Using focus group interviews to explore sources of enjoyment among children in sport
Bibliographic record
Abstract
This study examined the sources of enjoyment among a sample (n=45) of British children in middle to late childhood (ages 8-12 years) who participated in organized sport. Harter's competence motivation theory (1978: Human Development, 21, 34-64) suggests that individuals have a natural desire to experience feelings of competence and these feelings may be attained through mastery experiences in various achievement domains (e.g. academic, social relationships). Also, positive affective feelings (e.g. enjoyment) are associated with feelings of mastery which in turn increase motivation. Researchers in sport and exercise settings in North America and Canada have already identified perceived competence as being moderately or strongly related to sport enjoyment, with sport enjoyment being a dominant motive for participating in youth and elite sport. However, little qualitative or quantitative research examining the construct of sport enjoyment has emerged from other cultures such as Great Britain. Moreover, cognitive-developmental considerations in the design of research measures for use with children are scarce (see Brustad, 1998: In Advances in Sport and Exercise Psychology Measurement, edited by J. Duda, pp. 461-470. Morgantown, WV: Fitness Information Technology). In the present study, focus group interviews were used as they have many practical applications when working with children. First, they allow the child's unique perspective to be examined. Second, they overcome the difficulties children may experience in understanding both the text and context of paper and pencil measures. Finally, cognitive-developmental differences between age groups can be minimized by grouping the participants within a two-year age span.
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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 | 0.001 |
| 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) | 0.001 | 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".