THE USE OF ORGANIC EXERCISE SELF-TALK BY FEMALE ADOLESCENTS
Bibliographic record
Abstract
Self-talk, a form of self-regulation has been demonstrated to influence behavior in both sport and exercise settings. The purpose of this study was to explore exercise organic self-talk by female adolescents through focus groups and determine if self-talk differed between frequent exercisers and less frequent exercisers. The sample consisted of 28 females in grades 9 through 12 from a Canadian secondary school. Physical activity levels were measured using Item 7 from the Physical Activity Questionnaire for Adolescents (PAQ-A) and participants were group based on their scores on the 5-point Likert scale (less frequent exercisers 1-2, frequent exercisers 3-5). Preliminary evidence was provided that exercise frequency relates to the content, context, and characteristics of teen girls’ self-talk. The self-talk of frequent exercisers tended to focus on self-presentational concerns less than their less frequent exercising peers’, while demonstrating stronger and more consistent levels of self-efficacy and beliefs in outcome expectancy. In addition, in comparison to their less frequent exercising peers who employed spontaneous and negative self-talk most frequently, frequent exercisers were more likely to report motivational and positive statements. Overall, the results indicated that organic self-talk provides a picture of teen girls’ thoughts and attitudes towards exercise and may have an influential effect on exercise behavior.
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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 | 0.000 | 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) | 0.001 | 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".