Mandating action : high school students' perceptions of a school-based physical activity policy
Bibliographic record
Abstract
This research evaluated the impact of a provincial school-based health requirement on the student recipient. It will start with an outline of the (somewhat) recent trend to incorporate public health policies within a school environment in Canada and specific to British Columbia. Particular attention will focus upon the political context and the announcement of several provincial school health policies after the 2010 Winter Olympic/Paralympic bid. Recent school policies in the province of British Columbia include the mandate to eliminate certain cafeteria food (September 2005) and to prohibit tobacco use on school properties (September 2007). This thesis however will focus upon Daily Physical Activity (September 2008) – the requirement that all children in the province (K-12) must participate in moderate to vigorous physical activities (150 minute period per week). The intention of the research was to compare and contrast the official stories (told within provincial documentation) to that of the unofficial stories from a particular student population. Data collection was dependent upon (i) a critical review of relevant provincial documentation as well as (ii) the semi-structured interview process with a senior student population (n=14) at Terry Fox Secondary School (Coquitlam, School District 71). The combination of these two qualitative methodologies revealed (i) the student definition and approach to participation in physical activities; (ii) use of online technologies to monitor participation; (iii) the differentiation between participation in physical education, sport and physical activities; (iv) the continual emphasis on appearance to define health; and (v) the need to discuss alternative possibilities to tackle health in school. Data from each theme will be discussed with respect to the need to better articulate the relationship between the latest school-based health policies and the historical inclusion of a physical and health education curriculum within an academic domain. It will use the advice from a student audience to emphasize the basic purpose of existent curricula to educate (as oppose to mandate) people to lead a healthier life.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.008 |
| Scholarly communication | 0.010 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.006 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".