New Directions in Daily Physical Activity: Integral Education, Yoga and Physical Literacy
Why this work is in the frame
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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'etude du yoga et le savoir-faire physique comme composantes du programme de l'education physique quotidienne (EPQ). En se referant au cadre conceptuel de l'education integrale, nous avons examine les comportements educatifs, les experiences educatives, les cultures educatives et les systemes educatifs de l'enseignant et des etudiants. Selon les parametres d'une etude observationnelle, un co-chercheur a observe les sessions de yoga et un deuxieme co-chercheur a observe le savoir-faire physique des participants. Nous avons constate que le savoir-faire physique et le yoga sont des approches innovatrices qui servent a engager les enfants dans l'education physique quotidienne, contribuent au developpement d'un estime de soi positif et une confiance en soi et peuvent favoriser le developpement d'une interaction empathique entre l'enfant et son environnement.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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 it