Perceived teaching practices of physical education teachers and the exercise related thoughts and behaviours of their students
Bibliographic record
Abstract
It has been reported that only 21% of Canadian youth are active enough for optimal health benefits and over 64% of females aged 12-19 years old are insufficiently physically active. It has been shown that the quality of instruction offered in Canadian physical education class may be a determining factor in the nature of the experience students receive and as a result this impacts their learning, skill acquisition and overall experience. Recent evidence highlights the importance of transformational leadership behaviours by both in the fields of business and physical education. However, little is understood as to how these behaviours may impact the thoughts and behaviours of those being taught or led. Based on Social Cognitive Theory, proxy-efficacy, RISE beliefs and self-efficacy may all be impacted by transformational teaching practices. As there is no published literature examining these constructs in concert within a physical education context, the present study aims to answer the question - Is there a relationship between the perceived teaching practices of physical education teachers and the self- and relational efficacy perceptions and exercise behaviours of their students?
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.
How this classification was reachedexpand
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 | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".