructional technology in physical education is designed

to supplement, not substitute for, effective instruction

With the infusion of technology into our lives, turning physical education classes into
video arcades or health clubs remains a primary concern. When used in physical education,
exergaming can provide a gateway toward exposing students to new types of lifetime physical
activities and can foster enjoyable physical activity experiences. Exergames can serve as a
means for providing physical activity options to students and as a supplement to physical
fitness instruction to support curricular objectives. Merely placing active games, treadmills,
ellipticals or other pieces of technology or equipment in gymnasiums and having students
participate with minimal instructor interaction or integration of content objectives creates
opportunities that resemble recreation more closely than physical education. Monitoring
students’ physical activity levels with pedometers or heart rate monitors can provide valuable
data concerning exercise intensity and/or duration, but it doesn’t provide instruction
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concerning what levels of

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physical activity are appropriate for developing health-enhancing physical fitness.
Online courses should offer the type of interactive student/teacher exchange that
occurs in the face-to- face classroom, through use of blogging, chats and/or e-mail.
Course delivery technology is designed to supplement the teacher’s instruction, not
serve as the mode for all instruction. Physical educators, therefore, must include
instructional components when using technology to develop fitness. Providing
instruction on recommended levels of physical activity applicable to students’ age,
including journaling activities and providing assessment of outcomes should form an
integrated component of technology use.

Guideline 3: The use of instructional technology in physical education

should provide opportunities for all students, versus opportunities for few.

When implementing technology, teachers must continue to adhere to the best

practice of maximizing participation and success. All students – not only a few −
should benefit from technology. If not enough heart rate monitors, pedometers,
exergames and/or computers are available for all students to use them
simultaneously, teachers should implement station or circuit formats. Note: Allowing
students to be eliminated during exergaming sessions or using exergames as rewards
conflicts directly with appropriate-practice guidelines for physical education
(National Association for Sport and Physical Education, 2009a, 2009b, 2009c).
Adopting appropriate practices when using technology provides opportunities for
students with equal access, maximum participation and minimal wait time and uses
activities in which students participate without being eliminated based on skill level.

Guideline 4: The use of instructional technology in physical education

can prove to be an effective tool for maintaining student.

Using technology to manage student data can provide valuable information

to the teacher, parent and student regarding student progress toward program
standards and objectives. Desktop programs such as Microsoft Excel, and Web and
CD-ROM software can allow for the collection of data using hand-held computers,
with the ability to transfer results to desktop systems quickly. Those technologies can
help physical educators determine assessment performance quickly and easily
through calculation formulas, and allows them to create and customize individualized
fitness plans, as well as offering many other uses. Motion- analysis software and
digital video make student performance evaluation easier, thereby enhancing teacher,
peer and individual assessment. Many pieces of technology, such as heart rate
monitors, pedometers and active games, have the ability to track performance,
allowing students to document and monitor their progress. However, physical
educators must consider the reliability and validity of such devices when selecting
the technologies to use. Students also should be well-versed in using the devices, to
prevent an increase in management time and a reduction in student activity levels. To
manage student data effectively, it’s important that the teacher spend time using the
technology before introducing it into the classroom, and provide effective instruction
to students about how to use the technology. That will help ensure that the
technology doesn’t interfere with achieving lesson objectives. Implementing
technology appropriately into physical education can enhance teaching and learning
and contribute to providing a quality physical education program. Technology can
aid in content presentation and can help students becoming physically educated
individuals who have the knowledge, skills and confidence to enjoy a lifetime of

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physical activity.

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