The Developmental Experiences of Adolescent Females in Structured Basketball Programs
Bibliographic record
Abstract
The purpose of the present study was to determine whether adolescent females had unique developmental experiences in different types of basketball programs. The Youth Experiences Survey 2.0 [YES] (Hansen & Larson, 2005) was used to measure the learning experiences of 14 and 15 year old females (n = 212) who were enrolled in a school, recreational, or competitive basketball program. Interviews with organization representatives were conducted to determine the structure of each basketball program (n= 16) from which participants were drawn. One-way ANOVAs and Bonferroni comparisons were used to compare YES 2.0 positive experience scale scores of participants in school, recreational and competitive basketball programs. Results revealed that females in recreational programs had significantly lower scores than those in competitive and school programs on numerous positive experiences scales. Mann-Whitney U tests found that those in school and competitive programs reported higher stress levels. Interview results indicate that four characteristics of competitive and school programs may contribute to participants in these programs reporting more growth experiences: 1) time commitment 2) coaches' training and background, 3) competition, and 4) volunteer opportunities. La présente étude visait à déterminer si des jeunes adolescentes participant à divers types de programmes de basket-ball vivaient des expériences différentes sur le plan développemental, selon le programme en cause. On a eu recours au Youth Experiences Survey 2.0 [YES](Hansen et Larson, 2005) pour évaluer les expériences d'apprentissage de 212 jeunes filles de 14 et 15 ans inscrites à un programme de basket-ball scolaire, récréatif ou compétitif. Des entrevues ont été menées avec des représentants d'organismes pour déterminer la structure de chaque programme de basket-ball (n= 16) auquel participaient les joueuses. On a eu recours à des analyses de variance à voie unique et à des comparaisons de Bonferroni pour comparer les cotes des barèmes d'expériences positives YES 2.0 des participantes aux programmes de basket-ball scolaires, récréatifs et compétitifs. Les résultats ont révélé qu'à plusieurs niveaux de barèmes d'expériences positives, les jeunes femmes qui participaient aux programmes récréatifs obtenaient des résultats plus faibles que celles qui faisaient partie de programmes de basket-ball compétitifs et scolaires. Les tests U Mann-Whitney ont indiqué que les participantes aux programmes scolaires et compétitifs avaient un niveau de stress plus élevé. Les résultats des entrevues ont fait ressortir quatre caractéristiques propres aux programmes compétitifs et scolaires qui aident les participantes à vivre des expériences plus positives sur le plan du développement : 1) l'investissement en temps; 2) la formation et l'expérience des entraîneurs, 3) l'aspect compétitif, 4) les possibilités qui s'offrent de faire du bénévolat.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 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".