Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Contributors to the literature on gamesmanship typically assume that gamesmanship can be clearly distinguished from other legal strategies used in sports. In this article, we argue that this is a mistake. Instead, we propose that gamesmanship is a form of strategic excellence and a proper part of competitive sport. Using Howe’s influential work on gamesmanship as a representation of the received view, we show how the current debate rests on a presupposition that fails to withstand critical scrutiny (Section 2). Further, we argue that once this distinction is shown to be untenable, Howe’s evaluative account of gamesmanship fails (Section 3). By contrast, our alternative analysis leads us to a more positive evaluation of gamesmanship. In particular, we contend that effective uses of gamesmanship are simply examples of strategic excellence that – by definition – fall within the boundaries of what is permissible in competitive sport. We conclude by considering the relationship between gamesmanship and the spirit of the sport (Section 4) and by addressing a potential criticism that draws an analogy between sport and professional practices that clearly do not permit strategies akin to gamesmanship (Section 5).
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.
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 | 0.001 | 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 it