Factors influencing parents' decisions about their children's sports participation
Bibliographic record
Abstract
The costs associated with physical inactivity are an increasing concern. Although the solution to this problem is physical activity, a longer-term solution would involve promoting physical activity at a young age, and throughout one's life (Jansen, 2012; Vanreusel, et al., 1997). Physical Literacy (PL) is the mastering of fundamental movement and sport skills, which allows an individual to participate in many forms of activity in everyday life (Canadian Sport For Life, 2011a). While physical literacy focuses on the growth of the whole person, Early Sport Specialization (ESS) takes place when a child is limited to participating fully in only one (or sometimes two) sports, that focuses on training, development, and competition at a very young age (Baker & Robertson-Wilson, 2003; Cobley, et al). The purpose of this study was to identify factors influencing parents’ decisions about their children's sport participation. This study utilized surveys to obtain data that were conducted in the Cowichan Valley through face-to-face intercept and online through email to target various sports associations. Results indicated that there were several factors influencing parents’ decisions about their children's sport participation. One major result was that parents tended to be more aware of the concept of PL compared to ESS, and they valued PL more than ESS. Results also showed that parents valued physical activity of their children more than they did for themselves. PL allows for children to develop the skills necessary to be competent in basic movement and sport skills, creating a foundation for lifelong physical activity. Parents may look at participation in organized sports differently, if they understood why PL is important in a child’s holistic development. Understanding and expanding our knowledge regarding the promotion, benefits, and evaluation of the benefits of these concepts may help in the future development of more holistic, institutional, and community plans.
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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 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".