Strategies

Establish a break from the school day, typically before lunch, that involves planned, inclusive, actively supervised games or activities; also called semi-structured, or structured recess

Use individual-, group-, and community-level interventions to provide education, support, and training that can affect social norms about HIV and other STIs

Use a case management model for frail elderly patients living independently, coordinating aspects of long-term care (LTC) such as status assessment, monitoring, advocacy, care planning, etc.

Establish high deductible health plans paired with pre-tax medical expense accounts such as Health Reimbursement Arrangements (HRAs) or Health Savings Accounts (HSAs) and information tools

Provide tailored health information and assistance with decision making, behavior change, and emotional support via digital interactive programs

Provide chances for kids and adolescents to be active and play sports at various skill levels via structured or unstructured after and before school athletic activities

Assign homework or extra credit activities for physical education (PE) or health classes that require students to be physically active outside of school

Support a collaborative approach by a multidisciplinary team of professionals working to meet the full range of long-term care (LTC) needs for frail elderly patients living in community settings

Offer time during the school day for children to play in the gym, often during lunch period; shared use agreements can expand open gym opportunities to community members outside school hours

Allow community members to gather, socialize, walk, run, bike, skate, etc. on streets temporarily to closed to motorized traffic; also called Ciclovía programs