Table 2.
TransformEd key concepts and lecturer implementation strategies
| Key components | Elaboration | Lecturer implementation strategies |
|---|---|---|
| Active academic lessons |
Active lessons utilise incidental activity or embodied learning to change the delivery of a traditional seated lesson Active lessons help to create a positive environment for learning, and they also provide a platform for excellence in teaching |
Modelled active academic teaching strategies in lectures and practical seminars |
| Integrated pedagogical theory (e.g. embodied pedagogy) and practice (e.g. skills, strategies, organisational and managerial concepts) to facilitate active academic lessons | ||
| Provided resources to pre-service teachers for active academic lessons | ||
| Provided opportunity for pre-service teachers to practice skills, strategies, organisational and managerial concepts required to teach active academic lessons | ||
| Provide opportunity for self, peer and lecturer feedback on pre-service teachers’ active academic peer teaching | ||
| Active breaks from sitting | Short active breaks interrupt prolonged periods of sitting. There are several different types or purposes of active breaks [42]. They can be used to complement lesson content using physical and visual reinforcement, introduce or summarise lesson content, structure the lesson, transition, the lesson, proactively manage the class and create a positive classroom environment [42] | Modelled active beaks in lectures and seminars |
| Integrated pedagogical theory and practice (skills, strategies, organisational and managerial concepts) to facilitate active breaks | ||
| Provided active break resources to pre-service teachers | ||
| Provided opportunity for pre-service teachers to practice skills, strategies, organisational and managerial concepts required to break sitting time | ||
| Provided opportunity for self, peer and lecturer feedback on pre-service teachers’ active break peer teaching | ||
|
Health lesson curriculum content |
Class lessons that aim to build skills and increase knowledge about the importance of being active and sitting less | Provided information around the importance of adequate physical activity |
| Provided resources for future teaching around the importance of physical activity | ||
| Provided opportunity for pre-service teachers to practice skills, strategies, organisational and managerial concepts required to deliver physical activity related content in peer teaching | ||
| Provided opportunity for self, peer and lecturer feedback around their physical activity related content peer teaching | ||
|
Active environments/ promoting activity during recess and lunchtime |
Signage, equipment, facilities, resources, policy and teacher encouragement/support to promote physical activity at recess and lunchtime | Delivered seminar/lecture focused on playground-based activities that facilitate PA at recess/lunchtime |
| Provided resources for playground-based activities | ||
| Provided opportunity for pre-service teachers to practice skills, strategies, organisational and managerial concepts required to facilitate playground-based activities, in peer teaching | ||
| Provided opportunity for self, peer and lecturer feedback around their playground activities peer teaching | ||
| Engaging families | Information and home-based activities provided for parents and children to engage with to reinforce the importance of children being active and sitting less | Delivered seminar/lecture on active homework strategies that engage families and educate around the importance of increasing PA and decreasing sitting time at home |
| Provided information around the importance of engaging families and the community when addressing physical activity behaviour (e.g. ecological model) | ||
| Provided active homework resources | ||
| Provided opportunity for active homework activities, peer teaching | ||
| Provided opportunity for self, peer and lecturer feedback around their active homework tasks |