School-based Physical Activity: Planning with student motivation in mind
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
Central to providing rich and diverse PA opportunities in schools are our classroom teachers. Regardless of generalist or specialist training in health and physical education, all of our Ontario teachers play a vital role in providing opportunities for children and youth to learn through PA. This paper (a) positions student participation in school-based PA as an essential public health outcome, (b) explores barriers affecting teachers’ efforts to provide school-based PA, and (c) offers teachers one potential macro planning and instructional solution to address a single barrier-the challenge associated with planning for student motivation in school-based PA settings. Keller’s (1987) influential ARCS model of motivational design provides the foundation for the proposed solution. An adapted version, the ARCS School-Based PA model, is presented. The adapted model offers considerations and sample category success strategies that could be embedded in teachers’ current school-based PA planning and instructional practices to support the development of school-based PA programming that is firmly grounded in learner motivation and needs.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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