Scalability of the TransformUs program to promote children’s physical activity and reduce prolonged sitting in Victorian primary schools.

A behavioural intervention targeting reducing sedentary behaviour and increasing physical activity will be rolled out across Victorian primary schools. This is a scale up of a previously registered successful trial: Transform-Us! an intervention promoting children’s health (ACTRN12609000715279). The program encourages schools and teachers to integrate active strategies into the classroom, school grounds and via students in the home setting to promote physical activity and reduce sedentary behaviour. Strategies include: CLASSROOM: * Teachers delivering class room lessons. Lessons teach children strategies to reduce sitting time and increase physical activity at school and at home. Example lesson templates are provided to schools. There will be 9 x 30-40 minute class lessons delivered per year for children in grades 3-6 (effectiveness trial) and prep-6 (implementation trial). * Teachers are asked to deliver one 30-minute standing/moving lesson each day. These are included as part of normal planned lessons. The content of the lesson remains as planned, rather it is the delivery of the lesson (standing) that changes. Examples of ways to incorporate standing lessons are provided to schools. * After every 30-minute teaching session sitting, teachers are asked to incorporate short (two-minute) light-intensity classroom-based breaks. For example standing, stretching or walking around the room. Examples of activities are provided to schools. SCHOOL GROUNDS: * Schools can install asphalt line markings in the playground to encourage children to be active. * Teachers are asked to display signage/posters promoting physical activity in areas where students play at recess and lunchtime. I.e. in the school grounds, classroom and staffroom. Examples of signage are provided to schools. * Use of and providing access to equipment. This includes class sets of pedometers, timers, easels, soft indoor sports circus equipment, such as: balls, bats, ropes and ribbons to use during recess and lunchtime. Schools can use existing or purchase additional equipment. * Teachers are asked to encourage and praise children for being active during recess and lunchtime through staff supervision and use of the sports and activity equipment, signage and asphalt line markings. Examples are provided if needed by schools. AT HOME: * Teachers are asked to modify children’s homework tasks to include a moving/standing component, and set physical activity as homework with parents/family. Existing homework tasks can be used, just modified. * Parents are provided with nine newsletters per year matched to the nine class lessons. Newsletters reinforce the class lessons, as well as engaging with children’s families. Newsletters are provided to schools, but they can embed the messages into their existing school newsletters. This intervention will commence in grade 3 and continue until children complete grade 6 i.e. The total duration of the intervention period is four years (effectiveness trial) and will commence in any grade level, prep-6, for implementation trial. As this is a real-world trial, teachers and schools will choose which components of the program they wish to adopt. The aim of the effectiveness trial is to determine the real world effectiveness and maintenance of the Transform-Us! roll out. This will be assessed from 20 Victorian primary schools who intend on adopting the Transform-Us! program. The aim of the implementation trial is to assess the reach, adoption, implementation (fidelity) and maintenance (at the organisational level) of the program, and will include counts and proportions adopting the program in different schools. Qualitative research, such as key informant interviews, will identify adaptation and assess systems and organisational influences on implementation and maintenance.