[학술논문] Perceived Success and Enjoyment in Elementary Physical Education
Bibliographic record
Abstract
This study investigated children’s feelings of success and enjoyment in elementary physical education (PE) activities, and examined the factors to which the children attribute those feelings. \n \nThe study, carried out over nine weeks, involved 69 children, 35 boys and 34 girls, in Grades 2, 4, and 6 at a school in suburban Montreal, Quebec. The students attended one hour of PE a week. The school’s curriculum for kindergarten to Grade 2 consisted of a mixed block program featuring games, educational gymnastics, and rhythmic activities, with games receiving the most time and emphasis. The Grade 3 to 6 curriculum focused on activities related to traditional sports such as soccer, volleyball, and floor hockey, with some gymnastics, and about three lessons in square dancing. \n \nThe results showed that a high percentage of children felt successful in all three activities. When the activities were compared, the children felt less successful in dance than in either games or gymnastics. In general, girls were more likely than boys to consider themselves successful, and boys were less likely to consider themselves successful in gymnastics and dance than girls were. \n \nAlthough there were many similarities among the attribution statements the children made about their success, certain differences appeared, especially in response to dance. The children appeared to be aware of differences between the activities, but they seemed to have varied levels of understanding of the factors important to success in those activities. \n \n<출처: COPIAN Library, \nhttp://library.copian.ca/item/12631>
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 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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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 | 0.001 |
| 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".