A Cultural Approach to Promoting Physical Activity in Secondary Schools
Bibliographic record
Abstract
This case study examined the influence of physical education teacher beliefs on school-based physical activity opportunities. Seven teachers from one secondary school in southwestern Ontario were asked about their beliefs concerning school practices and policies that influenced student enrolment in physical education classes, and student and teacher participation in leisure time intramurals and inter-murals. Collectively, participants discussed the importance of supportive guidance counselors that promoted physical education courses to students beyond the mandatory grade nine; hiring new teachers with a sport background and/or genuine interest in promoting physical activity; and matching intramural and inter-mural sport opportunities to student interests when attempting to maximize school-based opportunities for physical activity. In turn, these teachers believed their efforts to advance physical activity at the school were negligible when the aforementioned practices were not engrained into the school’s cultural system. Overall, this inquiry found that if physical education teachers ’ beliefs about the policies and practices perceived to accentuate the physical activity culture of the studied school were not acknowledged and/or accepted by school leaders (i.e. principal, vice-principals, guidance counselors, department heads), motivation to promote and participate in school-based physical activity opportunities waned, and the number and quality of physical activity opportunities diminished. Résume Cette étude tentait d’expliquer les liens entre les croyances qu’avaient de l’activité physique les enseignants d’éducation physique d’une école secondaire de l’Ontario et les occasions qui s’offraient de s’adonner à l’activité physique à l’école. Pour ce faire, chaque enseignant (n = 7) a répondu à un sondage de neuf questions sur les occasions de pratique d’activités physiques, mettant l’accent sur les politiques scolaires existantes en
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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 | 0.000 | 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.004 |
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; both teacher heads agree on what is shown here.
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".