Abstract
The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (n = 5), lecturers (n = 6), and pre-service teachers (n = 274) involved with the 12-week program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of Glasgow and colleagues’ RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Pre-service teacher perceived effectiveness of such strategies on student outcomes also significantly increased and perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial by all lecturers. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Anchored in real-world settings and tethered by implementation science, Transform-Ed! could have the potential to advance the teaching capability of teachers, and transform the learning experience and physical and academic outcomes of primary school students.
Highlights
It is well known that physical activity is vital for the health and development of children [1], while high levels of sedentary time is linked to negative psychosocial and physical health outcomes [2,3].There is growing evidence that physical activity improves classroom concentration, behaviour, cognitive function and academic achievement [4,5,6]
The impact of the program on pre-service teachers’ perceptions was more substantial than what we found in the pilot study, in regards to their willingness to implement the strategies [36]
Pre-service teachers in the present study reported enhanced confidence and perceived competence to use active pedagogy in the classroom, future research will need to investigate the impact of Transform-Ed! on their capacity to increase primary school children’s physical activity and academic-related outcomes
Summary
It is well known that physical activity is vital for the health and development of children [1], while high levels of sedentary time is linked to negative psychosocial and physical health outcomes [2,3].There is growing evidence that physical activity improves classroom concentration, behaviour, cognitive function and academic achievement [4,5,6]. Students spend 70% of the school day sitting [7] and globally, over 60% of children fail to meet international guidelines of an hour of moderate-to-vigorous physical activity a day [8]. In Australia, less than two in ten children meet physical activity guidelines [9]. Children 2020, 7, 207 ideal setting for interventions that increase activity levels [10], such as via active lessons, active breaks, and active environments [11]. A recent systematic review of classroom-based physical activity interventions highlighted how they can be a low-cost, practical and time-sensitive way to increase physical activity throughout the school day [12]. Schools still face major challenges in adopting and implementing change [13]
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