Establishing mentally safe environments for children and adolescents in physical education
Bibliographic record
Abstract
School-based physical education classes can be anxious environments for children and youth. For some students, it can lead to a rejection of physical activity. The aims of this paper are to: (i) explore the relationship between anxiety and physical education among school-aged children and adolescents and, (ii) to describe efficacious pedagogical practices that may ameliorate anxiety by reducing or removing potential stressors in physical education. Relevant articles that examined anxiety relative to the physical education context were retrieved from several databases. The reviewed literature found the physical education setting to be fearful for anxious students; both the social context and opportunities for peer comparison elevated student anxiety levels. To minimize student anxiety, teachers can demonstrate skills in advance, establish attainable goals, and focus on skill development rather than competitive games. The pedagogical practices suggested in this paper will benefit all students, but particularly those students who experience anxiety. Les cours d’education physique en milieu scolaire peuvent s’averer une source d’anxiete pour les enfants et les jeunes qui, dans certains cas, peuvent en venir a detester l’education physique. Cet article : (i) explore les liens entre l’anxiete et l’education physique chez les enfants et les jeunes d’âge scolaire, et (ii) decrit des pratiques pedagogiques efficaces qui, en aidant a reduire ou eliminer les facteurs de stress associes a l’education physique, aident a calmer l’anxiete. Des articles pertinents sur l’anxiete associee a des contextes d’education physique ont ete recuperes de plusieurs bases de donnees. Les documents pertinents revelent que les cours d’education physique peuvent semer la crainte chez certains enfants anxieux, compte tenu de leur contexte social particulier et des comparaisons possibles entre eleves. Il s’agit la de grandes sources de stress pour certains eleves. Afin de reduire le taux d’anxiete des eleves, les enseignants peuvent demontrer d’avance les habiletes a developper, fixer des buts realistes et mettre l’accent sur le perfectionnement des habiletes plutot que sur des jeux competitifs. Les pratiques pedagogiques decrites dans cet article s’avereront profitables a tous les eleves, mais surtout a ceux qui ont des troubles d’anxiete.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 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 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".