Table 2.

Interpersonal level (class teacher) of a conceptual framework for School-Based Physical Activity Interventions in Children Aged 7–11 Years of program theories (context-mechanism-outcome).

Context	Mechanism	Outcome	Supporting Evidence
If teacher training workshops are provided.	Then teachers become empowered and increase delivery confidence and competence. Teachers feel a sense of autonomy and ownership over the program.	Teachers model positive physical activity behavior and there is high program implementation fidelity and increased child physical activity.	Magnusson et al. [23] Donnelly et al. [51]
If physical activity resources and equipment are provided without training.	Then teachers lack autonomy and perceive physical activity program delivery as a stand-alone and additional.	Teachers do not use, or misuse the resources provided.	Huberty et al. [45] Martin and Murtagh [22] Weaver et al. [59]
If the intervention requires substantial teacher involvement,	Then there will be a differential response depending upon willingness and training provided.	Ineffective and/or inconsistent implementation of the physical activity program.	Drummy et al. [40] Huberty et al. [45] Martin and Murtagh [22] Weaver et al. [59]