Table 2.

The ‘SHARP Principles Model’ theoretical constructs.

Self determination theory (Ryan and Deci, 2000)	Behaviour change taxonomy (Michie et al., 2011)	Social ecological components (McLeroy et al., 1988)
Competence	Barrier identification/problem solving	Individual level
• Teachers' competence developed through joint planning sessions and the SHARP Principles. • PE Coordinator's and Head Teacher's competence developed through baseline data collection.	• An initial decision to change behaviour from Head Teacher and PE Coordinator. • Collection of baseline data provided understanding of the current behaviours in the school. Baseline data collection included: MVPA in primary physical education lessons (SOFIT tool) and teachers' perceptions of teaching physical education (individual interviews). • Meeting between the researcher and PE Coordinator to discuss barriers and identify possible ways of overcoming then. Including the implementation of the SHARP Principles.	• Increasing teachers' awareness of children's PA levels in PE through the collection of baseline data. • Developing teachers' knowledge and skills of PE through a joint planning session; SHARP principles where integrated to increase active learning time.
Relatedness	Action planning	Interpersonal Level
• Teachers' sense of belonging; intervention was supported by the Head Teacher and PE Coordinator which provided an instant support network for the teachers involved. • The joint planning meetings assisted in providing social belonging and support from the lead researcher and their supporting year group teacher.	• Creation of detailed action plans with the PE Coordinator. Targets were set based on the information collected at baseline including children's MVPA levels during PE and teachers' and children's perceptions of PE. • Action planning included: ‘target’, ‘rationale’, ‘action’, ‘timescale’ and ‘evidence/outcome’. • Examples of targets where: ‘to increase teachers' subject knowledge, confidence, planning and assessment strategies in primary PE’ and ‘to increase the percentage of active learning time in primary PE to above 50% MVPA through implementation of the SHARP Principles’.	• Ongoing support for teachers from the lead researcher and the school's PE Coordinator. • Ongoing support for the PE Coordinator through regular emails and meetings; action plan and progress were reviewed. • Ongoing reference to the SHARP Principles.
Autonomy	Provide instruction on how to perform the behaviour	Organisational level
• Teachers to be in control of their own behaviour. So although instruction was provided in relation to the SHARP principles, they chose the content of the lesson and were actively engaged in the planning stage of the lessons.	• Providing instruction, involved ‘telling’ the teachers ‘how’ to perform the behaviour (Michie et al., 2011). In this instance, joint planning sessions took place with year group teachers and the lead researcher. • In the planning sessions there was a focus on the integration of the SHARP principles to increase children's active learning time to above 50% MVPA.	• Ongoing support from the Head Teacher. • Development of a PE and PA policy and action plan with the PE Coordinator, integrating SHARP Principles. • Creation of a curriculum map, which was used as a starting point.