Teaching Games with Inner Sense: Exploring Movement Consciousness in Women's Volleyball
Bibliographic record
Abstract
The intention of this phenomenological inquiry was to explore movement consciousness within the realm of games and sport pedagogy. Situated within the context of a women’s volleyball team who regularly received technical, externally oriented coaching on skill development and tactical plays, questions of what is it like to become aware of internal bodily sensations of breath, balance and rhythm were explored. Players responded favorably to the kinaesthetic intervention as they described improvements in skill performance and feelings of connection to teammates. The most significant contribution of this inquiry is that it provides evidence for furthering research into a model of games pedagogy that aims to dissolve socially constructed boundaries between the mechanics of the external body and the inner sensations of movement, hence, a model that attends to teaching games with inner sense. Cette recherche phenomenologique avait pour but d’explorer la conscience du mouvement dans un contexte de jeux et de pedagogie sportive. Situee dans le contexte d’une equipe feminine de volleyball ou l’entrainement et le perfectionnement des habiletes techniques et tactiques etaient le plus souvent menes et diriges par des ressources externes (reactions de l’entraineur, activite reussie ou non, environnement) nous avons explore diverses questions touchant les sensations corporelles internes telles la respiration, l’equilibre et le rythme. Les joueuses ont reagi positivement a l’intervention kinesthesique, ayant constate des ameliorations au niveau des habiletes et du rendement et une plus grande connexion avec leurs coequipieres. La plus importante contribution de la recherche tient au fait qu’elle fournit des donnees probantes justifiant des recherches plus poussees sur un modele de pedagogie du jeu qui vise a faire eclater les frontieres constuites socialement entre la mecanique du corps externe et la sensation interne de mouvement, c’est-a-dire un modele d’enseignement du jeu qui met l’accent sur les sensations corporelles internes.
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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 | 0.001 |
| 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 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".