None listed
Conditions
Brief summary
TransformUs All Abilities is a hybrid effectiveness-implementation trial and the outcomes of both trials will contribute to evaluating the roll-out of TransformUs All Abilities. This registration describes the the Implementation component of our hybrid trial. The Effectiveness Trial is registered separately (ACTRN12622001050741). TransformUs All Abilities is a behavioural school-based intervention targeting reducing sedentary behaviour and increasing physical activity in students with additional needs. This is an adaption of a previously registered successful trial "Scalability of the Transform-Us! program to promote children’s physical activity and reduce prolonged sitting in Victorian primary schools" (ACTRN12617000204347). The adapted TransformUs components and supporting resources will be made available in an “All Abilities” section on our website and adaptations to existing activities will be embedded in other sections as well (i.e., Primary, Secondary, Higher Education). Teachers who agree to take part in the Implementation trial will be able to access all the training material via the TransformUs website and will also provide data either online, via text or over the phone interviews. As the program will be available to all Australian primary and secondary schools (mainstream or specialist), an online delivery mode has been deemed the most feasible and sustainable. The focus of this trial will be on investigating the implementation-level outcomes (e.g., acceptability, adoption, feasibility, fidelity, penetration, sustainability, satisfaction) of the TransformUs All Abilities, to understand whether the program is feasible, practical, and sustainable in a real-world environment. School staff involved in the implementation trial will be asked to complete an online survey on two occasions, ecological momentary assessments 3 times per term for up to 6 terms, and a sub-sample will be invited to participate in an interview. Based on reach, we aim for at least 52 special schools (i.e., 25% of the 208 eligible special schools) and 98 mainstream schools (i.e., 5% of the eligible 1,965 mainstream primary/secondary/combined schools) to uptake the TransformUs All Abilities program (i.e., 150 schools in total).
Interventions
TransformUs All Abilities is a school-based intervention targeting reducing sedentary behaviour and increasing physical activity in children and adolescents with additional needs. The objective of this trial is to test the implementation of the TransformUs All Abilities program in the real-world school environment.
The overall duration of the intervention is 6 months (i.e., the follow-up evaluation will be at 6 months from the initial registration). The intervention will include a repertoire of
TransformUs All Abilities is a school-based intervention targeting reducing sedentary behaviour and increasing physical activity in children and adolescents with additional needs. The objective of this trial is to test the implementation of the TransformUs All Abilities program in the real-world school environment. The overall duration of the intervention is 6 months (i.e., the follow-up evaluation will be at 6 months from the initial registration). The intervention will include a repertoire of activities that teachers could choose and implement differently across the day. Some examples of interventions are: - Active breaks – short (up to 2-minutes) activities that interrupt prolonged periods (e.g., 20-30 minutes) of sitting in class. They can be incorporated into any class lesson. At least one active break should be planned for and delivered in each core lesson. For example: Active bingo, active grammar, chair yoga). - Active lessons – longer sessions (e.g., 30 minutes) directly linked to the curriculum and involve integrating movement into the student learning experience. For example: times table teams (Maths), relay story (English). - Active recreation – active play and recreation activities conducted before, during (including recess and lunch), and after school. The activity type, frequency and duration depend on the students likes and on the specific characteristics of each school’s environment and timetable. These may include activity incursion (e.g., circus skills), sports (e.g., Basketball, Soccer, Netball) and other activities (e.g., Ultimate frisbee, Dodge ball, Finska). - Changes in the school environment – active indoor/outdoor environment, active equipment, teacher encouragement (i.e., champion), active school policies. This may include, for example, a borrowing system for active equipment at lunchtime, the installation and use of standing desks in the classroom, and the use of sport uniform during whole week. Additionally, teachers will have access to professional development resources on the website, including example lesson plans and teacher training to assist with the implementation of the above-mentioned strategies/interventions. To monitor the level of adherence to the strategies/interventions, teachers involved in the TransformUs All Abilities research component will be asked to complete an online survey at baseline and six months, Ecological Momentary Assessment (EMAs) via text message, and a subsample will be asked to participate in an interview after 6 months. These measures are discussed in further detail in Step 4: Outcomes.
Sponsors
Deakin University
Study design
Allocation
Non-randomised trial
Primary purpose
Prevention
Eligibility
Sex/Gender
All
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
• As this is a real-world trial, all Australian schools and school staff are eligible to register. • School staff working at government or independent schools in Victoria, Queensland and South Australia (*) who register for the program will be invited to take part in the implementation research component. *Note: approval to conduct research in the educational setting will be sought from the Victorian Department of Education and Training, the Queensland Department of Education and the South Australian Department of Education prior to the start of recruitment.
Exclusion criteria
• Registrants from states/territories other than Victoria, Queensland or South Australia will not be invited to take part in the research. This is an operational decision as it would require applications to each state/territories’ equivalent education department ethics committee. • Any registrant working at a Catholic school will not be invited to take part in the research component (surveys or interviews). This is an operational decision as it would require applications to conduct research in these schools to approx. 25 separate dioceses across the country.
Outcome results
None listed