Effects of team building on exercise adherence and group task satisfaction in a youth activity setting.
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
Results from previous research have revealed a positive relationship between team building (TB) and several measures of adherence in adult exercise settings (Carron & Spink, 1993; Spink & Carron, 1993). However, research has yet to examine the efficacy of using a TB intervention to impact the exercise adherence of youth. The main purpose of this study was to examine the effect of a TB intervention on specific adherence behaviors of youth in an exercise club setting. A second purpose was to investigate the effects of TB on participant’s satisfaction with the group’s functioning (group task satisfaction). Participants were 122 youth (13–17 years) participating in 10 rural, school-based exercise clubs. Clubs were randomized into five TB (n65) and five control groups (n57). Results revealed that following the introduction of the intervention, the two groups differed significantly on the adherence measure of session attendance but not on dropout behavior. Further, significant differences were found between the groups in group task satisfaction. The study findings extend previous TB research to a youth population and support TB as an effective group-based intervention to improve session attendance and group task satisfaction in an exercise setting in this population.
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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 | 0.005 | 0.001 |
| 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) | 0.000 | 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