The physical literacy level of elementary school students was examined from the motivation and self-confidence domains
Bibliographic record
Abstract
Physical education learning in elementary schools has a significant role in developing students' physical literacy. However, physical literacy is not only related to physical abilities, but is also influenced by psychological factors, such as students' motivation and self-confidence in the learning context. This study aims to analyze the domains of motivation and self-confidence using the Canadian Assessment of Physical Literacy (CAPL-2) Questionnaire in elementary school students. The design used in this research is a cross-sectional study design, which aims to collect data at one time (point time approach). The research results obtained that the percentage of motivation and self-confidence scores for elementary school students is as follows: beginning 0%; progressing 16.67%; achieving 33.33%; excelling 50%. The data shows that elementary school students have excellent levels of motivation and self-confidence (excelling category) and have exceeded the recommended physical literacy levels associated with substantial health benefits. In the context of physical education learning in primary schools, strengthening students' motivation and building self-confidence will not only improve their physical skills, but will also help them develop positive attitudes towards physical activity and overall health.
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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 | 0.000 | 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".