Opportunities For Enhancing Vigorous Physical Activity Within The New Brunswick Physical Education Curriculum
Bibliographic record
Abstract
PURPOSE: To determine if participation in a short-term, high intensity physical education (PE) intervention that respected the multiple goals of the PE curriculum would result in any health- and/or fitness-related improvements for grade four and five students. METHODS: Seventy-six students were divided into a control and intervention group (CG & IG). During 15 successive classes, the IG participated in six minutes of high intensity activities while no changes were made to the structure of the CG’s PE class. Accelerometers and direct observation were used to quantify the percentage of moderate-to-vigorous physical activity (%MVPA). Health- and performance-related measures were assessed pre- and post-intervention. RESULTS: Students spent an average of 27% of their PE class engaged in MVPA. Within this category, the intervention was successful at increasing students’ VPA levels by 7.7%. Observations regarding pedagogical practices are also reported. CONCLUSIONS: Participating in a PE intervention can increase students’ PA levels without compromising the goals of the PE curriculum.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".