Examining Coaches’ Perspectives on the Use of Exercise as Punishment
Bibliographic record
Abstract
The negative consequences associated with punishment, highlighted by researchers in the parenting and education domains, have stimulated a shift toward more developmentally appropriate methods of behavior modification. Despite the reported negative outcomes linked with punishment use, preliminary research in sport indicates that punishment, specifically in the form of exercise, remains a common strategy in this domain. The purpose of this study therefore was to explore interuniversity coaches’ perspectives on the use of exercise as punishment. Semistructured interviews with eight interuniversity coaches (four males and four females) were conducted. Data were analyzed using inductive thematic analysis. Participant accounts revealed that exercise as punishment was implemented frequently in a variety of forms (e.g., push-ups and sprints). Perceived benefits for the use of exercise as punishment, such as performance motivation and team cohesion, as well as suggested alternative methods of behavioral modification were also reported. Findings are interpreted in accordance with punishment, shaming, and coach education research. Recommendations for future research and practice are suggested.
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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 | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.006 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| 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 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".