Principle | Scores | Atlas | HIIT for Teens |
---|---|---|---|
Supportive | Teachers learnt about fundamental movement skills and were instructed to provide students with skill specific feedback to improve students’ motor skill proficiency. | Teachers were instructed to provide students with a rationale for improving their muscular fitness during ATLAS sessions. | ‘Trainer of the Day’ certificates were awarded to the student who provided their training partner with the highest quality social support during the HIIT session. |
Active | Teachers were encouraged to replace full-sided games (e.g., soccer) with small-sided modified games. | Teachers were provided with circuit cards describing body weight and Gymstick™ (elastic resistance training devices) exercises to ensure that all students could be actively engaged during sessions. | HIIT sessions were embedded into existing PE lessons for 8-weeks. HIIT sessions included 30 s of high intensity activity followed by 30 s of rest (while training partner completed the task). |
Autonomous | Students were provided with leadership roles (e.g., running activities, setting up and collecting equipment) in PE, school sport and at lunch-time. | Students were encouraged to complete one HIRT workout (i.e., short duration CrossFit-style fitness challenge) each session and could select the level of difficulty (Easy, Moderate or Hard). | Students completed the HIIT sessions with a partner of their choice and were provided with options regarding exercise selection (e.g., running on the spot or jumping jacks) during sessions. |
Fair | Teachers were instructed to monitor and modify lessons (i.e., rules and teams) to ensure that games were not dominated by the most competent students. | Teachers were instructed to monitor partner fitness challenges (e.g., shoulder wrestle activity) to ensure that students were evenly matched. | Students wore heart rate monitors during sessions and were encouraged (by training partners and teachers) to achieve >85% of their heart rate maximum. This objective was considered achievable for all students as success was based on effort not absolute fitness. |
Enjoyable | Teachers were instructed to avoid boring and repetitive warm-ups (e.g., running around the field) and replace them with enjoyable starter games. | Sessions provided students with opportunities to enhance their resistance training skill proficiency using a variety of teaching approaches including teacher-led, peer-led, and self-directed pedagogies. | High tempo music was played during HIIT sessions to enhance affect, reduce ratings of perceived exertion, and improve energy efficiency. |