Uso de la petanca en las programaciones de Educación Física y como actividad extraescolar en los Centros de Primaria (Use of petanque in the Physical Education curriculum and as an extracurricular activity in Primary Schools)
Why this work is in the frame
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Bibliographic record
Abstract
A pesar de las posibilidades de adaptación (material, terreno, jugadores, etc) y de poder practicarla en casi cualquier contexto, la petanca es el «gran desconocido» dentro de los deportes escolares. Su asociación a la tercera edad unido al desconocimiento de las posibilidades, ventajas y beneficios que nos proporciona su práctica, son los principales factores por los que suponemos no se practica a nivel escolar. Según diversos estudios el uso de la petanca a nivel escolar es insignificante por no decir prácticamente inexistente. A pesar de la interesante aplicación educativa a nivel escolar y la gran versatilidad de sus componentes: terreno, material y reglamento. Se presenta para concluir una propuesta de secuenciación de contenidos según la L.O.E. que justificaría el empleo de la petanca en el contexto escolar.Abstract: Despite the possibilities of adaptation (equipment, playing field, players, etc.) and its capacity of being played in almost any context, the game petanque is surprisingly absent in school sporting activities. Its association with the elderly, in addition to the fact that little is known about the possibilities, advantages and benefits of practicing this sport, are probably the main reasons why it is not practiced in school settings. According to diverse studies, the use of petanque in school settings is insignificant and perhaps almost inexistent, despite its potentially interesting educational application in schools and the great versatility of its ingredients: the playing field, equipment and rules. In conclusion, we would like to present a proposal of sequenced content based on the L.O.E. that would justify the employment of petanque in school environments.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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