Reflections on cohesion research with sport and exercise groups
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The purpose of this article is to highlight cohesion research emanating from sport and exercise investigations. Across 3 sections, we detail how physical activity cohesion research converges with, and diverges from, mainstream literature in other areas (e.g., organizational psychology). In the first section, information pertaining to the definition, conceptualization, and measurement of cohesion in sport and exercise is provided and contrasted with recent reviews on these topics from organizational psychology. The second section provides an overview of recent studies conducted within the physical activity context to illustrate the diverse nature of cohesion research in this area. Specifically, the summary of sport literature highlights the associations of personal, social, and team factors to cohesion, in addition to drawing attention to its potential maladaptive effects. Exercise research is summarized via associations with personal, leadership, environmental, and group factors. Finally, in the third section, future suggestions are provided encouraging researchers to explore (a) the temporal dynamics of cohesion, (b) greater theoretical integration, (c) measurement issues, and (d) diverse populations of physical activity participants.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 it