Emergence of five physical activity profiles among active children
Bibliographic record
Abstract
Physical activity (PA) behaviour is a general construct that comprises a variety of dimensions (e.g., organised sports, exercise, free play, active transportation). Children reporting similar PA levels may therefore exhibit diverse profiles of PA dimensions as well as different motivational regulation and basic psychological needs. In this qualitative study, different PA profiles were identified and explored among active children, defined as those consistently engaging in ≥ 60 minutes of moderate-to-vigorous PA per day. A purposeful sample of active children [ N =25; mean age=12.2 (0.6) years; 48% female] enrolled in the Monitoring Activities of Teenagers to Comprehend their Habits (MATCH) cohort study (Belanger et al., 2013) were interviewed to explore their experience with PA as well as their psychological needs and motivation for PA. Data were transcribed verbatim and coded independently by three researchers. Five distinct PA profiles were identified: specialists, regulars, explorers, outdoor enthusiasts, and accidentally actives. In a cross-profile analysis, preferred types of PA, commitment towards various types of PA, variety in types of PA practiced, and contexts in which PA is practiced (e.g., individual vs group, organised vs unstructured, competitive vs recreational) were themes that distinguished the profiles. Participants in these profiles were also distinguishable based on motivation for PA and basic psychological need satisfaction of competence, autonomy, and relatedness. Taken together, the current findings suggest that active children present different PA profiles and demonstrate the value in drawing on self-determination theory and youth sport development frameworks to help better understand PA experiences in childhood. Considering that PA levels decrease with age, recognising distinct PA profiles and their associated characteristics may help tailor interventions to these PA profiles, and in turn help children maintain PA participation. Acknowledgments: The MATCH study is supported by the Social Sciences and Humanities Research Council and Sport Canada through the joint Sport Participation Research Initiative and by the New Brunswick Health Research Foundation. Julie Goguen Carpenter was funded through a Joseph-Armand Bombardier Master's degree Award from the Social Sciences and Humanities Research Council. Tanya Scarapicchia is currently funded by the Fonds de recherche sante du Quebec (FRSQ). Jennifer Brunet is supported by a Canadian Cancer Society Career Development Award in Prevention.
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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 | 0.000 | 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) | 0.001 | 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".