Freshman Fitteen: Effects of an online team building exercise intervention
Bibliographic record
Abstract
Previous research revealed positive relationships between team building (TB), cohesion, and group task satisfaction in exercise settings (Bruner & Spink, 2011; Carron & Spink, 1993). However, researchers have yet to examine the efficacy of an online TB intervention to foster these constructs in a similar activity context. The purpose of this pilot study was to examine the effectiveness of an 8-week online TB intervention, Freshman Fitteen, designed to enhance group cohesion, group task satisfaction and physical performance in first year university students. Twenty-seven participants (Mage=18.6, SD =1.3) completed questionnaires assessing cohesion and group task satisfaction and a series of physical fitness tests at baseline and following the completion of the 8-week intervention. After controlling for baseline assessments, results revealed significant increases in cohesion (ATG-T, ATG-S and GI-T), group task satisfaction and two measures of physical fitness (push-ups and vertical jump height) (ps. <.05). These findings extend previous TB research to an online platform and provide preliminary support for the use of online TB interventions as an effective group-based strategy designed to promote group cohesion, group task satisfaction and physical performance in an exercise setting. Acknowledgments: The project was supported by the Schulich School of Education, Nipissing University.
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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) | 0.002 | 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 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".