Basketball : Schule. Sprache. Inklusion
Bibliographic record
Abstract
The present thesis focuses on different aspects of the sport of basketball.Special focus lies on basketball at school, due to my intent to add value to the school development.This is emphasized through practical forms of exercises and games, which provide a methodological application in schools.The first chapter outlines the historical development of the worldwide popular sport.This extends from the basketball-like sports of indigenous peoples, through the actual birth of basketball by the Canadian educationalist James Naismith at the end of the 19 th century, to the global standardized adaptation of rules.The main focus of the thesis is concerned with general requirements for teaching basketball, the motivational aspect of basketball, and practiceoriented parameters for the implementation of teaching basketball in schools.Furthermore, a number of exercises of basic basketball techniques are revealed, which include significant elements for the training of a successful basketball player.These are methodologically structured and thus cover basic skills as well as complex variations.Additionally, the thesis introduces basketball and language with an example of the school sport club KO Celovec/Klagenfurt and a sports-languageproject of the Slovenian Sports Association.Another aspect includes basketball training in disabled sport, with the example of the initiative sport.und.mehr, which has been offered since 2014.This aspect implies organizational frameworks, sequences of trainings, interviews and forms of games.The thesis concludes with risks and main injuries of basketball players.
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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) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.035 | 0.009 |
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; both teacher heads agree on what is shown here.
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".