Trends in Physical Fitness Among School-Aged Children and Adolescents: A Systematic Review
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
Introduction and Objective: This systematic review aimed to analyse the international evolution of fitness with its distributional changes in the performance on tests of physical fitness among school-aged children and adolescents. Methods: In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the search was undertaken in four international databases (ERIC, PubMed, Scopus, and Web of Science) to identify the studies reporting temporal trends in the physical fitness among school-aged children and adolescents. Results: A total of 485 potential articles were identified, of which 19 articles were relevant for the qualitative synthesis; 1,746,023 children and adolescents from 14 countries (China, Finland, Sweden, Belgium, New Zealand, Denmark, Spain, Norway, Mozambique, Poland, USA, Lithuania, Portugal, Canada), for the period between 1969 and 2017 were included. The subjects were tested using 45 motor tests from eight battery tests. The quality of the study in eight articles was rated as strong, while in 11 articles it was rated as moderate. Discussion: The vast majority of studies show a constant decline in strength and endurance. Three Chinese studies show an increase in strength from 1985 to 1995 and then a decline until 2014. For endurance, similar patterns were found in the two most comprehensive Chinese studies. The decline in flexibility is also evident in European countries. For agility, speed, balance, and coordination, the trend differs among populations.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.005 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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