Background: Levels of physical activity are thought to decline from childhood to early adulthood. Understanding the level of physical activity and its associated factors among undergraduate students is critical to promote health benefits and reduce their risk for certain diseases. Objectives: This study aimed to identify the factors that are associated with the level of physical activity among undergraduate students. Methodology: In this cross-sectional, observational study, the physical activity of 489 undergraduate students enrolled in the University of the Philippines Manila was measured. Physical activity was measured using the Global Physical Activity Questionnaire Version 2. Multiple linear regression was done to analyze the association between physical activity and variables including age, sex, belonging to degree-granting units that do clinical placements, year level, current enrolment in physical education course, and membership in sportsrelated organization. Results: Students were, on average, physically active 112 minutes per day and sedentary 536 minutes per day. Enrolment in a physical education course (B 79, 95% CI 44 to 115), membership in sports-related organization (B 105, 95% CI 54 to 157), and sedentary time (B -0.13, 95% CI -0.19 to -0.07) were associated with the level of physical activity. These three variables explained 10% of the variance in physical activity. Conclusion Undergraduate students were physically active but spent most of their day sedentary. Physical activity was associated with enrolment in a physical education course, membership in a sports-related organization, and sedentary time. Results of this study could inform decisions on strategies to facilitate active lifestyles for students to carry over healthy physical activity habits into adulthood.
Exercise ; Students

Background: The shift to online learning during the COVID-19 pandemic has caused students to experience several challenges in their academic lives. A strategy that may assist in mitigating these challenges and facilitating students' positive adaptation to online learning is the promotion of self-regulated learning (SRL). However, SRL is underexplored in the context of health sciences students. Objectives: This study aimed to describe the extent and examine the nature of SRL of allied health students in a fully remote learning environment. Methodology: This is a cross-sectional online survey study. Data were collected online using Qualtrics. Descriptive statistics and confirmatory factor analysis were used to determine the extent and nature of SRL, respectively. Results: Responses from 241 participants show that students had a mean self-regulated learning score of 82.80 out of 120 (SD=12.68). Of the dimensions of SRL, students had higher scores in environmental structuring, time management, and self-evaluation than the other dimensions. A six-factor second-order model of self-regulation showed adequate model-data fit (χ2=673.88, CFI=0.95, TLI=0.95, SRMR=0.09, RMSEA=0.09 [90% CI=0.08-0.09]). Conclusion Health science students showed a high level of SRL; SRL for these students is adequately measured using the six dimensions of goal setting, environmental structuring, tasks strategies, time management, help seeking, and self-evaluation. The results indicate the value of understanding the extent and nature of SRL as a first step in planning strategies to support learning and student success in remote environments.
Surveys and Questionnaires

Background: The shift to online learning during the COVID-19 pandemic has caused students to experience several challenges in their academic lives. A strategy that may assist in mitigating these challenges and facilitating students' positive adaptation to online learning is the promotion of self-regulated learning (SRL). However, SRL is underexplored in the context of health sciences students. Objectives: This study aimed to describe the extent and examine the nature of SRL of allied health students in a fully remote learning environment. Methodology: This is a cross-sectional online survey study. Data were collected online using Qualtrics. Descriptive statistics and confirmatory factor analysis were used to determine the extent and nature of SRL, respectively. Results: Responses from 241 participants show that students had a mean self-regulated learning score of 82.80 out of 120 (SD=12.68). Of the dimensions of SRL, students had higher scores in environmental structuring, time management, and self-evaluation than the other dimensions. A six-factor second-order model of self-regulation showed adequate model-data fit (χ2=673.88, CFI=0.95, TLI=0.95, SRMR=0.09, RMSEA=0.09 [90% CI=0.08-0.09]). Conclusion Health science students showed a high level of SRL; SRL for these students is adequately measured using the six dimensions of goal setting, environmental structuring, tasks strategies, time management, help seeking, and self-evaluation. The results indicate the value of understanding the extent and nature of SRL as a first step in planning strategies to support learning and student success in remote environments.

OBJECTIVE: Circuit class therapy is a cost-efficient model of treatment that can be beneficial in a setting with limited resources. Current literature has conflicting results regarding which is a more effective approach to stroke rehabilitation: focusing on functional training or on improving impairments. This pilot study provides preliminary information comparing the effects of a task-oriented versus an impairment-focused circuit class therapy on walking ability among patients with chronic stroke. METHOD: Eighteen participants with a single episode of chronic stroke and limited mobility were randomized into task-oriented circuit class (task group) (n=9) and impairment-focused circuit class (impairment group) (n=9). Both groups underwent intervention thrice a week for four weeks. Blind examination was done using the Ten Meter Walk Test for comfortable gait velocity (CGV) and fast gait velocit(FGV), Time Up and Down Stairs (TUDS), and Six Minute Walk Test (6MWT). RESULTS: All participants completed the treatment sessions without adverse effects. After four weeks of treatment, the task group showed statistically significant within-group change in CGV (0.12±0.08, p=0.003) and FGV (0.25±0.22, p=0.007). The impairment group only showed statistically significant improvement in 6MWT (25.80±31.2, p=0.038). There were no statistically significant changes between the groups in all outcome measures. CONCLUSIONS The preliminary data from this pilot study suggest either program can improve walking-related outcomes and may not be different, although this needs to be confirmed using an appropriately-powered trial.

Background and Objectives: The effects of home or community-based interventions in increasing physical activity in youth with intellectual disabilities are yet to be known. Such information is important in designing the care for this population because of their increased susceptibility to lifestyle diseases that affect their quality of life. This study aimed to determine the effectiveness of home or community-based interventions in increasing physical activity levels in youth with intellectual disabilities. Methodology: Eight databases were searched to identify intervention studies available in English that investigated the effects of home or community-based interventions on physical activity levels in youth with intellectual disabilities. Data were analyzed using descriptive statistics and meta-analysis using a random effects model. Effect sizes were calculated as standardized mean differences with 95% confidence intervals. Results: Six randomized controlled trials were included in this review. Home or community-based interventions had a small effect in improving physical activity levels in youth with intellectual disabilities. These effects did not reach statistical significance for physical activity levels (d = 0.33; CI = -0.11 to 0.78; p = 0.14), number of steps per unit of time (d = 0.23; CI = -0.23 to 0.68; p = 0.32), and time spent inactive (d = 0.15; CI = -0.29 to 0.60; p = 0.50). Conclusion Home or community-based interventions may be effective in increasing physical activity levels in youth with intellectual disabilities. Further research with homogeneous outcome measures and larger sample sizes need to be conducted to build on the results of this review.
Intellectual Disability ; Exercise ; Child ; Adolescent

Background: Wellness programs can be implemented in a university setting and may include varied elements such as physical activity, occupational balance, and vocal health. However, there is limited information that highlights and synthesizes why and how these programs work. Therefore, this study aimed to understand effective programs on physical activity, occupational balance, and vocal health for university constituents in relation to the implementation contexts, mechanisms, and outcomes (CMO). Methodology: Guided by the Health Belief Model in the context of a realist review design, the researchers conducted an iterative search among seven peer-reviewed electronic databases in the health and education fields using a predetermined set of eligibility criteria. Results: The search identified 6564 records, of which programs from 20 records contributed to data synthesis. Nine CMO statements were created, with physical activity programs accounting for most configurations. Key themes identified were tailored and individualized interventions, medium-term incentivization, lifestyle education programs utilizing information and communications technology, interdisciplinary multi-component programs, use of self-monitoring strategies, social support, and shared experiences among employees and students. Analysis of the mechanisms of these effective university programs revealed processes and structures that were consistent with elements of the Health Belief Model. Conclusion Effective university-based PA programs result from a health-supporting culture among staff and students, utilizing self-based, technological, and social approaches that target and address individual and organizational behaviors in physical activity, occupational balance, and vocal health. This realist review provides practical information that may guide the development of university-based programs and policies targeting these areas of wellness.
Exercise ; Work-Life Balance