Exploring Perspectives of Inclusion to Promote Participation in Physical Activity Among Children with Disabilities
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
Children with disabilities have tended to experience restricted levels of participation in physical activity (PA) compared to typically developing peers. The current research sought to explore perspectives among university students (N = 11) with varying experience as instructors in different PA contexts. Semi-structured interviews captured insight on how children with disabilities are included in PA. Thematic analysis revealed four themes: [1] Inclusion in PA should take place on a case-by-case basis; [2] The benefits of whole group accommodations outweighed the challenges; [3] A positive social and attitudinal environment are critical to promoting participation in PA for all children; and [4] There is a need for standardised training and supports for PA instructors to adequately promote inclusive PA. Through these themes, the spectrum of disability and inclusive practices was made clear. There was particular focus on the need for additional training for instructors in different PA contexts on inclusive practices.
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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 | 0.001 | 0.001 |
| 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 | 0.001 |
| 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