**Table**

*Accessible resistance movement bank-basic exercise name, primary muscle engaged (only), description and image for lower (L), core (C) and upper body (U) development, adaptthe participant's preferred mode of mobility.*


#### **Table 2.**

*Summary.*


Developmentally appropriate rest (and quality water breaks) is and remains student-determined and led. Use holistic means to sensibly and safely manage the participation experience time. Active rest through participation for light to moderate

intensity participation use water break walking reflections between more intense bouts. Use a holistic approach to intensity, for example, perceived intensity guide: Child initiated is important to model and facilitate that ownership toward selfawareness and agency—'I can talk and practice'—light, 'I can talk and engage but am out of breath'—medium, 'I need to do the exercises first and then actively rest, for example, walk and talk'—high intensity). Always adapt to engage and inspire every learner. Know and accommodate participant constraints and expectations ahead of time [51]. Work alongside participants and have them inform/show you what works for them. Encourage peer opportunity and creative use of concepts to engage children through cooperative and competitively cooperative means to experience the challenges. Competition (against self and others) can be interpreted in ways meaningful to the respective group at the respective time in the respective context across the curriculum/learning journey. For example, the program can be explicitly used for challenges and ways such as using effective communication and peer modelling to create, present and even compete in dynamic resistance band routines set to student-chosen instrumental music. It can also be reduced implicitly (following skill acquisition and competence attainment) through modified adventures, games and pursuits.
