Effectiveness of affordances on physical literacy and quality of life: investigating the nonlinear approach of fundamental movement skills and a selection of handball sports skills
Bibliographic record
Abstract
BACKGROUND: This study investigated the effectiveness of interventions utilizing non-linear pedagogy for fundamental movement skills (NP-FMS) and a selection of handball sports skills (NP-HSS) on children's physical literacy and quality of life. METHODS: A cohort of 130 children, aged 8-10 years, was randomly assigned to two experimental groups and one control group. Physical Literacy and quality of life were evaluated before and after the intervention using the Canadian Assessment of Physical Literacy tool and the Pediatric Quality of Life Inventory. RESULTS: The findings revealed that both interventions, NP-FMS and NP-HSS, significantly influence the levels of physical literacy and quality of life. Furthermore, a significant improvement in physical literacy led to a notable enhancement in quality of life. Additionally, the interactive effect of age and group on physical literacy was found to be significant. CONCLUSIONS: Leveraging core principles of ecological dynamics through the deliberate integration of non-linear pedagogy and the constraint-led approach enables educators to systematically enrich affordance-rich environments, thereby fostering physical literacy and supporting improvements in children's overall quality of life.
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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 | 0.000 |
| 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 | 0.000 | 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".