Emily M D'Agostino
Dados Biográficos
| ID | 4545065 |
|---|---|
| NOME | Emily M D'Agostino |
| PRENOMES | Emily M |
| SOBRENOME | D'Agostino |
| ASSINATURA | AGOSTINO E M D |
| AFILIAÇÕES | Department of Family Medicine and Community Health, and Department of Population Health Science Duke University Durham North Carolina USA |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Digital Learning to Support Whole‐School Physical Activity Opportunities
BACKGROUND: Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist. CONTRIBUTIONS TO PRACTICE: This artic…
Promoting healthy trajectories for urban middle school youth through county‐funded, parks‐based after‐school programming
Ongoing pressure for public schools to prioritize academics has increased attention on after‐school settings as a critical space for social‐emotional learning (SEL). After‐school programs are uniquely positioned to build protective and promotive factors that contribute to positive future orientation, especially within communities where systemic inequities create barriers to high school graduation, higher education, employment, and earnings. This …
Virtual Physical Education During Covid-19
Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and…
Impact of change in neighborhood racial/ethnic segregation on cardiovascular health in minority youth attending a park-based afterschool program
Virtual Physical Education During Covid-19
Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and…
Impact of change in neighborhood racial/ethnic segregation on cardiovascular health in minority youth attending a park-based afterschool program
Impact of change in neighborhood racial/ethnic segregation on cardiovascular health in minority youth attending a park-based afterschool program
Promoting healthy trajectories for urban middle school youth through county‐funded, parks‐based after‐school programming
Ongoing pressure for public schools to prioritize academics has increased attention on after‐school settings as a critical space for social‐emotional learning (SEL). After‐school programs are uniquely positioned to build protective and promotive factors that contribute to positive future orientation, especially within communities where systemic inequities create barriers to high school graduation, higher education, employment, and earnings. This …
Virtual Physical Education During Covid-19
Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and…
Digital Learning to Support Whole‐School Physical Activity Opportunities
BACKGROUND: Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist. CONTRIBUTIONS TO PRACTICE: This artic…
Medicine (3 obras) · Gerontology (2 obras) · Political science (2 obras) · 2019-20 coronavirus outbreak (1 obras) · Anxiety (1 obras) · Body mass index (1 obras) · Cerebral Palsy and Movement Disorders (1 obras) · Children's Physical and Motor Development (1 obras) · Computer Science (1 obras) · Coronavirus disease 2019 (COVID-19 (1 obras)