Table 1 ‘Fit-4-Fun’ program content and alignment with theoretical constructs (Australia, 2011)

1

Health-related fitness

(theory)

• Program rational

• Provide information about PA & PF behaviors / link to health

• Outcome expectations

• Defining PA & PF

• HRF & SRF

• Develop self-monitoring skills (weekly PA timetable, talk test)

• PA guidelines

• Social support (home & school)

• Analyzing current PA & PF behaviors

• Provide social support and encouragement (to meet PA guidelines)

• Participate in age-specific “fun” physical fitness activities (HW task)

• Self-efficacy

• Develop goal setting skills (HW task)

• Intentions

• Provide equipment and task cards for use during recess and lunch breaks

• Motivation

• Enjoyment

• School environment

2

Cardio-respiratory fitness (CRF)

(theory & practical)

• Provide information on CRF

• Provide information about CRF & the role of the heart & lungs during PA

• Outcome expectations

• Role of heart & lungs during PA

• Participate in physical fitness practical laboratory

• Self-efficacy

• Linking heart rate (HR) to PA intensity (lab)

• Develop skills in self-monitoring (using heart rate)

• Social support

• Linking CRF & health

• Predicting consequences of actions

• Motivation

• Making recommendations relating to PA and CF

• Enjoyment

• Participate in age-specific “fun” physical fitness activities (HW task)

• School environment

• Provide equipment and task cards for use during recess and lunch breaks

3

Improving cardio-respiratory fitness

(practical)

• Revise CRF & measuring intensity using HR

• Provide opportunity to participate in enjoyable physical activities in a supportive environment

• Outcome expectations

• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, skill development activities, modified games and cool-down

• Maximal participation is provided for and encouraged

• Social support

• Positive feedback is provided throughout the session

• Self efficacy

• Students are to reflect on their performance and re-assess current PA behaviors

• Motivation

• HR is monitored throughout the lesson

• Participate in age-specific “fun” physical fitness activities (HW task)

• Enjoyment

• Discussion about the type of PA and heart rate (high intensity / vigorous)

• Provide equipment and task cards for use during recess and lunch breaks

• School environment

• Provide information on MF

4

Muscular Fitness (MF) (theory & practical)

• Define MF

• Link current PA behavior to MF

• Outcome expectations

• Muscular strength Vs Muscular endurance

• Develop goal setting skills / set targets to achieve

• Social support

• Activities that require MF

• Self-monitoring skills (PF tests)

• Self-efficacy

• Measuring MF (lab)

• Participation in non-threatening practical assessments

• Intentions

• Motivation

• Enjoyment

• Linking MF & health

Improving MF

• Participate in age-specific “fun” physical fitness activities (HW task)

• School environment

• Provide equipment and task cards for use during recess and lunch breaks

5

Improving muscular fitness

(practical)

• Revise MF & measuring MF

• Provide opportunity to participate in enjoyable physical activities in a supportive environment

• Outcome expectations

• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, MF circuit and cool-down

• Maximal participation is provided for and encouraged

• Social support

• Positive feedback is provided throughout the session

• Self-efficacy

• HR is monitored throughout the lesson

• Students are to reflect on their performance and re-assess current PA behaviors

• Motivation

• Discussion about the type of PA and MF (e.g. resistance training)

• Participate in age-specific “fun” physical fitness activities (HW task)

• Enjoyment

• Develop goal setting skills (HW task)

• School environment

• Provide equipment and task cards for use during recess and lunch breaks

6

Flexibility (theory & practical)

• Define flexibility

• Provide information on flexibility

• Outcome expectations

• Activities that require MF

• Link current PA behavior to flexibility

• Benefits of being flexible

• Develop goal setting skills / set targets to achieve

• Social support

• Types of stretching

• Self-monitoring skills (PF tests)

• Self-efficacy

• Improving flexibility (lab)

• Participation in non-threatening practical assessments

• Intentions

• Linking MF & health

• Participate in age-specific “fun” physical fitness activities (HW task)

• Motivation

• Improving MF

• Provide equipment and task cards for use during recess and lunch breaks

• Enjoyment

• Predicting outcomes from changed MF behaviors

• School environment

• Goal setting task

• Link flexibility to lifestyle behaviors

7

Improving flexibility (practical)

• Revise flexibility and measuring flexibility

• Provide opportunity to participate in enjoyable physical activities in a supportive environment

• Outcome expectations

• Participate in a practical PE lesson with a gross motor warm-up activity, dynamic stretches, fun stretching routines and cool-down

• Maximal participation is provided for and encouraged

• Social support

• Positive feedback is provided throughout the session

• Self-efficacy

• HR is monitored throughout the lesson

• Students are to reflect on their performance and re-assess current PA behaviors

• Motivation

• Discussion about the type of PA and improved flexibility

• Link to lifelong behaviors

• Enjoyment

• Participate in age-specific “fun” physical fitness activities (HW task)

• School environment

• Provide equipment and task cards for use during recess and lunch breaks

8

Improving health-related fitness through games

(practical)

• Revise HRF components

• Provide opportunity to participate in enjoyable physical activities in a supportive environment

• Outcome expectations

• Revise improving HRF

• Participate in a student-centered practical PE lesson where students adapt fun games to incorporate HRF

• Maximal participation is provided for and encouraged

• Self-efficacy

• HR is monitored throughout the lesson

• Positive feedback is provided throughout the session

• Social Support

• Discussion about the type of PA and improved HRF

• Students learn skills in adapting PA to improve HRF

• Motivation

• Summary of health benefits with improved HRF

• Students are to reflect on their performance and re-assess current PA behaviors

• Enjoyment

• Evaluation of ‘Fit-4-Fun’

• Link to lifelong behaviors

• School environment

• Participate in age-specific “fun” physical fitness activities (HW task)

• Reflection Task (HW task)

• Provide equipment and task cards for use during recess and lunch breaks

1-8

‘Fit-4-Fun’ Home Activities

• Participation in an 8 week home activity program

• Students participate in a range of fun activities with their parents / siblings

• Outcome expectations

• 2 weekdays: MF, flexibility, CRF activities

• Family provide social support throughout the program

• Self-efficacy

• Students develop skills in self-monitoring and self-motivating

• Social Support

• 1 weekday: fitness assessments

• Students develop skills in goal setting & time management

• Motivation Enjoyment

• Weekends: family activities & CRF assessment

• Students develop skills in assessing & planning to improve the physical environment (assessment task)

• Weeks 1, 5, 8: Goal setting tasks

• Problem Solving Task (assessment)

1-8

Daily break time (recess and lunch) activities

• Student-directed activities and tasks for use during school break times (e.g. small sided games, challenges and strength activities using playground equipment)

• Provide opportunity to participate in enjoyable physical activities in a supportive environment

• Self-efficacy

• Social Support

• Maximal participation is provided for and encouraged by peers

• Enjoyment

• Laminated Task Cards and equipment supplied

• Students learn skills in self-motivation / regulation Link to lifelong behaviors

• School environment

• Participation will be assessed via self-report at 3-month follow-up