Start2Finish Running and Reading Club Research Report
Notice bibliographique
Résumé
This report outlines the two studies conducted with the Start2Finish Running and Reading Clubs of Toronto. The purpose of the first study was to gain an understanding of how youth leadership is experienced in youth programming. The purpose of the second study was to gain a better understanding of youth program quality. The studies were conducted with consenting club members and junior coaches that were involved in the club, collecting data through face-to-face interviews and surveys filled out by the participants. For the first study, junior coaches and club members were asked about their general experiences in the program, their interactions with each other and the adult leaders, and perceptions of their development. Findings indicated that through their interactions with the club members, as well as mentoring and guidance that they received from their previous junior coaches as well as previous and current adult coaches, the junior coaches have developed greater confidence in themselves, and attained life skills (e.g. leadership, communication, responsibility). Junior coaches also perceived that they had an influence on youth, by helping, teaching, and supporting them to develop new skills at the club. Club members led by these junior coaches perceived that their leaders helped to facilitate a more engaging environment, however, they attribute their development more to engagement in the activities themselves and the support of their adult leaders. Furthermore, both the junior coaches and the club members expressed how their involvement in the club and their positive interactions with one another helped them develop strong and trusting relationships. The second study involved measuring youth’s perceptions of the quality of the Running and Reading club, the support they receive, their satisfaction of their needs, and their development of positive outcomes. Results indicated that the program provided opportunities for youth in skill-building and building relationships with one another, that youth perceived they received strong support and satisfaction for their psychological needs of competence, relatedness, and autonomy, and the development of positive outcomes such as developing goal setting skills, initiative, and a stronger sense of one’s self. The final section of this report provides recommendations based on the findings from the two studies, such as providing formal training for junior coaches, ways to provide leadership and mentoring opportunities to coaches, strategies to help encourage life skill development and life skill transfer, and strategies to encourage youth voice.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».