Moving online physical education from oxymoron to efficacy
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
The use of the Internet within education has created an urgent need for research into online learning models, delivery methods and curriculum content modifications especially in online physical education (OLPE). Most secondary OLPE courses focus on the cognitive pieces of the curriculum, and to a lesser degree, fitness for life due to a lack of research. The omission of the physical, social and emotional components of the OLPE curriculum has created a rift in the understanding, growth and development of students who take these courses. For this reason, Kinesiology professionals need to take a lead in the development of OLPE curricula through efficacious research. Exergaming has shown positive results for each of these four components when played proximally; however, exergames have not been widely studied in remote Internet settings. An exploration of the present need for more research into the ramifications of OLPE and the role Kinesiology professionals can take in guiding this process along with the potential of exergames in OLPE to fill this curricular void is presented.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| 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 it