Associations between organized sport and mental health indices among post-secondary students experiencing disabilities: Social provisions and physical activity guideline adherence matters
Bibliographic record
Abstract
Organized sport is a promising student life activity for promoting campus community engagement, social provisions including social supports/companions, and mental health among students experiencing disabilities (i.e., long-term impairments substantially affecting everyday functioning and societal participation). Drawing on whole-campus perspectives for supporting student mental health, the aim of this study was to test the pathways between sport engagement, social factors (campus climate, social provisions), health behaviour (physical activity [PA] guideline adherence), and mental health indices (psychological distress, well-being, loneliness) among students experiencing disabilities. Path analysis was conducted to examine the direct effects of organized sport on health behaviour, social factors, and mental health. The indirect effects of organized sport on mental health through social factors and health behaviour were also examined. Data from the Spring 2023 national Canadian Campus Well-Being Survey were used (N = 4,608; impairment type: 38% comorbid, 32% mental health, 13% neurological; Mage = 26 (9.07) years; 70% women). Over half (63%) adhered to PA guidelines and only 18% engaged in organized sport. Sport engagement was directly associated with PA guideline adherence, social provisions, well-being, and loneliness (R2 = 0.01–0.26). There were significant indirect effects of organized sport on mental health indices through social provisions (% relative contribution = 26-38%) and PA guideline adherence (% relative contribution = 11-12%). The results have implications for the development of strategies aimed at improving sport participation among students experiencing disabilities, with the overall goal of promoting social provisions, health enhancing engagement in PA, and mental health across Canadian post-secondary campuses.
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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 | 0.002 |
| 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 | 0.001 | 0.001 |
| 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".