Revisiting the Tactical-Decision Learning Model
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
The purpose of this article was to examine the potential contribution of a particular student-oriented and socio-constructivist teaching model, T-DLM, with respect to (a) constructivism and nonlinear pedagogy and (b) the development of metacognitive awareness and self-regulation of learning in students engaged in a team-sport teaching/learning process. In the first section, we describe the main features of nonlinear pedagogy and of constructivism and socio-constructivism in view of relating them to T-DLM. Then, after a description of the context in which T-DLM was developed, the components of the model are discussed in relation to constructivism and nonlinear pedagogy. Several features of the model, such as observing, experiencing tactical problems while engaged in adapted sport activities, debating, and reflecting on prior game play, provide opportunities for the development of students’ metacognitive awareness and self-regulation of learning.
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 | 0.000 |
| 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) | 0.003 | 0.001 |
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