Physical Education for Manual Wheelchair Users in Quebec: A Description of Teacher Training and Child Integration in Elementary and High Schools
Bibliographic record
Abstract
Pediatric manual wheelchair users (PMWUs) do not meet the Canadian 24-hour movement guidelines. Consequences are significant in terms of physical, emotional and cognitive health. Physical education (PE) classes are an important facilitator to increased physical activity among children and youth with disability. However, many teachers do not feel adequately prepared to provide education to children with special needs. Indeed, many Quebec (Canada) schools do not meet the recommended minutes of PE per week and the provincially mandated education program targets typically developing children only. Study objectives were to describe (1) the PE teachers’ training in adapted physical activity and (2) the integration of PMWUs in PE classes within Quebec elementary and high schools. An online survey asked 47 questions about: (1) demographic and descriptive information, (2) integration of PMWUs in PE classes, (3) teaching strategies (4) evaluation methods, (5) use of reference tools and (6) interests and opinions. Complete responses were received from 136 PE teachers. Forty-nine percent of PE teachers received adapted physical activity training through their university curriculum and 14.9% took additional training after university. Eighty-six percent of PE teachers were interested in receiving education about manual wheelchair skills training. While 97% of PMWUs participate with or without assistance in PE classes, some PE teachers were not satisfied with how they adapted their PE courses for PMWUs, reporting that adaptations to classes and evaluations are primarily based on professional judgment. Most PE teachers who did not currently teach PMWUs would not feel equipped to adapt their classes to do so. More work is needed to develop programs to facilitate PE teacher training. Improved PE courses may in turn increase physical activity among PMWUs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 source (direct Gemma or distilled Codex), 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".