Research at the Nexus Between Physical Education and Environmental Education: A Narrative Integrative Review Through a Physical Literacy Lens
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
Abstract Following inter-/transdisciplinary ideas, environmental education inherently collaborates with other subjects, including physical education. As the work with other subjects might be jeopardised by differing worldviews and paradigms, it is worth illuminating compatible and incompatible positions for inter-/transdisciplinary work. In physical education, the concept of physical literacy (PL) has recently gained considerable attention and adopts a student-centred perspective on human existence and learning. Therefore, the goal of the present narrative integrative review was to review the existing literature at the nexus between physical education and environmental education through a PL lens (five pre-defined concept assumptions). After screening for eligibility, a total of 129 articles were assigned to five different thematic categories: (a) conceptual discussion/argumentative patterns, (b) curricular discussion and international comparisons, (c) programming/intervention content, (d) teacher and enabler perspectives and (e) student outcomes/perspectives. The synthesis revealed that PL can harmonise with the educative work when respecting the disciplinary interests of both physical education and environmental education. However, few intervention studies translate the holistic PL claims into interventions. Accordingly, evaluations with teachers or students less frequently integrated holistic learning experiences in line with PL. In summary, previous research at the nexus has not yet exhausted its full inter-/transdisciplinary potential.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.004 |
| Insufficient payload (model declined to judge) | 0.001 | 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