Exploring the multiple dimensions of social support among elite female adolescent swimmers
Bibliographic record
Abstract
McGill University, CanadaThis study concurrently explored multiple dimensions of social support ofnine elite female adolescent swimmers. Data were collected and analyzed using theprinciples of constructivist phenomenology. Results highlighted the importance ofthe structural, functional, and perceptual social support dimensions on athletes’experiences in elite swimming in relation to their coaches, parents, and peers.Coaches were an important provider of almost every aspect of social support. Par-ents provided social support on a more general level, with their swimming-specificinformational support being the single most unappreciated aspect of social support.Teammatesprovidedasenseofaffiliationandsharedexperiencethatwasdescribedas the most positive aspect of their swimming involvement. The current qualitativefindings provide new insights into the concurrent structural, functional, and per-ceptual dimensions of social support in female youth elite sport.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".