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Journal articles on the topic 'Physical needs'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Gupta, Sumnesh, and James D. Olson. "Industrial Needs in Physical Properties." Industrial & Engineering Chemistry Research 42, no. 25 (December 2003): 6359–74. http://dx.doi.org/10.1021/ie030170v.

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2

Cox, K. R. "Physical Property needs in Industry." Fluid Phase Equilibria 82 (February 1993): 15–26. http://dx.doi.org/10.1016/0378-3812(93)87124-j.

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3

Honig, A., and P. Pop. "Physical health and unmet needs." British Journal of Psychiatry 156, no. 4 (April 1990): 589–90. http://dx.doi.org/10.1192/s0007125000178973.

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4

Weaver, Dawn. "Addressing residents' physical comfort needs." Nursing and Residential Care 7, no. 6 (June 2005): 244–47. http://dx.doi.org/10.12968/nrec.2005.7.6.18216.

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5

Vanko, Volodymyr. "Principles of Cyber-Physical Systems Construction for the Needs of Crops Cultivation." Advances in Cyber-Physical Systems 2, no. 1 (March 28, 2017): 32–37. http://dx.doi.org/10.23939/acps2017.01.032.

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6

Meaney, Joseph. "Deprived of Spiritual and Physical Needs." Ethics & Medics 45, no. 7 (2020): 1–5. http://dx.doi.org/10.5840/em20204575.

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Pandemic precaution policies—in particular, extreme restrictions on visitors—have caused a failure of spiritual care for hospital patients, especially those not diagnosed with or at high risk of the disease in question. Many hospitals make significant pastoral efforts for patients. But phone conversations with ordained chaplains and visits by lay chaplains cannot substitute for Confession, Communion, and Anointing of the Sick. It is unreasonable to exclude clergy who have taken appropriate precautions to protect themselves and others, and no urgent medical reason exists to justify denying patients access to sacraments; doing so violates civil rights and religious liberty. Crises calls for greater accommodation of believers in danger of death, who may need a priest even more than a doctor. Serious consideration has to be given as to when the costs of a precautionary policy can no longer be ethically justified.
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7

Felicia Cavallini, M. "Who Needs Philosophy in Physical Education?" Journal of Physical Education, Recreation & Dance 77, no. 8 (October 2006): 28–30. http://dx.doi.org/10.1080/07303084.2006.10597922.

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8

Brown, Jason D., Donna Skrodzki, Julie Gerritts, Viktoria Ivanova, and Nisha Mehta. "Physical needs of Aboriginal foster parents." Child & Family Social Work 20, no. 3 (July 15, 2013): 364–74. http://dx.doi.org/10.1111/cfs.12085.

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9

Dewie, Novia Shinthia, and Eka Misbahatul Mar'ah Has. "Self-Care Needs in Patients with Physical Immobilization." Jurnal Ners 12, no. 2 (October 1, 2017): 286. http://dx.doi.org/10.20473/jn.v12i2.6518.

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Introduction: The quantity of unfulfilment of self-care in patients with physical immobilisation can decrease the quality indicator of nursing care. Self-care for physically immobilised patients is affected by basic condition factors. The study aimed to analyse the factors that can affect the fulfilment of self-care needs in patients with physical immobilisation. Methods: The study design was descriptive cross-sectional, with purposive sampling technique and the samples were 36 nurses and 36 physically immobilised patients. The independent variable was the fulfilment of self-care needs. Dependent variables were patient demography (age, sex), nurse (knowledge, action, motivation), and health care factors (occupation design/nursing care method). The instrument used was a questionnaire and observation form. Data were then analysed using double linear regression analysis, with significance ɑ ≤ 0.05. Results: From the double linear regression test result was obtained p-value (Sig) = 0.000 R Square = 0.889. Partially it was obtained p-value of age p(sig)=0,005, sex p(Sig)=0.038, knowledge p(Sig)=0.889, action p(Sig)= 0.000, and motivation p(Sig)=0.003. Conclusion: Factors of patients (age, sex) and nurses (action, motivation) influence the fulfilment of self-care needs for patients with physical immobilisation. However, nurses’ knowledge does not have any influence. The study result can be considered as input for nurses in developing the quality of nursing care in the fulfilment of self-care needs.
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10

Buckwalter, Kathleen C., and Jacqueline Stolley. "Attending to More Than Just Physical Needs." Journal of Gerontological Nursing 25, no. 8 (August 1, 1999): 5. http://dx.doi.org/10.3928/0098-9134-19990801-03.

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11

Hoffman, Christina. "The Changing Information Needs of Physical Therapists." Journal of Hospital Librarianship 5, no. 1 (April 27, 2005): 1–11. http://dx.doi.org/10.1300/j186v05n01_01.

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12

Oliver, Sarah K. "Meeting the Physical Therapy Needs of Children." Pediatric Physical Therapy 18, no. 4 (2006): 301–2. http://dx.doi.org/10.1097/01.pep.0000233883.35673.b3.

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13

Shephard, Roy J. "Assessment of physical activity and energy needs." American Journal of Clinical Nutrition 50, no. 5 (November 1, 1989): 1195–200. http://dx.doi.org/10.1093/ajcn/50.5.1195.

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14

Bick, Debra, Christine MacArthur, Heather Winter, Helena Fortune, Christine Henderson, Richard Lilford, Anne Gillies, Harry Gee, and Clive Belfield. "Redesigning postnatal care: physical and psychological needs." British Journal of Midwifery 5, no. 10 (October 1997): 621–22. http://dx.doi.org/10.12968/bjom.1997.5.10.621.

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15

Cuevas-Campos, Ricardo, Juan Gregorio Fernández-Bustos, David González-Cutre, and Andrea Hernández-Martínez. "Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active." Sustainability 12, no. 18 (September 7, 2020): 7312. http://dx.doi.org/10.3390/su12187312.

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The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of motivation between basic psychological needs and the intention to be physically active. The study was based on self-determination theory. To achieve this, 480 students between 12 and 18 years old filled out a questionnaire to measure the satisfaction and thwarting of basic psychological needs, motivation, enjoyment, boredom, exhaustion, and intention to be physically active. The results of path analysis showed the relevance of the satisfaction of the need for competence in physical education in order to increase self-determined motivation, enjoyment, and intention to be physically active. Additionally, intention was positively predicted by enjoyment and negatively predicted by exhaustion. Need thwarting directly predicted negative consequences, such as boredom and exhaustion. Motivation mediated the relationship between basic needs and intention to be physically active. These data highlight the importance of considering basic psychological need thwarting in studies on the promotion of physical activity.
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16

Coates, Janine. "Physically fit or physically literate? How children with special educational needs understand physical education." European Physical Education Review 17, no. 2 (June 2011): 167–81. http://dx.doi.org/10.1177/1356336x11413183.

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17

Witherstone, Matthew. "Addressing the physical health needs of service users." Mental Health Practice 17, no. 10 (July 10, 2014): 36–37. http://dx.doi.org/10.7748/mhp.17.10.36.e933.

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18

Jackson, Jill. "Rehabilitation is more than just the physical needs." Nursing Older People 20, no. 9 (November 2008): 24. http://dx.doi.org/10.7748/nop.20.9.24.s30.

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19

Mount, Balfour. "Whole person care: Beyond psychosocial and physical needs." American Journal of Hospice and Palliative Medicine® 10, no. 1 (January 1993): 28–37. http://dx.doi.org/10.1177/104990919301000109.

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20

Kotwal, Nidhi, and Bharti Prabhakar. "Physical Needs and Adjustments Made by the Elderly." Studies on Home and Community Science 3, no. 2 (December 2009): 115–221. http://dx.doi.org/10.1080/09737189.2009.11885285.

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21

Gleeson, Mike. "Fluid and micronutrient intake: needs for physical activity." British Journal of Therapy and Rehabilitation 4, no. 5 (May 1997): 252–59. http://dx.doi.org/10.12968/bjtr.1997.4.5.14452.

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22

Lemon, Peter W. R., Dennis G. Dolny, and Kevin E. Yarasheski. "Moderate Physical Activity Can Increase Dietary Protein Needs." Canadian Journal of Applied Physiology 22, no. 5 (October 1, 1997): 494–503. http://dx.doi.org/10.1139/h97-032.

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Six healthy men completed three 1-hr bouts of treadmill Walk-jogging at low (L; 42 ± 3.9% VO2max), moderate (M; 55 ± 5.6%), and high (H; 67 ± 4.5%) exercise intensity in order to determine whether moderate physical activity affects dietary protein needs. Both sweat rate and sweat urea N loss were greater (p < .10) with increasing exercise intensity. Seventy-two hour postexercise urine urea N excretion was elevated (p < .05) over nonexercise control (26.6 ± 2.96 g) with both M (31.0 ± 3.65) and H (33.6 ± 4.39), but not L (26.3 ± 1.86), intensities. Total 72-hr postexercise urea N excretion (urine + sweat) for the. M and H exercise was greater than control by 4.6 and 7.2 g, respectively. This suggest that 1 hr of moderate exercrise increases protein oxidation by about 29-45 g, representing ∼16-25% of the current North American recommendations for daily protein intake. These data indicate that the type of exercise typically recommended for health/wellness can increase daily protein needs relative either to sedentary individuals or to those who exercise at lower intensities. Key words: dietary protein/amino acid requirements, exercise intensity, aerobic exercise, moderate exercise, health/wellness, nitrogen excretion, sweat, urine
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23

Keeton, Victoria Floriani, and Christine Kennedy. "Update on physical activity including special needs populations." Current Opinion in Pediatrics 21, no. 2 (April 2009): 262–68. http://dx.doi.org/10.1097/mop.0b013e3283292614.

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24

Pi??a, Ileana L. "Physical Activity Needs to Be a Lifelong Commitment." Journal of Cardiopulmonary Rehabilitation 23, no. 2 (March 2003): 107–8. http://dx.doi.org/10.1097/00008483-200303000-00007.

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25

Hunt, Merle. "Physical development: Meeting the needs of young children." Early Years Educator 3, no. 6 (October 2001): 1–8. http://dx.doi.org/10.12968/eyed.2001.3.6.15162.

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26

Vlachopoulos, Symeon P., Ermioni S. Katartzi, and Maria G. Kontou. "The Basic Psychological Needs in Physical Education Scale." Journal of Teaching in Physical Education 30, no. 3 (July 2011): 263–80. http://dx.doi.org/10.1123/jtpe.30.3.263.

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The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school grade levels. Support was also obtained for the nomological validity of the scale responses. Further, measurement invariance emerged for BPN-PE scores across boys and girls and across students who participated or not in out-of-school sports within each school grade level as well as across all three school grade levels.
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27

Elston, Ruth, and Paul Linsley. "Managing the physical health needs of service users." British Journal of Mental Health Nursing 3, no. 2 (March 2, 2014): 64–69. http://dx.doi.org/10.12968/bjmh.2014.3.2.64.

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28

Kerrigan, D. Casey, William W. Janes, William A. Martin, and Timothy J. Roe. "Physical medicine and rehabilitation residents' educational needs assessment." Archives of Physical Medicine and Rehabilitation 74, no. 7 (July 1993): 687–90. http://dx.doi.org/10.1016/0003-9993(93)90025-6.

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29

Alsem, M. W., R. C. Siebes, J. W. Gorter, M. J. Jongmans, B. G. J. Nijhuis, and M. Ketelaar. "Assessment of family needs in children with physical disabilities: development of a family needs inventory." Child: Care, Health and Development 40, no. 4 (July 30, 2013): 498–506. http://dx.doi.org/10.1111/cch.12093.

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30

Lambert, Nichola. "Understanding and supporting the physical health needs of clients." Mental Health Practice 15, no. 10 (July 5, 2012): 14–19. http://dx.doi.org/10.7748/mhp2012.07.15.10.14.c9195.

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31

Koshura, A. V., V. B. Bamburak, P. I. Horiuk, and A. D. Moldovan. "FORMATION OF NEEDS FOR PHYSICAL CULTURAL LEARNING FOR SCHOOLCHILDREN." Innovate Pedagogy 4, no. 22 (2020): 21–24. http://dx.doi.org/10.32843/2663-6085/2020/22-4.3.

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32

Hall, Tina J., Stephanie Little, and Brent D. Heidorn. "Preparing Classroom Teachers to Meet Students’ Physical Activity Needs." Journal of Physical Education, Recreation & Dance 82, no. 3 (March 2011): 40–52. http://dx.doi.org/10.1080/07303084.2011.10598596.

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33

Hardman, Adrianne E. "Physical activity and health: current issues and research needs." International Journal of Epidemiology 30, no. 5 (October 2001): 1193–97. http://dx.doi.org/10.1093/ije/30.5.1193.

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34

Clancy, Carolyn M., Sandra Isaacson, and Kerm Henriksen. "Design of the Physical Environment for Changing Healthcare Needs." HERD: Health Environments Research & Design Journal 1, no. 1 (October 2007): 13–14. http://dx.doi.org/10.1177/193758670700100105.

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35

Walsh, Lynne. "Promoting mental health needs in people with physical conditions." British Journal of Wellbeing 1, no. 8 (November 2010): 31–35. http://dx.doi.org/10.12968/bjow.2010.1.8.80012.

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36

Davis, Ronald W., Jerome E. Kotecki, Michael W. Harvey, and Amy Oliver. "Responsibilities and Training Needs of Paraeducators in Physical Education." Adapted Physical Activity Quarterly 24, no. 1 (January 2007): 70–83. http://dx.doi.org/10.1123/apaq.24.1.70.

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This study describes responsibilities and training needs of paraeducators in physical education. Paraeducators (n =138) employed in 34 midwestern schools received a 27-item questionnaire. Of the 138 paraeducators contacted, 76 responded, resulting in a 55.1% response rate. Only 16% of the total respondents (n = 76) reported receiving specific training in physical education; however, 68 (90%) indicated a willingness to be trained. Less than half (n = 29, 38%) indicated participating in physical education by escorting students, providing cues, and working individually with students. Fewer than eight (28%) of the physical education paraeducators assisted with assessments, shared IEP suggestions, or helped implement behavior modification programs. The most desired training areas included activity modifications, attributes of students with disabilities, and knowledge of motor development.
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37

Graubart, Marilyn. "Serving the library needs of students with physical disabilities." Library Hi Tech 14, no. 1 (January 1996): 37–40. http://dx.doi.org/10.1108/eb047978.

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38

Munn, David A. "Physical Science: What the Technology Professional Needs to Know." Journal of Environmental Quality 30, no. 5 (September 2001): 1857–58. http://dx.doi.org/10.2134/jeq2001.3051857-ax.

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39

Lapin, Carey. "Caring for mastectomy patients: the physical and psychological needs." Primary Health Care 7, no. 7 (September 1997): 8–10. http://dx.doi.org/10.7748/phc.7.7.8.s9.

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40

CHUBON, ROBERT A. "Career-Related Needs of Schoolchildren with Severe Physical Disabilities." Journal of Counseling & Development 64, no. 1 (September 1985): 47–51. http://dx.doi.org/10.1002/j.1556-6676.1985.tb01003.x.

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41

Hull, Diana. "Clinical trial: physical, psychological and social needs of patients." British Journal of Nursing 22, no. 2 (January 24, 2013): 76–80. http://dx.doi.org/10.12968/bjon.2013.22.2.76.

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42

Cormac, Irene, and Peter Tihanyi. "Meeting the mental and physical healthcare needs of carers." Advances in Psychiatric Treatment 12, no. 3 (May 2006): 162–72. http://dx.doi.org/10.1192/apt.12.3.162.

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The health of family carers may affect not only their own lives but also the lives of the people for whom they provide care. This article describes how the caring role can affect the health and well-being of a carer of a person who has a mental or physical disorder. Suggestions are made about how to recognise and ameliorate some of the detrimental effects of the caring role on the carer's own health.
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43

Ward, Sarah L., Selena Gleadow Ware, and Ciara Kelly. "Prioritising the physical health needs of patients on clozapine." Psychiatrist 35, no. 5 (May 2011): 197. http://dx.doi.org/10.1192/pb.35.5.197.

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44

Reising, Robert, and Dennis M. Docheff. "Physical Education: A New Focus to Meet Changing Needs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 5 (June 1994): 244–45. http://dx.doi.org/10.1080/00098655.1994.9956075.

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45

Cutler, L. J. "Physical Environments of Assisted Living: Research Needs and Challenges." Gerontologist 47, suppl 1 (December 1, 2007): 68–82. http://dx.doi.org/10.1093/geront/47.supplement_1.68.

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46

Doll‐Tepper, Gudrun. "Physical education and sport and special needs in Germany." Curriculum Journal 8, no. 2 (June 1997): 299–315. http://dx.doi.org/10.1080/0958517970080207.

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47

WILLIAMS, J. "Addressing incarcerated adolescents’ psychological and physical health service needs." Journal of Adolescent Health 38, no. 6 (June 2006): 638–40. http://dx.doi.org/10.1016/j.jadohealth.2006.04.004.

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48

Anonymous. "Resource Booklet for Diabetes Educators Emphasizes Emotional, Physical Needs." Journal of Psychosocial Nursing and Mental Health Services 24, no. 2 (February 1986): 41. http://dx.doi.org/10.3928/0279-3695-19860201-15.

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49

Fierro-Suero, Sebastián, Bartolomé J. Almagro, Pedro Sáenz-López, and José Carmona-Márquez. "Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education." International Journal of Environmental Research and Public Health 17, no. 11 (June 11, 2020): 4169. http://dx.doi.org/10.3390/ijerph17114169.

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In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.
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50

Wang, Lijuan. "Psychological Needs Satisfaction Self-determined Motivation And Physical Activity Of Students In Physical Education." Medicine & Science in Sports & Exercise 52, no. 7S (July 2020): 284. http://dx.doi.org/10.1249/01.mss.0000676680.70801.1a.

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