“Where” and “What” Do Adolescent Athletes Learn When It Comes to Food Literacy Compared With Adolescents that Do Not Play Sports? A Gender-Based Thematic Analysis
Why this work is in the frame
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Bibliographic record
Abstract
Background: Food literacy skills (e.g., nutrition knowledge, social, cultural, economic, and environmental impacts of food) play a role in high school (13-18 y) athletes' health and performance. Literature suggests that adolescents are rarely taught concepts beyond nutrition knowledge, and experiences differ with gender or sports involvement. To improve all adolescents' food literacy, we aimed to clarify differences in athletes' and nonathletes' food literacy to inform food literacy program design. Objectives: The objective of this study was to contrast athletes' and nonathletes' food literacy using a gender lens. Methods: = 4 nonbinary). Using inductive and deductive techniques, we thematically analyzed the data. Deductive codes were drawn from the Food Literacy for Young Adults Framework including Functional (e.g., nutrition literacy), Relational (e.g., joy in shared meals), and Systems (e.g., food sustainability) competencies. Results: Functional competencies were learned most and often through social media. When it came to differences in food literacy experiences between athletes and nonathletes, athletes valued more credible sources of information (e.g., parents compared with peers) and viewed food as fuel (e.g., eating for hunger cues) instead of as a way to form social bonds. Gender also played a role in adolescents' recognition of the connection between food and mental health (function competency) and the sources of information athlete boys and girls valued (personal knowledge compared with romantic partners). Conclusions: Improving all adolescents' food literacy starts with developing skills to judge information credibility (e.g., media literacy). Programs, where adolescent athletes and nonathletes learn together,should also address challenges these groups face, such as eating for performance compared with socialization, the impact of gender on how adolescents view associations between food and mental health, and credible sources of information.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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