Exploring the Past: A Retrospective Look at the Experiences of Young Men in High School Physical Education Classes
Bibliographic record
Abstract
High school physical education classes aim to provide young men with the competence and confidence needed to lead a physically active lifestyle (Borghese, 2019; Tanaka et al., 2018). As well, physical education is recognized as a significant contributor to the daily accumulation of moderate to vigorous physical activity among young men (Tanaka et al., 2018). However, a considerable gap exists in the literature regarding what specific factors influence young men to participate during their physical education classes. Using a retrospective, qualitative description study, this research project explored the previous high school physical education experiences of 10 male-identifying students at the University of Saskatchewan. Using two rounds of semi-structured, individual interviews, each participant’s previous physical education experiences were investigated at length. The findings from these individual interviews can be understood through three themes: Us and Them, The Physical Education Teacher: “Him and His Football Boys” and Physical Cultural Capital. Woven throughout these three themes, the findings suggest that several key factors play a role in determining a young man’s participation and engagement in physical education. These key factors include competitiveness, participation in community hockey or on the school football team, relationships with the physical education teacher and accruement of physical cultural capital. The findings of this study support previous research, identifying physical cultural capital as a factor that affects engagement in physical education (Jachyra, 2014). As there is a paucity of research regarding young mens’ experiences with participation in physical education, this study aimed to add relevant information to a topic that lacks sufficient research.
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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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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".