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Table 1 Overview of the evidence-based PA4E1 program (physical activity practices) including standards required of program schools (essential elements) and additional desirable elements [16]

From: Scale-up of the Physical Activity 4 Everyone (PA4E1) intervention in secondary schools: 12-month implementation outcomes from a cluster randomized controlled trial

Physical activity practices by Health Promoting Schools domain
Curriculum, teaching and learning
 1. Quality Physical Education (PE) lessons:
  • PE department used documented principles or guidelines for teachers to maximize PE quality, active learning time and student engagement in PE lessons (Program schools used the SAAFE principles- Supportive, Autonomous, Active, Fair, Enjoyable) [22].
  • Each PE teacher participated in peer observation of a practical PE lesson, at least once a yeara.
  • Desirable – peer observation feedback is against the department’s quality PE principles.
 2. Student physical activity plans:
  • All Grade 7 students developed a personal PA plan which included
   i) personal goals to improve or maintain activity or fitness
   ii) actions and timelines to achieve goals and
   iii) progress monitoring
  • Goals reviewed once within year
  • Desirable – students in Grades 7–10 develop a personal PA planb
 3. Enhanced school sport program:
  • The school delivered a short (10–12 weeks) structured PA Program designed to improve adolescents’ fitness and provide them with knowledge, motivation and skills to engage in a range of lifelong physical activities.
  • The program should be delivered to all students in at least one Grade between 7 and 10 (Program schools delivered the Resistance Training for Teens program to all of Grade 7 [23].
Ethos and environment
 4. Recess/ lunchtime physical activity:
  • Supervised recess and/or lunchtime PA sessions offered to all students in Grades 7–10 at least 3 days per week.
  • PA equipment freely available to students at least 3 days per week at recess and/or lunch.
  • Desirable - at least one organized recess or lunch activity per week targeting girls. Sessions promoted to students at least once per term.
 5. School PA Policy or Procedure:
  • School developed a policy which included:
   i) Provision of at least 150 min/week of MVPA during school time for all students in Grade 7–10;
   ii) Supportive practices to enhance all students’ PA (at least 3 of practices 1–4, 6–7 in this table)c
Partnerships and services
 6. Links with community physical activity providers:
  • School has at least three links that went beyond promotion of the provider (e.g. in newsletters) to involve an agreement, connection, partnership (e.g. out of hours sessions on school facilities, presentation by providers at school).
  • Links were designed to support ‘outside of school time’ activity.
  • Links were communicated to students and families at least once per termd.
  • Desirable - at least one of the community links made were to promote free or low cost options in the community.
 7. Communicating physical activity messages to all parents
  • All parents of students in Grades 7–10 were sent PA messages that were designed to increase parent knowledge, attitudes and support towards PA, at least once per term (excludes messages about school events e.g. carnivals, or school sports timetables or results, or advertisements for community PA providers).d
  1. aProgram schools were asked to aim for peer observations once a semester
  2. bProgram schools asked to set plans for Grade 7 at 12 months, Grades 7–10 for 24 months
  3. cProgram schools asked to include practices 1–4, 6 and 7 in their policy
  4. dProgram schools asked to use multiple modes to promote community links and to communicate PA information to parents (e.g. newsletters, parent app, parent information evening)