Relationships Among Children’s Independent Mobility, Active Transportation, and Physical Activity: A Multisite Cross-Sectional Study
Why this work is in the frame
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Bibliographic record
Abstract
PURPOSE: Children's independent mobility (IM) may facilitate both active transportation (AT) and physical activity (PA), but previous studies examining these associations were conducted in single regions that provided limited geographical variability. METHOD: We recruited 1699 children (55.0% girls) in 37 schools stratified by level of urbanization and socioeconomic status in 3 regions of Canada: Ottawa, Trois-Rivières, and Vancouver. Participants wore a SC-StepRx pedometer for 7 days and completed a validated questionnaire from which we derived a 6-point IM index, the number of AT trips over a week, and the volume of AT to/from school (in kilometer per week). We investigated relationships among measures of IM, AT, and PA employing linear mixed models or generalized linear mixed models adjusted for site, urbanization, and socioeconomic status. RESULTS: Each unit increase in IM was associated with 9% more AT trips, 19% higher AT volume, and 147 more steps per day, with consistent results across genders. Both measures of AT were associated with marginally higher PA when pooling boys' and girls' data. Children in Vancouver engaged in more AT. PA did not vary across site, urbanization, or socioeconomic status. CONCLUSION: IM was associated with more AT and PA regardless of where children lived, underscoring a need for IM interventions.
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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 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 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