PE teachers as promotors of physically educated citizens: Comparison of their representations in Quebec and Wallonia
Bibliographic record
Abstract
If physical education (PE) was sport oriented since the 80’s, an international movement underlined a need of change in order to deal more with the society evolution. Since the turn of the new millennium, PE has been increasingly linked to the promotion of physically active lifestyles. The implementation of such change of core values differed dramatically from one country to another. For example, in two French speaking regions, Quebec and Wallonia, the educational stakeholders reacted in different ways. As soon as 2001, the Quebec Ministry of Education decided to entrust PE and health education to PE teachers while the Wallonian educational authorities seem to discover today the central role that PE teachers could play in promoting a healthy lifestyle in youth. In this study, we compared Quebec and Wallonian PE teachers’ representations of their role as promotors of an active lifestyle. Six Canadian (3 females) and 11 Wallonian PE teachers (6 females) answered to a semi-structured interview. It was focused on: students’ motivation and self-confidence to engage in regular physical activity; knowledge about the health benefits of an active lifestyle, and self-determination to practice regular physical activity. A content analysis of the verbatim was processed in order to identify the main concepts expressed by the subjects. At the current state of the data analysis, it appears that cultural differences are clearly identified between Canadian and Wallonian PE teachers. The development of a healthy active lifestyle is more predominant among Canadian educators who can draw their experiences in more than 10 years of the Physical and Health Education curriculum while their colleagues from Wallonia are still trying to test new approaches without a strong institutional support. Wallonian teachers could take benefit of their colleagues’ experience in order to facilitate the adoption of news teaching strategies.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.009 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| 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".