The Evolving Mind-Body Alliance: A Handbook for Educators
Bibliographic record
Abstract
This study examined anatomical and physiological connections between brain and body in relation to academic, physical, social, emotional, and behavioural benefits of physical activity in elementary schools. A handbook titled The Evolving Mind-Body Alliance: Physical Activities Incorporated Into the Ontario Science Curriculum—A Handbook for Educators, Schools, and School Boards was developed based on evidence that physical activity can benefit students academically, physically, and emotionally. Handbook activities were created for implementation into science lessons, with direct connections to the Ontario Science Curriculum (OSC), based on curriculum expectation goals and vision for science, including a majority of experiential learning and application knowledge, and because of students’ difficulty relating to science’s abstract concepts and terms. A review of literature about brain-body connection and benefits of movement in the classroom revealed that the defining features of the handbook should be (a) incorporation of physical activities that directly relate to the OSC, (b) require minimal resources to implement, and (c) provide a direct link to the OSC. Needs assessments were performed to gather the data from professionals in the field on the OSC and on the mandated daily physical activity. The handbook was reviewed by 3 teaching professionals in order to claim face validity of the document. The results of the project indicate that the handbook which was produced meets its goals of creating a product that is easy to use, practical, and effective for both educators and children in promoting the awareness of the brain-body connection and importance of learning through movement.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.009 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.004 | 0.006 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.002 |
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".