Can I Play Too? Physical Activity Engagement of Children with Developmental Coordination Disorders
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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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".