Children's physical activity and physical self-perceptions
Why this work is in the frame
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Bibliographic record
Abstract
The aim of this study was to determine the relationship between physical self-perceptions and physical activity in Canadian school children aged 10-14 years. The sample consisted of 220 boys and 246 girls in grades 5-8. Physical activity was assessed by 7-day recall using the Physical Activity Questionnaire for Older Children. Self-perceptions of physical conditioning, sports competence, strength, body appearance and general physical self-worth were measured by the Physical Self-Perception Profile (PSPP). We found that boys were more physically active than girls and had higher perceptions of sport competence and strength. All PSPP scales were significantly correlated with physical activity in both boys and girls. Structural equation modelling procedures found the hierarchical PSPP model provided a good fit to the observed data, with little evidence of differences between the sexes. Analysis of five alternative structural models of the relationship between the PSPP and physical activity found the most parsimonious model to have significant pathways from both physical conditioning and sport skills to physical activity. Models for the sample as a whole, for boys and for girls were similar, accounting for an R2 of 0.27-0.29 for physical activity. Our results demonstrate that physical self-perceptions, especially physical conditioning and sport skills, are significant correlates of activity in this population.
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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 | 0.000 | 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) | 0.003 | 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