Evaluating the feasibility and preliminary efficacy of a school-based program combining Physical Activity Breaks with Cognitive Behavioural Therapy for senior school students: The Burn 2 Learn plus (B2L+) program

The current project will examine the feasibility and preliminary efficacy of the Burn 2 Learn plus (B2L+) intervention in a secondary school. The primary aim of this research is to assess the feasibility of a school-based program that includes physical activity breaks infused with Cognitive Behavioural Therapy (CBT) in senior secondary school students. A secondary aim of the research is to evaluate the preliminary efficacy of the program on students’ anxiety, depression and wellbeing. The intervention integrates school-based physical activity breaks with CBT techniques. Each activity break includes physical activity, as well as the opportunity for students to learn and apply a different CBT technique each week. Classroom teachers will receive training, resources, and support to deliver two activity breaks per week (lasting ~20 minutes), for eight weeks. The intervention can be scheduled on any two days of the school week, at times chosen by the school to suit their timetable, though it is recommended that the same time slots are maintained consistently across the intervention. The activity breaks are designed to be conducted in the classroom. Each session explicitly teaches a CBT skill, pairs it with an engaging physical activity, and provides a practical strategy for students to apply during the week. Each session includes: (a) light physical activity, (b) CBT skill development, and (c) revision with a weekly practice challenge. The content progresses week-by-week: Week 1: Introduction to psychoeducation and self-talk (aerobic activity circuit) Week 2: Cognitive triangle – linking thoughts, feelings, and behaviours (resistance training circuit) Week 3: Identifying unhelpful thoughts (Pilates/yoga) Week 4: Challenging unhelpful thoughts (aerobic activity circuit) Week 5: Behavioural activation (resistance training circuit) Week 6: Problem-solving and coping toolbox (Pilates/yoga) Week 7: Stress management and relaxation techniques (choice-based movement) Week 8: Reflection, review of skills, and goal setting (choice-based movement) To prepare teachers, a one-day professional development workshop will be conducted prior to implementation. This face-to-face training (approximately three hours) will be delivered on the school campus by the research team and provide teachers with instruction and practical activities covering each CBT technique. Oversight of the CBT content will be provided by a member of the supervisory team with psychology qualifications (Honours and PhD) and experience teaching CBT and evidence-based psychotherapy at the university level. Adherence to training will be monitored through attendance records and participation in practical components of the workshop. During the intervention, fidelity and adherence will be monitored through weekly email check-ins with teachers, three classroom observations by the research team (approximately in weeks 1, 4, and 7), and teacher logbooks documenting when activity breaks have been delivered. These procedures will be outlined during the training workshop. The concept of CBT infused physically active breaks was informed by Beets et al. (2016) and their theory of expanded, extended and enhanced opportunities (TEO). For the current study, the provision of an entirely new opportunity for physical activity (i.e., expansion) was considered necessary, as there is no mandatory physical activity integrated into the school week for senior (Grades 11 and 12) school students in NSW. Beets, M.W., et al., The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion. International journal of behavioral nutrition and physical activity, 2016. 13(1): p. 120.