An Investigation into High School Teachers'10th Grade Students' Attitudes and Values Toward Physical Activity as a Factor in Physical Education Drop Out Rates and Adolescent Obesity
Bibliographic record
Abstract
Standardized interviews were deployed to investigate 10th grade teachers' understanding of students' attitudes and values toward physical education and physical activity as a factor in students’ likelihood of dropping physical education, and adolescent obesity. When asked how school-based physical education could help combat the problem of students’ opting out of physical education, teachers suggested providing a greater range of choices amongst activities, and providing further opportunity for positive experiences in physical education. Furthermore, teachers stated that the greatest barriers to students who are overweight and/or poorly skilled from enjoying physical education were their feelings of being humiliated, ridiculed, embarrassed, and discriminated against. Teachers demonstrated a clear understanding of students' attitudes and values, in addition to some of the more attenuating barriers to increasing physical activity. Notwithstanding, if physical educators are to provide a safe and encouraging environment, there must be an acknowledgement that what they do, or choose not to do, may have an enduring impact on students. While teachers are unable to do much about extra-curricular physical activity, they can do something about the physical education offered in schools. Results of the study suggest that there must be a greater range of activities to choose from including sports which do not demand highly developed motor skills, but emphasize fitness and health.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| 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 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".