A Student's Choice: Enrollment in Elective Physical Education
Bibliographic record
Abstract
School-based physical education (PE) is a critical setting for the promotion of physical activity and health among adolescents. However, enrollment in PE significantly decreases when PE becomes an optional subject. The purpose of this study was to identify factors influencing enrollment intention in elective PE among female and male students. McLeroy’s (1988) ecological model of health promotion provided the framework to examine the barriers to and facilitators of students’ enrollment in elective PE. Focus group interviews with grade 10 students (N = 63) were used to collect data. In keeping with the ecological model, themes that influenced enrollment were categorized as individual or social environmental. Individual themes included past experiences, self-efficacy, class schedule, and knowledge of the course. Social environmental themes included the influence of significant others, course curriculum, and community activity opportunities. By understanding what influences students’ enrollment, actions can be better targeted to limit the barriers and facilitate enrollment. Le milieu scolaire constitue le contexte ideal pour promouvoir l’activite physique et la sante aupres des adolescents au moyen des cours d’education physique. Par contre, le taux de participation aux cours d’education physique chute radicalement quand la matiere devient optionnelle. Cette etude explore les facteurs qui influent sur le taux de participation des filles et des garcons aux cours d’education physique optionnels. Les auteures ont eu recours au cadre du modele ecologique de promotion de la sante de McLeroy (1988) pour examiner ce qui peut decourager ou encourager les eleves a s’inscrire aux cours d’education physique. Des entrevues ont ete menees aupres de 63 eleves de la 10 e annee pour recueillir des donnees. Conformement au modele ecologique, les themes environnementaux ayant une incidence sur l’inscription ont ete classes comme etant individuels ou sociaux. Les thematiques a caractere individuel avaient trait aux experiences passees, a l’auto-efficacite, a l’horaire des cours et a la familiarite avec le cours. Les thematiques a caractere social tenaient compte des pressions exercees par les proches influents, du programme du cours et des choix d’activites communautaires possibles. Une fois qu’on a reussi a etablir ce qui influe sur le taux de participation des eleves, il est plus facile de cibler les mesures requises pour abattre les obstacles et favoriser la participation.
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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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| 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 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".