Redesigning physical education in Canada
Bibliographic record
Abstract
Proposals for redesign of Canadian physical education (PE) are timely. While Canada has promising initiatives that reflect ongoing redesign, there are several instances where “institutional auto-pilot” has led to negative outcomes for many children, particularly for those who have been historically marginalized in mainstream PE pedagogies and practices. In the chapter we embrace a spirit of reconciliation with and affirmation of Indigenous ways, while also responding to related calls for action. We focus on three key areas for which redesign efforts currently are underway or where opportunities remain. First, regarding identity and equity, we suggest specific redesigns of school funding, PE and PE teacher education (PETE) curricula, and the recruitment and retention of PETE students and faculty in order to destabilize whiteness. Second, we identify how the concept of physical literacy has functioned to build bridges across sectors in Canada, whereas health literacy has not, leading to a critical opportunity to merge agendas. Third, we consider how the nexus of policy, ethics, and culture may impact the implementation of these redesign initiatives. We conclude by identifying a reprioritization of research agendas towards policy and practice as a pressing task because our ability to conduct evidence-based advocacy depends on it.
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.
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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 0.002 |
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; both teacher heads agree on what is shown here.
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".