A survey study on cognitive skills among university level football players
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
The study's goal was to look into and contrast Cognitive abilities of a subset of the players on the University of Delhi's intercollegiate football team, specifically the strikers and midfielders. These sub-variables include Imagery, Focusing, Refocusing, Competition Planning and Mental Practice. A sample of sixty (60) students from the University of Delhi participated in the study. Two groups were formed out of the athletes: strikers (30) and midfielders (30). There were only male participants in this study. The age range of the participants was 18 to 25. Using a standardized technique, the researcher looked at the mental profiles of midfielders and strikers. The Ottawa Mental Skills Assessment Tool-3 (OMSAT-3 Version 2-2) was employed by the researcher. An Independent Sample ‘t’ test was performed on the collected data with the goal of comparing. To assess the mental abilities selected variable (i.e., Cognitive abilities) of strikers and midfielders and determine whether there were any significant differences between the two player roles, the Independent Sample ‘t’ test was applied to the collected data. The study found no statistically significant differences between strikers and midfielders in Cognitive Skills (Imagery, Focusing, Refocusing, Competition Planning and Mental Practice) at a significance level of 0.05. Based on p-values from the statistical analysis that were higher than the significance level of 0.05, this conclusion was drawn.
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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 | 0.003 | 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 it