Frequency and factors associated with sustained exergaming in adolescents (Preprint)
Bibliographic record
Abstract
<sec> <title>BACKGROUND</title> Exergaming is increasing in popularity, but little is known about sustained exergaming. </sec> <sec> <title>OBJECTIVE</title> The objectives of this study were to describe the frequency and correlates/predictors of sustained exergaming. </sec> <sec> <title>METHODS</title> Data were available in AdoQuest (2005-11), a longitudinal investigation of 1843 grade 5 students in in Montréal, Canada. This analysis uses data from grade 9 and 11. Participants at T1 (mean age 14 (0.8) years) who reported past-week exergaming (n = 186), completed mailed self-report questionnaires at T2 (mean age 16 (0.8) years). Independent correlates (from T2)/predictors (from T1 or earlier) were identified using multivariable logistic regression. </sec> <sec> <title>RESULTS</title> Of 186 exergamers at T1, 81 (44%) reported exergaming at T2. Being female and having higher introjected regulation (i.e., a type of PA motivation indicative of internalization of PA as a behaviour) were independent correlates.. None of the predictors investigated were associated with sustained exergaming. </sec> <sec> <title>CONCLUSIONS</title> Almost 50% of grade 9 exergamers sustained for 2-3 years. In non-clinical settings, exergaming may be a viable approach to help adolescents maintain PA during adolescence, a period in the life course when PA generally declines. Sex and PA motivation should be considered in the design of exergaming interventions. </sec> <sec> <title>CLINICALTRIAL</title> N\A </sec>
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 | 0.001 |
| 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 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".