An Evaluation of a Multi-Year Gender Equity in Sport Program
Bibliographic record
Abstract
Sports participation can provide numerous benefits for girl-identifying youth. Yet, girls are dropping out of sport at alarming rates. A driving factor behind girls’ sport drop-out is concern over safety and belonging. Therefore, in collaboration with Canadian Women & Sport, Fast and Female Supporting Women in Sport Foundation developed a multi-week program for girls and sport leaders aimed at increasing knowledge, awareness and attitudes toward keeping girls safe and engaged in sport. As the program has run for two virtual cohorts with plans for future in-person deliveries, an evaluation was necessary to learn from and adapt programming. Thus, the purpose of this evaluation was to explore girl and sport leader participants’ experiences in, and outcomes of, the program. A qualitative approach using focus group interviews (ngirls = 9; nleaders= 5) was employed to collect program process and outcome data. Interview data were analyzed using a reflexive thematic approach. For sport leaders, findings demonstrated that the program increased their knowledge and attitudes toward cultivating safe sporting environments (e.g., increased understanding of how to apply a gender lens to sport). For the girls, the program improved their understanding of safe sport by feeling more motivated to speak up for themselves, enhanced their identification of positive sport behaviours, and increased their value of sport participation. Findings add to the ongoing work in Canada to support the creation and maintenance of safe sporting environments for girls. Practical contributions include discussing how gender equity initiatives can be implemented and evaluated in the Canadian sport sector.
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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 | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".