From personal development to social change: Investigating the long-term impact of an adapted physical activity service-learning program
Bibliographic record
Abstract
Service-learning initiatives provide an experiential learning environment shown to foster academic attitudes, social skills, and future career aspirations. Service-learning also has been effective within adapted physical activity; however, given the lack of research, the magnitude and the long-term impact of programming are not adequately understood. The purpose of this study was to investigate the long-term impact of service-learning within an adapted physical activity setting. Using the Acadia University Sensory Motor Instructional Leadership Experience S.M.I.L.E.® program as the subject of a case study, participants were sent an online survey containing questions on demographic information, disability attitudes, and their S.M.I.L.E. experience. Results from this study presented five themes: (a) Relationship Development, (b) Empathy, (c) Attitude, (d) Accountability, and (e) Knowledge & Skill Development. Results demonstrated that service-learning programming within adapted physical activity can foster positive attitudes toward individuals with disabilities, promoting future civic responsibility, and continuing its influence postgraduation.
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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 | 0.014 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.008 |
| 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".