Table 1.

‘Fit-4-Fun’ program content and alignment with theoretical constructs (Australia, 2011)

Wk	Session focus	Session overview	Behavior change strategies	SCT / CMT constructs
1	Health-related fitness (theory)	• Program rational	• Provide information about PA & PF behaviors / link to health	• Outcome expectations
		• Defining PA & PF
		• HRF & SRF	• Develop self-monitoring skills (weekly PA timetable, talk test)
		• PA guidelines		• Social support (home & school)
		• Analyzing current PA & PF behaviors	• Provide social support and encouragement (to meet PA guidelines)
			• Participate in age-specific “fun” physical fitness activities (HW task)	• Self-efficacy
			• Develop goal setting skills (HW task)	• Intentions
			• Provide equipment and task cards for use during recess and lunch breaks	• Motivation
				• Enjoyment
				• School environment
2	Cardio-respiratory fitness (CRF) (theory & practical)	• Provide information on CRF	• Provide information about CRF & the role of the heart & lungs during PA	• Outcome expectations
		• Role of heart & lungs during PA	• Participate in physical fitness practical laboratory	• Self-efficacy
		• Linking heart rate (HR) to PA intensity (lab)	• Develop skills in self-monitoring (using heart rate)	• Social support
		• Linking CRF & health	• Predicting consequences of actions	• Motivation
			• Making recommendations relating to PA and CF	• Enjoyment
			• Participate in age-specific “fun” physical fitness activities (HW task)	• School environment
			• Provide equipment and task cards for use during recess and lunch breaks
3	Improving cardio-respiratory fitness (practical)	• Revise CRF & measuring intensity using HR	• Provide opportunity to participate in enjoyable physical activities in a supportive environment	• Outcome expectations
		• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, skill development activities, modified games and cool-down	• Maximal participation is provided for and encouraged	• Social support
			• Positive feedback is provided throughout the session	• Self efficacy
			• Students are to reflect on their performance and re-assess current PA behaviors	• Motivation
		• HR is monitored throughout the lesson	• Participate in age-specific “fun” physical fitness activities (HW task)	• Enjoyment
		• Discussion about the type of PA and heart rate (high intensity / vigorous)	• Provide equipment and task cards for use during recess and lunch breaks	• School environment
			• Provide information on MF
4	Muscular Fitness (MF) (theory & practical)	• Define MF	• Link current PA behavior to MF	• Outcome expectations
		• Muscular strength Vs Muscular endurance	• Develop goal setting skills / set targets to achieve	• Social support
		• Activities that require MF	• Self-monitoring skills (PF tests)	• Self-efficacy
		• Measuring MF (lab)	• Participation in non-threatening practical assessments	• Intentions
				• Motivation
				• Enjoyment
		• Linking MF & health Improving MF	• Participate in age-specific “fun” physical fitness activities (HW task)	• School environment
			• Provide equipment and task cards for use during recess and lunch breaks
5	Improving muscular fitness (practical)	• Revise MF & measuring MF	• Provide opportunity to participate in enjoyable physical activities in a supportive environment	• Outcome expectations
		• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, MF circuit and cool-down	• Maximal participation is provided for and encouraged	• Social support
			• Positive feedback is provided throughout the session	• Self-efficacy
		• HR is monitored throughout the lesson	• Students are to reflect on their performance and re-assess current PA behaviors	• Motivation
		• Discussion about the type of PA and MF (e.g. resistance training)	• Participate in age-specific “fun” physical fitness activities (HW task)	• Enjoyment
			• Develop goal setting skills (HW task)	• School environment
			• Provide equipment and task cards for use during recess and lunch breaks
6	Flexibility (theory & practical)	• Define flexibility	• Provide information on flexibility	• Outcome expectations
		• Activities that require MF	• Link current PA behavior to flexibility
		• Benefits of being flexible	• Develop goal setting skills / set targets to achieve	• Social support
		• Types of stretching	• Self-monitoring skills (PF tests)	• Self-efficacy
		• Improving flexibility (lab)	• Participation in non-threatening practical assessments	• Intentions
		• Linking MF & health	• Participate in age-specific “fun” physical fitness activities (HW task)	• Motivation
		• Improving MF	• Provide equipment and task cards for use during recess and lunch breaks	• Enjoyment
		• Predicting outcomes from changed MF behaviors		• School environment
		• Goal setting task
		• Link flexibility to lifestyle behaviors
7	Improving flexibility (practical)	• Revise flexibility and measuring flexibility	• Provide opportunity to participate in enjoyable physical activities in a supportive environment	• Outcome expectations
		• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, fun stretching routines and cool-down	• Maximal participation is provided for and encouraged	• Social support
			• Positive feedback is provided throughout the session	• Self-efficacy
		• HR is monitored throughout the lesson	• Students are to reflect on their performance and re-assess current PA behaviors	• Motivation
		• Discussion about the type of PA and improved flexibility	• Link to lifelong behaviors	• Enjoyment
			• Participate in age-specific “fun” physical fitness activities (HW task)	• School environment
			• Provide equipment and task cards for use during recess and lunch breaks
8	Improving health-related fitness through games (practical)	• Revise HRF components	• Provide opportunity to participate in enjoyable physical activities in a supportive environment	• Outcome expectations
		• Revise improving HRF
		• Participate in a student-centered practical PE lesson where students adapt fun games to incorporate HRF	• Maximal participation is provided for and encouraged	• Self-efficacy
		• HR is monitored throughout the lesson	• Positive feedback is provided throughout the session	• Social Support
		• Discussion about the type of PA and improved HRF	• Students learn skills in adapting PA to improve HRF	• Motivation
		• Summary of health benefits with improved HRF	• Students are to reflect on their performance and re-assess current PA behaviors	• Enjoyment
		• Evaluation of ‘Fit-4-Fun’	• Link to lifelong behaviors	• School environment
			• Participate in age-specific “fun” physical fitness activities (HW task)
			• Reflection Task (HW task)
			• Provide equipment and task cards for use during recess and lunch breaks
1-8	‘Fit-4-Fun’ Home Activities	• Participation in an 8 week home activity program	• Students participate in a range of fun activities with their parents / siblings	• Outcome expectations
		• 2 weekdays: MF, flexibility, CRF activities	• Family provide social support throughout the program	• Self-efficacy
			• Students develop skills in self-monitoring and self-motivating	• Social Support
		• 1 weekday: fitness assessments	• Students develop skills in goal setting & time management	• Motivation Enjoyment
		• Weekends: family activities & CRF assessment	• Students develop skills in assessing & planning to improve the physical environment (assessment task)
		• Weeks 1, 5, 8: Goal setting tasks
		• Problem Solving Task (assessment)
1-8	Daily break time (recess and lunch) activities	• Student-directed activities and tasks for use during school break times (e.g. small sided games, challenges and strength activities using playground equipment)	• Provide opportunity to participate in enjoyable physical activities in a supportive environment	• Self-efficacy
				• Social Support
			• Maximal participation is provided for and encouraged by peers	• Enjoyment
		• Laminated Task Cards and equipment supplied	• Students learn skills in self-motivation / regulation Link to lifelong behaviors	• School environment
		• Participation will be assessed via self-report at 3-month follow-up

Abbreviations: SCT Social Cognitive Theory, CMT Competence Motivation Theory, HRF Health-Related Fitness, HR Heart rate, CRF Cardio-respiratory fitness, MF Muscular fitness, PA Physical activity, PF physical fitness, HW homework.