Strategies used and assistance required to facilitate children’s involvement in competitive tennis: Parents’ perspectives.
Bibliographic record
Abstract
The purposes of this study were to (a) identify the strategies parents use to be able to support their children's involvement in competitive tennis and (b) identify additional assistance parents require to better facilitate their children's involvement in tennis.Interviews were conducted with 41 parents of junior players in the United States.Data analysis led to the identification of four strategies parents used to be able to support to their children: Spouses working together, interacting with other parents, selecting an appropriate coach, and researching information.Five areas where parents required additional assistance were also identified.These were understanding and negotiating player progression, education on behaving and encouraging players at tournaments, evaluating and selecting coaches, identifying and accessing financial support, and managing and maintaining schooling.These findings indicated that parents 'surrounded themselves with support' to facilitate their children's involvement in tennis, but required additional information regarding specific aspects of tennis parenting.
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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 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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; 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".