Promoting adapted physical activity within kinesiology undergraduate programs: a RE-AIM perspective
Bibliographic record
Abstract
Disabled persons face an array of barriers to quality physical activity programming. Nonetheless, kinesiology undergraduate programs have historically neglected to focus on disability. Hence, it is unsurprising that ableist norms permeate throughout many kinesiology professions. The purpose of this paper is to introduce the RE-AIM approach as conceptual framework for the implementation of introductory adapted physical activity college courses within kinesiology undergraduate programs. Such an approach could shift the attitudes and knowledge of kinesiology undergraduates such that they are better prepared to support disabled persons in quality physical activity. Each dimension of the RE-AIM approach is examined and discussed in relation to the potential impact and sustainability of integrating adapted physical activity courses into a core curriculum for kinesiology undergraduate programs. We argue this development and expansion of adapted physical activity courses can serve as an important component to begin to address pervasive health disparities and ableist norms that permeate physical activity spaces.
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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 | 0.001 | 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".