The satisfaction of adolescent females in single sex physical education
Bibliographic record
Abstract
The mandate of Physical Education programs in Canada is to facilitate active living and healthy lifestyles among youth. Unfortunately, the findings of recent studies suggest that this goal is not being met when it comes to adolescent females. For at least two decades, young women have expressed clear dissatisfaction with existing Physical Education programs. One factor that has been identified as contributing to this dissatisfaction is the social environment in which Physical Education occurs. Numerous studies have found coeducational Physical Education classes to be filled with ridicule, embarrassment, and limited participation opportunities for female students. As a result, many young women report negative feelings toward Physical Education and choose not to enroll in Physical Education classes as soon as they become a curriculum elective. This is of great concern as physical activity levels among adolescent females continue to decline. It has been suggested that single-sex Physical Education environments may be more effective in meeting the needs of female students and providing a satisfying Physical Education experience. The purpose of this study is to investigate the nature of satisfaction that females attach to single-sex Physical Education experiences. Sixteen adolescent females in grades 9 and 10 participated in this study. The Satisfaction Construct provided the theoretical framework for the study. This approach has been used by researchers to assess satisfaction from two dimensions: source of satisfaction and level of specificity. In-depth interviews served as the primary data collection method. The results of this study found self-esteem, social influences, skill level and value to be the primary factors attached to the satisfaction that females experience in single sex Physical Education. It is suggested that a supportive, non-judgmental environment in which friends are present and skill level is generally equal, creates greater opportunity for participation and success and leads to a satisfying Physical Education experience for adolescent females.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".