Has the Alberta daily physical activity initiative been successfully implemented in Calgary schools?
Bibliographic record
Abstract
INTRODUCTION: In September 2005, the Alberta government introduced the daily physical activity (DPA) initiative, which requires that students from grades 1 to 9 be physically active in school for a minimum of 30 min per day. OBJECTIVE: To obtain information on whether and how the DPA initiative has been implemented in Calgary schools. METHODS: Information was obtained through a descriptive survey. Principals and vice-principals from elementary schools participated in an interview, in which they were asked questions about the DPA initiative, their definition of physical activity, the types of activities that fulfilled the DPA requirement, and barriers to increasing physical activity and physical education. RESULTS: 98.2% of respondents reported being aware of the DPA initiative; 100% of respondents reported it being successfully implemented. The leading responses to the question, "How do you define physical activity?" were "moving/movement" (43.5%), "increasing the heart rate" (32.7%) and "being active" (29%). 78.2% of participants responded that physical education was the only type of activity that fulfilled the DPA requirement; the other participants reported that recess, intramurals and DPA periods organized by the teacher also counted. 69.1% and 61.1% of respondents, respectively, stated that there were barriers to increasing physical education and physical activity. A lack of time in the curriculum, a lack of space and a lack of funding were the most frequently reported barriers. CONCLUSION: According to principal and vice-principal reports, the DPA initiative has been successfully implemented in elementary schools in Calgary. This suggests that government initiatives directed at increasing physical activity at school could result in increasing the actual amount of physical activity that children participate in. However, prospective longitudinal research directly measuring the amount of physical activity that children engage in is needed to directly assess the impact of such initiatives.
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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 | 0.008 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.004 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 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".