New Directions in Daily Physical Activity: Integral Education, Yoga and Physical Literacy
Bibliographic record
Abstract
The aim of this pilot project was to determine if Yoga, as a daily physical activity (DPA), promotes elements of physical literacy in primary school children. Using an Integral Education framework, we examined educational behaviours, educational experiences, educational culture and educational systems of the teacher and the students. Within the parameters of a short-term observational study, one co-researcher observed the Yoga practice and a second co-researcher observed the level of physical literacy of the grade one students. We found that Yoga can be an innovative way of engaging grade one students in daily physical activity, that the development of certain types of physical literacy can engender positive self esteem and self confidence, and can promote the development of perceptive and empathetic interaction with the self and with others. Ce projet pilote a fait l'étude du yoga et le savoir-faire physique comme composantes du programme de l'éducation physique quotidienne (EPQ). En se référant au cadre conceptuel de l'éducation intégrale, nous avons examiné les comportements éducatifs, les expériences éducatives, les cultures éducatives et les systèmes éducatifs de l'enseignant et des étudiants. Selon les paramètres d'une étude observationnelle, un co-chercheur a observé les sessions de yoga et un deuxième co-chercheur a observé le savoir-faire physique des participants. Nous avons constaté que le savoir-faire physique et le yoga sont des approches innovatrices qui servent à engager les enfants dans l'éducation physique quotidienne, contribuent au développement d'un estime de soi positif et une confiance en soi et peuvent favoriser le développement d'une interaction empathique entre l'enfant et son environnement.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".