Objective: The physical activity levels of children in Australia are critically low and correlate
with reduced academic achievement and poor health outcomes. Schools provide an ideal
setting for physical activity interventions to help children move more. However, a
lack of time and teacher overload are consistently mentioned as barriers to the sustained
implementation of physical activity programs by teachers in schools. We know the quality
of initial or pre-service teacher education has a significant impact on learning and
teaching outcomes more broadly, but little is known about the implementation and effectiveness
of embedding physical activity interventions in initial teacher education. Transform-
Ed! is a novel active pedagogy intervention embedded in initial teacher education.
It equips future teachers with innovative strategies to promote optimal academic outcomes
through meaningful physical activity in the classroom. Framed by implementation science,
this research investigated the reach, effectiveness, adoption, adaption, implementation
and maintenance of the Transform-Ed! program, when embedded within the first year
of an Australian Bachelor of Education (Primary) degree. A further aim was to provide
guidance for the scale-up of the program.
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