Table 2.
AMPED Principles | AMPED Teaching strategies |
---|---|
Maximising Movement and Skill Development | 1. Include an active warm-up with dynamic stretching. |
2. Provide lots of equipment. | |
3. Employ circuits and rotations. | |
4. Use grids effectively. | |
5. Implement small sided games. | |
6. Organise non-elimination games. | |
7. Modify games to maximize activity and skill development. | |
8. Integrate fitness into activities. | |
9. Choose activities that maximize MVPA. | |
Reducing Transition Time | 1. Manage the change room effectively. |
2. Take the roll while students are active. | |
3. Early activity set-up. | |
4. Distribute equipment quickly. | |
5. Decrease talk/instructions. | |
6. Form groups efficiently. | |
7. Manage water breaks efficiently. | |
Building Competence | 1. Provide overview of lesson/unit. |
2. Make behavioural expectations clear. | |
3. Use questioning. | |
4. Provide effective positive feedback. | |
5. Provide effective corrective feedback. | |
6. Match task to ability level. | |
7. Limit peer comparison. | |
8. Promote self-comparison. | |
Supporting Students (including support for students’ autonomy and relatedness needs) | 1. Emphasise fun and variety. |
2. Circulate around the class. | |
3. Provide students with opportunities to make choices. | |
4. Provide a rationale and emphasise relevance. | |
5. Minimise controlling language and behavior. | |
6. Take the students’ perspective. |
Definitions for each principle and strategy can be found in Additional file 1.