Examining the effectiveness of a pilot physical literacy-based intervention targeting first year university students: The plus program
Bibliographic record
Abstract
The transition into university is often considered first major transition and is associated with significant declines in physical activity (PA) (Bray & Born, 2004; Kwan et al., 2012). It remains, however, unclear how to best prevent or attenuate these declines. The concept of physical literacy (PL) and enhancement of PL may hold some promise, as it is considered foundational for lifelong PA engagement. Specifically, it targets the motivation, confidence, physical competence, knowledge, and understanding to maintain PA at an individually appropriate level throughout life (Whitehead, 2007, p. 204). The purpose of this study was to evaluate effectiveness of a pilot PL-based intervention. First-year university students (N = 65, Mage = 17.85±0.51; n = 46 females) were enrolled in a quasi-experimental study. Participants in intervention condition (n = 26) entered a 12-week program intentionally designed to facilitate novel movement skills through aerial, water, and land-based activities, within a fun and engaging group-based environment. All participants completed baseline and follow-up assessments of movement competence, motivation, knowledge, and confidence. Results found a significant time by condition interaction F(1,58) 4.92, p = .03, ?p2 = 0.08 in PL, suggesting intervention was effective in enhancing overall PL. There were also significant time by condition interactions for motivation F(1,59) 5.19, p = .03, ?p2 = 0.08, and knowledge and understanding F(1,59) 6.90, p = .01, ?p2 = 0.11 when examining PL subdomains. Overall, results from our pilot PL-based intervention shows promise as a modality to help first year university students maintain active lifestyles, but future trials with larger samples are required.
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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 | 0.001 | 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 | 0.000 | 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) | 0.000 | 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".