Developing an Organizational Mission Statement in Youth Sport: Utilizing <i>Mad Libs</i> as a Novel, Shared Leadership Approach
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
Sport organizations often utilize mission statements as “road maps” to guide the design and delivery of sport to youth. In the present work, we utilized a novel technique and sought out the perspectives of multiple stakeholders to craft a mission statement for an elite youth volleyball club on the east coast of the United States. Prior to the competitive season, a subset of club administrators (n = 3) head coaches (n = 6), parents (n = 10), and athletes (n = 11) participated in Mad Libs, a phrasal word game in which individuals are asked to fill in missing words in a prescribed, written story template. Key mission-relevant words were left blank, and beneath each blank was a prompt such as “noun (what the club should provide)”, “verb (what the club should do)”, or “adjective (kind of partnerships the club should build).” Participants completed stories individually, and responses were synthesized using content analysis. We then crafted a three-sentence mission statement and shared it with club stakeholders at a preseason meeting. The mission statement was adopted by the club and guides the direction of the club and its members. Importantly, our work highlights a novel technique, informed by a range of stakeholder perceptions and experiences, that can be used to craft an organizational mission statement in elite youth sport.
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 | 0.000 | 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 | 0.002 |
| 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