Confident Bodies: A Pilot Study to Introduce Strength Training to Adolescent Girls
Bibliographic record
Abstract
Despite overwhelming evidence for the physiological and biomechanical benefits of strength training in adolescent girls, there remains a prominent gap in participation due to sociological factors and exposure to correct practices. Using a mixed-methods approach, this pilot study explored the effectiveness of a 5-day program designed to introduce adolescent girls to strength training, aiming to observe whether a 5-day program could improve movement competency, confidence, and perceptions toward strength training. Twelve girls (age = 15.2 ± 0.9 years) were recruited from a 5-day strength training program. This program focused on six key movement patterns, which were instructed, explored, and applied in the strength training environment. Movement competency was evaluated pre-, post-, and 1 month after the program. Perceptions of confidence and participation were evaluated using surveys (at each time point) and focus group discussions postprogram. Participants’ movement competency significantly improved from pre- to postprogram and was maintained 1 month after ( p < .001). The program was effective in developing participants’ confidence, and they reported enjoying the program, which positively influenced their intentions to engage in subsequent strength training. Focus group discussions indicated that social connections across family, friends, and sport would support ongoing strength training uptake, yet the lack of normalized strength training for girls/women may negatively impact adherence. Overall, results lend considerable support for 5-day programs aimed at introducing adolescent girls to strength training, showing an immediate impact on movement quality and perceived confidence and potentially contributing to ongoing participation in strength training.
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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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| 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".