Table 2 Mapping the alignment of papers, themes, subthemes and Theoretical Domains Framework domains
Theme | Sub-theme | Theoretical Domains Framework domains | Papers | |
|---|---|---|---|---|
PAL Benefits | Teachers’ motivation and perceived effects | Knowledge (#1); beliefs about consequences (#6), reinforcement (#7); goals (#9) | 1, 2, 5, 7, 8, 9, 13, 14, 15, 19, 20, 21, 23, 24, 25 | |
Embracing class diversity | Knowledge (#1); beliefs about consequences (#6); goals (#9) | 7, 14, 15, 19, 20, 23 | ||
Lack of dissemination of evidence/ communication disparities | Knowledge (#1); beliefs about consequences (#6); social influences (#12) | 1, 2, 13 | ||
Pupil’s educational outcomes | Knowledge (#1); beliefs about consequences (#6) | 1, 2, 3, 4, 5, 7, 8, 10, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25 | ||
Pupil’s health | Knowledge (#1); beliefs about consequences (#6); emotion (#13) | 2, 3, 4, 5, 7, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25 | ||
Pupil’s social engagement and teamwork | Knowledge (#1); beliefs about consequences (#6) | 1, 13, 14, 18, 20 | ||
Pupil’s enjoyment and motivation | Knowledge (#1); beliefs about consequences (#6); emotion (#13) | 1, 3, 4, 5, 7, 9, 13, 14, 15, 16, 18, 20, 22, 24, 25 | ||
Classroom behaviour | Knowledge (#1); beliefs about consequences (#6) | 1, 3, 4, 5, 7, 13, 14, 18, 20, 21, 23, 24 | ||
Teachers’ beliefs about own capabilities | Attitudes towards PAL | Belief about capabilities (#4) | 11, 12, 15, 18, 19, 22, 23, 25 | |
Confidence in using PAL | Skills (#2); belief about capabilities (#4) | 3, 11, 16, 17, 18, 19, 21 | ||
Trial and error | Skills (#2); belief about capabilities (#4) | 1, 5, 9, 10, 13, 14, 15, 16, 19, 25 | ||
Idea generation | Skills (#2); social/ professional role and identify (#3); belief about capabilities (#4) | 1, 3, 8 | ||
PAL teacher training | Importance of PAL training | Skills (#2); social/ professional role and identify (#3); belief about consequences (#4); reinforcement (#7) | 2, 9, 14, 16, 18, 20, 25 | |
Awareness and knowledge of PAL | Knowledge (#1) | 1, 2, 10, 13, 17, 25 | ||
PAL examples, demonstrations and direct experiences | Skills (#2); social/ professional role and identify (#3); belief about consequences (#6). | 2, 5, 6, 8, 9, 13, 18, 20, 21, 24 | ||
Tailored ongoing support | Skills (#2), goals (#9); social influences (#12) | 6, 13, 15, 19, 21, 24 | ||
PAL delivery | Planning (lesson integration) | Skills (#2) | 2, 3, 4, 6, 9, 14, 15, 18, 22, 24, 25 | |
Frequency | Knowledge (#1); Beliefs about consequences (#6) | 1, 14, 15, 23 | ||
Intensity | Skills (#2); Beliefs about consequences (#6) | 2, 5, 14, 15, 17 | ||
Subject compatibility | Skills (#2) | 2, 10, 17, 18, 19, 25 | ||
Differentiation | Academic | Skills (#2); beliefs about consequences (#6) | 1, 5, 7, 9, 10, 11, 21, 24, 25 | |
Physical | Skills (#2) | 9, 10, 19 | ||
Psychosocial | Skills (#2); beliefs about capabilities (#4); emotion (#13) | 1, 9, 14, 21, 25 | ||
Age | Skills (#2); beliefs about consequences (#6) | 3, 4, 24, 25 | ||
Resources | Time | Environmental context and resources (#11) | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14, 15, 16, 20, 21, 22, 23, 24, 25 | |
PAL delivery resources | Environmental context and resources (#11) | 2, 4, 5, 9, 10, 12, 13, 14, 15, 16, 18, 19, 21, 24, 25 | ||
Delivery environments | Skills (#2); environmental context and resources (#11) | 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 14, 15, 16, 18, 19, 21, 25 | ||
School finance | Environmental context and resources (#11) | 14, 20, 23 | ||
Whole-of-school approach | The role of school culture in implementing PAL | Social/professional role & identity (#3); environmental context and resources (#11); social influences (#12) | 1, 2, 3, 15, 21, 22, 25 | |
Sustainable implementation of PAL dependent on whole-of-school approach | Environmental context and resources (#11); social influences (#12) | 2, 5, 11, 12, 14, 16, 20, 21, 22 | ||
Senior leaders support for PAL culture | Environmental context and resources (#11); social influences (#12) | 2, 5, 10, 13, 14, 16, 19, 21, 23, 24, 25 | ||
Teamwork and collaboration | Social/ Professional Role and Identity (#3); Social influences (#12) | 5, 6, 8, 9, 12, 13, 14, 21, 25 | ||
External factors | Policy (education & health) | Reinforcement (#7); environmental context and resources (#11) | 2, 12, 14, 15, 19, 21, 23 | |
Parents | Environmental context and resources (#11); social influences (#12) | 14, 19, 21, 25 | ||