https://nova.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 Implementing a school-based physical activity program: process evaluation and impact on teachers' confidence, perceived barriers and self-perceptions https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:37459 Resistance Training for Teens (RT for Teens) was evaluated using a cluster randomised controlled trial in 16 secondary schools. Teachers (N = 44; 48% female/52% male; mean ± SD years teaching experience = 10.6 ± 8.0) from 16 secondary schools were assessed at baseline. Intervention group teachers (i.e. from eight schools) delivered a structured school-based physical activity program over 10-weeks. Teacher outcomes included confidence to teach health-related fitness (HRF) activities, perceived barriers to teaching HRF activities, and perceived fitness. Detailed process evaluation data were also collected. Assessments were conducted at baseline and 6-months (post-program), and outcomes were assessed using repeated measures analysis of variance. Results: There was a positive group-by-time effect for the confidence composite score (p = .010, partial eta squared = 0.29), but no effects for the two (contextual, interpersonal) barrier composite scores. Also, there was a significant effect for perceived ‘general fitness’ (p = 0.044, partial eta squared = 0.13), but not for specific fitness subdomains. Teachers were highly satisfied with both the training and the program, believing it was beneficial for students. Resource usage and adherence to the SAAFE (Supportive, Active, Autonomous, Fair, Enjoyable) delivery principles was high. Conclusion: RT for Teens improved teachers’ confidence and perceived fitness. These findings highlight the potential for high-quality teacher training and program delivery to positively influence teacher-level outcomes. This may provide support for the use of teacher professional development to improve HRF-related pedagogy.]]> Wed 31 Aug 2022 08:19:25 AEST ]]> Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers? https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32761 Wed 27 Apr 2022 14:48:40 AEST ]]> A Collaborative Approach to Meeting the Requirements of the Nationally Consistent Collection of Data: An Action Research Approach https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:53872 Wed 13 Mar 2024 09:22:12 AEDT ]]> The village pharm: flipping the classroom to enhance the learning of pharmaceutics and associated professional skills https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:16262 Wed 11 Apr 2018 17:19:09 AEST ]]> Professional learning: a strengthening and reinvigorating element of the early childhood profession https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:9134 Wed 11 Apr 2018 16:53:01 AEST ]]> Changing teachers, changing teaching: exploring the relationships among teachers' perceptions of Quality Teaching Rounds, their teaching, and their identity as teachers https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:11711 Wed 11 Apr 2018 15:53:40 AEST ]]> What did we Flip? 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