Table 1.
Theoretical basis of the ACTI-BREAK programme
| Constructs | Behaviour-change technique | Example in intervention |
|---|---|---|
| During teacher training | ||
| Individual | ||
| Skills/capability | * Demonstration of behaviour * Practice behaviour * Provide feedback | * During the teacher training session and assisted rollout phase the intervention teachers will be provided with demonstrations of a range of ACTI-BREAK activities * Researcher assisted rollout during weeks 1 and 2 of the intervention |
| Outcome expectations | * Provide information | * Teacher training session provides information on academic-related benefits of active breaks |
| Support | * Information about others’ approval | * Share anonymous feedback from teachers who have used active breaks in their classroom obtained during the qualitative intervention development phase (teacher interviews) |
| During intervention | ||
| Individual | ||
| Enjoyment (students) | * Provide opportunities to participate in enjoyable physical activities | * The ACTI-BREAK programme provides a variety of different active break options for teachers and/or students to select from |
| Goals | * Goal setting | * Set goal to deliver 3 × 5-min ACTI-BREAKS per day |
| Monitoring | * Self-monitoring of behaviour | * During visits to schools (to fit and collect activity monitors and carry out academic assessments), teachers will be prompted to complete the teacher log after each ACTI-BREAK |
| Interpersonal | ||
| Social support | * Provide general encouragement | * During visits to schools to fit and collect activity monitors and carry out academic assessments |
| Environmental | ||
| Time | * Minimising time barrier | * All ACTI-BREAKS are quick and easy to implement |
| Prompts | * Prompts/cues | * A log will be placed on the whiteboard to remind teachers to do ACTI-BREAKS, and teachers will ask students to hold them to account * ACTI-BREAK activities will be printed on individual cards |