It’s Just About Having Fun’? Interrogating the lived experiences of newcomers To Canada in introductory winter sport programmes
Bibliographic record
Abstract
This study examined the underexplored relationship between winter sport, newcomer participation, integration, and national identity. Winter sports hold a prominent place within Canadian culture and identity; newcomers recognize this and express a willingness to try winter sports to feel ‘more Canadian’. Using a qualitative intrinsic case study design, I interrogated how newcomers to Canada experienced the significance of participating in one introductory winter sport programme – the WinSport Newcomers Programme – for their integration into Canadian society. Study methods included qualitative in-depth interviews and a photo elicitation focus group with WinSport Newcomers Programme participants, as well as participant observations of the programmes. This research was theoretically informed by social constructionist perspectives on race and ethnicity, as well as critical insights on sport-related integration. Using reflexive thematic analysis, I developed two themes focusing on the relationship between winter sport participation and newcomer integration, and considerations about future winter sport participation. Results illustrate that study participants experienced diverse programme outcomes and drew varied meanings from learning prominent Canadian winter sports. Various program shortcomings were also identified, which weakened the WinSport Newcomers Programme's integrative potential. Acknowledging the programme shortcomings, I argue that the role of introductory winter sport programmes for newcomer integration is worthy of future inquiry.
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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 | 0.001 | 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".