Enhancing physical literacy through active play in overweight /obesity elementary students in Thailand
Bibliographic record
Abstract
Introduction: Overweight and obesity in children have been associated with reduced physical competence from risk due to their greater body mass, which negatively affects their overall physical competence Objective: This study aimed to examine the effectiveness of a 6-week active play intervention in enhancing physical competence among overweight and obese upper elementary school students. Methodology: An experimental, pre-and post-controlled trial was conducted with 50 overweight or obese students (aged 10–11 years), assigned to an intervention group (n = 25) and a control group (n = 25). Participants were selected using purposive sampling from a school located in Suphanburi province. The intervention group participated in a 6-week active play program. Physical competence was assessed using the Canadian Assessment of Physical Literacy-2 (CAPL-2), including the PACER (aerobic fitness), plank assessment (musculoskeletal endurance), and the Canadian Agility and Movement Skill Assessment (CAMSA) for motor performance. Results: The intervention group showed statistically significant improvements in musculoskeletal endurance (t=2.146, p=.018), motor performance (t=2.293, p=.013), and total physical competence scores (t=2.829, p=.003) compared to the control group. Improvements were particularly notable in locomotor skills, while changes in manipulative skills and aerobic fitness were not statistically significant. Discussion: The active play program produced improvements in physical competence, particularly musculoskeletal endurance, motor performance, and overall physical competence. Conclusions: This study supports the efficacy of structured active play programs in enhancing physical competence in overweight and obese children. The results highlight the potential of developmentally appropriate, enjoyable play to address movement limitations, particularly in locomotor performance, and to promote overall physical competence.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".