Increasing Participation in After-School Sport and Physical Activity among Children and Youth: A Case Study of Providers in Ontario, Canada
Bibliographic record
Abstract
Many children and youth that do not participate in after-school sport and physical activity (ASSPA) programs are opting instead for relatively sedentary activities. This investigation sought how to enhance the experiences and participation rates in ASSPA among children and youth through a mixed-method (survey and personal and focus group interviews) case study of over 300 ASSPA providers (individual practitioners and administrators). The results highlighted the joint role of demographic-intrapersonal, interpersonal, and environmental factors. Prominent demographic-intrapersonal barriers included participants’ prior experiences, motivation, money, understanding of participation benefits, and an urban or rural setting. The dominant interpersonal recommendation was better engagement of participants in family-oriented and socially-engaging programs. Noteworthy environmental themes were adequate resources, affordable programming, provincial policies, organizational coordination (particularly between schools and community agencies), and ensuring quality, quantity, and inclusivity in ASSPA programming and delivery. Providers prioritized inclusive ASSPA programming for physically active lifestyles, life skills, and movement skills rather than the development of elite athletes.
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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 | 0.001 |
| 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 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".