deletions | additions       diff --git a/introduction.tex b/introduction.tex  index b178b11..623c0c8 100644  --- a/introduction.tex  +++ b/introduction.tex 
...
\section{Introduction}   It is well established that paediatric obesity is associated with numerous health implications in later life (1). Despite evidence to suggest that the prevalence of obesity has plateaued in recent years within the UK (2) and internationally (3), there is no evidence of a decline, and a high proportion of children remain at risk of morbidity. Physical activity and sedentary behaviour are key variables implicated in childhood obesity due to their influence on energy balance (4). Current physical activity guidelines recommend children between 5 and 18 years of age to engage in at least 60 minutes moderate-to-vigorous physical activity every day (5). Despite this, children on average are insufficiently active (6) and engage in excessive sedentary behaviour. Specifically, only 41% of boys and 30% of girls in Wales meet these recommended guidelines (PREVIOUS REF). Moreover, according to the Department of Health, more than 30% of UK children between the ages of 5 and 12 are obese; Wales is leading with 36% of children in this age group being obese (PREVIOUS REF).   Many interventions have been conducted to reverse childhood overweight and obesity, employing a variety of strategies to enhance levels of habitual physical activity and reduce time spent in sedentary behaviours. Schools have been identified as a key context to implement such physical activity promoting interventions, given that children on average spend 40% of their waking time there (Fox…). Despite this, school-based interventions have been conducted with varied success (Van Sluijs et al. 2007), which could be attributed to the different intervention strategies and variable methodological quality, such as lack of objective measurements of physical activity (7). Furthermore, interventions targeting reduced sedentary behaviour tend to discourage highly valued behaviours, such as engagement with technology.     LINK TO COMPUTER SCIENCE INTERVENTIONS…     Specifically, ambient displays (also called glanceable displays), which are peripheral, aesthetically pleasing displays of information that support awareness of some data can be utilised to make information visible in an appealing and socially interactive manner. They are designed to be looked at occasionally without distracting us from our activities (Rogers 2010).     Therefore, the aim of the present pilot study was to utilise ambient displays in order to provide near real-time visual feedback on physical activity levels during school time.     Physical inactivity is one of the leading causes of preventable death, with 2 million deaths per year worldwide (alcohol at 1.9 million per year, 2001)\cite{ers_Ezzati_Jamison_Murray_2006}. Children between the ages of 5 and 18 require at least 60 minutes of physical activity per day; however, 41 percent of boys and only 30 percent of girls in Wales meet this target\footnote{http://www.bhfactive.org.uk/young-people-key-facts/index.html}. According to the Department of Health, more than 30 percent of UK children between the ages of 5 and 12 are obese; Wales is leading with 36 percent of children in this age group being obese\footnote{http://www.dh.gov.uk/health/2012/04/obesityfacts/}. Childhood obesity leads to adult obesity and physical health issues (e.g. diabetes and cardiovascular diseases) later in life, which cost the NHS and the government £5.1 billion per year.     This paper presents a pilot study done on using ambient displays to provide near real-time visual feedback on physical activity in a school environment. A class of schoolchildren was monitored with Fitbit activity monitors and their daily physical activity was visualised on a custom ambient display, consisting in part of an LED lighting strip installed in the classroom. Ambient displays (also called glanceable displays) are peripheral, aesthetically pleasing displays of information that support awareness of some data. Part of their appeal is in how they make information visible in an playful and public way, encouraging social interaction and reflection. They are designed to be looked at occasionally without distracting us from our activities \cite{Rogers2010}. In addition to the ambient display, video segments describing mission-based activities were shown on tablet devices to the children at the start of each week.     The study itself ran for four weeks, with a different mission allocated to each week. Each group’s performance was compared to that of the previous day, where the ambient display would indicate if their performance improved. Pre- and post-intervention measurements were performed, which included anthropometric measurements such as height, weight, and BMI (Body Mass Index), shuttles completed on the bleep test as a measure of fitness, and 7-day objectively assessed physical activity levels.