Student Attitudes toward Sports and Fitness Activities after Graduation
Bibliographic record
Abstract
Colleges and universities have generally been seen as environments where physical activity can be facilitated and promoted. Most colleges and universities offer programs and facilities that promote participation in recreational sports, physical activity, and overall physical health. This study was designed to examine the relationship between recreational sports involvement, satisfaction, interpersonal and group, physical health and well-being, and academic benefits of involvement and the importance of sports and fitness activities after graduation. Surveys were randomly distributed to students ( N = 718) participating in a variety of recreational sports programs. Multiple regression was used to analyze the relationship between the predictor variables (involvement, satisfaction, and benefits of involvement) and the outcome variable (importance of sports and fitness activities after graduation). Only physical health and well-being benefits and the combined measure of recreational sports involvement were significant predictor variables in the regression equation. Understanding the impact of campus programs devoted to influencing positive health behavior, including physical activity, is a critical component in understanding the benefits of recreational sports involvement. Suggestions for future research are made in the context of the limitations of the study.
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.
How this classification was reachedexpand
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".