School physical education and sport: How are youths' experiences shaping their understanding of physical activity?
Bibliographic record
Abstract
In Ontario, children and youth in elementary school are required to participate in two 40-minute physical education classes per week (OHPEC, 2011). The curriculum suggests teachers emphasize opportunities to learn and demonstrate knowledge and skills related to living a healthy and active life (OHPEC, 2011). The objective of this study was to explore how youths' experiences in their school physical education and sport contexts shape their understanding of physical activity. This study utilized a case study design that included 26 grade 7 and 8 male and female students at one school. Data was collected through focus group interviews that followed a semi-structured guide; questions centered on youths' physical activity behaviours and their perceptions towards being physically active. All focus group data were transcribed verbatim and analyzed through a grounded theory approach (Corbin & Strauss, 1990). Findings revealed that participants who were engaged only in physical education classes (N = 6 females) perceived physical activity as a required organized sport activity that was not enjoyable. In contrast, youth who were also engaged in competitive school sport teams (N=20 males and females) experienced physical activity behaviours as fun, enjoyable and social activities. Interestingly, boys reported primarily social reasons for engaging in physical activity while girls reported mostly personal reasons. All youth demonstrated limited knowledge of alternative physical activity behaviours (e.g., unstructured activities, non-traditional sports). Findings advance understanding of how youths' perceptions of physical activity can be shaped by early school sport involvement.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 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 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".