Daily physical education in primary school and physical activity in midlife: the Trois-Rivières study.
Bibliographic record
Abstract
AIM: Although a commonly stated purpose of physical education (PE) classes is to foster life-long participation in physicalactivity (PA), few longitudinal studies have assessed the impact of childhood PE interventions on PA as an adult. The Trois-Rivières Growth and Development Study provided a unique opportunity to address this question. METHODS: In 2008, 86 participants in the original 1970-1977 Trois-Rivières Study (44 women and 42 men aged 44.0 ± 1.2 years) completed a questionnaire examining their current PA level and different correlates of PA (i.e. individual's intention to engage in PA, perceived enjoyment, usefulness and ease in engaging in PA, perceived social support and social norms). Participants had initially been assigned to either an experimental program (5 h/week of specialist-taught PE) or a control group (40 min/week of home-room teacher-taught PE) from grades 1 to 6. RESULTS: There were no current differences between the experimental and control groups neither in the frequency, duration nor volume of PA undertaken at the current follow-up. Furthermore, no differences between groups were found for any of the PA correlates examined. CONCLUSION: Providing daily PE throughout primary school seems insufficient to ensure that individuals will remain active in midlife. The development of a life-course approach to PA promotion is thus warranted.
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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 | 0.001 | 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 | 0.000 | 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 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".