L’inclusion de l’éducation à la santé dans les programmes canadiens d’éducation physique
Bibliographic record
Abstract
Au cours des deux dernieres decennies, l’actualisation des curricula scolaires a permis de consolider la place occupee par l’education a la sante a l’ecole. L’education physique est percue comme l’une des disciplines scolaires susceptible de contribuer aux actions en education a la sante. S’appuyant sur une analyse documentaire de neuf programmes d’education physique primaire canadiens, cette etude avait pour objectifs d’identifier et de situer les finalites educatives et les objets d’enseignement-apprentissage en education a la sante inseres dans ces programmes. Quatre grandes finalites educatives emergent et elles sous-tendent des acceptations variees de la sante. Vingt-huit objets d’enseignement-apprentissage ont ete repertories et classes a l’interieur des quatre facteurs cles du developpement individuel des jeunes. Leur inclusion dans les programmes analyses est extremement divergente, ce qui confere un statut particulier a chacun de ces programmes, soulevant des questions quant au role devolu a l’education physique en promotion de la sante. In the last two decades, the modernization of school curricula has helped strengthen the role of health education in school settings. Physical education is perceived as one subject matter that can help bring about concrete changes in health education. Stemming from the documentary analysis of nine physical education programs taught in Canadian elementary schools, the study’s goals were to describe the program orientations and content directly relatd to health education. The four major educational orientations that emerged reflect varying levels of acceptance of health as an integral part of physical education. Twenty eight elements of content were identified and classified under the four main factors of children’s personal development. Their level of integration in the programs analyzed varies widely. This conveys a special status to each program and raises questions regarding the role that physical education is called upon to play in the promotion of health.
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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 | 0.006 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.019 | 0.002 |
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".