EXAMINING THE INTERSECTION OF GENDER AND RACE ON YOUTHS’ PHYSICAL ACTIVITY
Bibliographic record
Abstract
INTRODUCTION: Regular physical activity is associated with numerous health benefits, yet many youths, particularly those from disadvantaged backgrounds, do not accumulate enough physical activity. The primary objective of this study was to explore whether the interaction of gender and race had a unique association with physical activity that differed from the sum of their main effects. METHODS: 18,725 grades 6-10 students from the 2017-2018 cycle of the Canadian Health Behaviour in School-aged Children Study were included. Sociodemographic characteristics and different types of physical activity including active transportation, curriculum-based physical activities, organized sports, outdoor play, and structured exercise were self-reported. Log-binomial regression models were used to estimate the main effects of gender and race on low physical activity participation separately within grades 6-8 and grades 9-10 students. The relative excess risk due to interaction approach determined whether gender and race demonstrated a departure from the additivity of effects. RESULTS: Girls in grades 6-8 and grades 9-10 had a higher risk of low participation in all types of physical activity than boys. Racialized students in grades 6-8 were more likely to have low curriculum-based physical activity, organized sports, outdoor play, and total physical activity than white students. The effect of race was less pronounced in grades 9-10 students as racialized students only had an increased risk for low organized sports. There were no significant gender and race interactions for low participation among grades 6-8 students (p>0.2). However, in grades 9-10, there were significant relative excess risk due to interaction results for organized sports and total physical activity. CONCLUSION: Gender and race were associated with several low physical activity outcomes. Except for organized sports and total physical activity among grade 9-10 students, the combined effects of gender and race on low PA did not surpass the sum of their individual effects.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".