Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls
Bibliographic record
Abstract
The purpose of this study was to understand teachers’ knowledge, perspectives, and experiences on inclusive and engaging physical education (PE) for girls, for the development of teacher professional development (PD). Through grounded theory qualitative research, this study explored teachers’ capacity and PD needs for including and engaging girls in PE. Data were collected from 10 Ontario teachers (N = 10) through two semi-structured focus groups and five semi-structured individual interviews. Themes were generated from the data indicating that teachers’ capacity to engage and include girls in PE is multifaceted and is influenced by numerous intrapersonal and institutional factors. While teacher participants employed a variety of evidence-based practices, notable gaps remained—particularly in their PE knowledge, inclusive pedagogical approaches, and confidence in their teaching abilities in a PE environment. This research provides insight for future PD to support teachers in engaging girls in PE.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 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".