Can I Play Too? Physical Activity Engagement of Children with Developmental Coordination Disorders
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: Children with developmental coordination disorders (DCD) are less physically active and have significantly different patterns of social and physical play than their well-coordinated peers. FACTORS: The impact of motor incoordination on physical activity engagements throughout life is influenced by a multitude of factors. External factors such as the social, cultural and physical environment may act as either supports or barriers to active physical involvement. Individual characteristics including the unique physical and psychological attributes of the child with motor coordination difficulties also impact on engagement in physically active occupations. RESULT: A model is proposed that conceptualizes the multiple dimensions which impinge on the decisions to select, engage and persist in physical activities for children with developmental coordination disorders. PRACTICE IMPLICATIONS: The occupational therapist's role in promoting a balanced and physically active lifestyle is explored. Interventions to increase physical activity participation for children with DCD are dependent on a full understanding of the complex, multi-dimensional correlates of occupational engagement.
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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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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