Physical education teachers' education to promote students' physical activity and to cope with sedentary behaviour

INTERVENTION: Participants are secondary school Physical Education (PE) teachers and their students living in the Marche Region, Italy. Teachers are randomly allocated to either an intervention group (IG) or a wait‐list control group (CG), by a staff member of the Marche Regional School Office. The intervention with PE teachers consists of internet‐supported Continuing Professional Development training (CPDt). PE teachers of both groups attend the same training but at different periods. Specifically, PE teachers in the IG participate in the CPDt and apply the acquired knowledge and skills with 3‐to‐5 of their classrooms, during the 2021/22 school year. Teachers in the CG will participate and apply with students in 2022/2023. The CPDt consists of four 75‐minute webinars focusing on nine topics: (1) the concept of physical literacy; (2) the most recent guidelines on physical activity (PA) and sedentary behaviour; (3) the role of PE teachers for the promotion of students’ active lifestyle; (4) the theories relating to self‐determination and motivational climate in PE; (5) the need‐supportive teaching style in PE; (6) the role of enjoyment in PE and PA practice; (7) goal‐setting, self‐monitoring and planning strategies; (8) the use of technologies to foster students’ out‐of‐school PA; (9) the “Team Pentathlon” intervention in school settings. Moreover, four 90‐minute laboratories involving groups of 15‐to‐20 teachers each are organized. CONDITION: Promotion of physical activity and reduction of sedentary behaviour in adolescents ; Not Applicable PRIMARY OUTCOME: ; For all the following variables Time 0 (T0) refers to data collected at the beginning of the project (i.e., between September and November 2021), and Time 1 (T1) refers to data collected at the end of the project (i.e., between May and July 2022).; ; Students’ out of school PA levels:; PA levels are measured through both self‐report instruments and objective tests, in detail:; 1. Objective PA levels are measured using accelerometers (ActiGraph GT3X‐BT); for previous use within research on PA promotion, see for an example Sirard & Pate, 2001; Papaioannou et al., 2020) at T0 and T1;; 2. Frequency of moderate‐to‐vigorous PA is measured in days per week using a 2‐item self‐report scale* (Prochaska et al., 2001; Papaioannou et al., 2020) at T0 and T1;; 3. Amount of moderate‐to‐vigorous PA in the leisure time is measured in hours per week using a single‐item self‐report instrument* (Booth et al., 2001; Papaioannou et al., 2020) at T0 and T1;; 4. Extracurricular out‐of‐school training with a coach or instructor is measured in times per week using a single‐item self‐report instrument* (Item approved in February 2021 by the Ethics Committee of the Free University of Bozen‐Bolzano, Italy) at T0 and T1;; 5. Extracurricular in‐school training is measured in days per week using a single‐item self‐report instrument* (Item approved in February 2021 by the Ethics Committee of the Free University of Bozen‐Bolzano, Italy) at T0 and T1;; 6. PA at school, PA outside of school, and sedentary behaviours are measured using a 15‐item self‐report scale (Youth Activity Profile, YAP; Saint‐Maurice & Welk, 2015; Papaioannou et al., 2020) at T0 and T1.; ; Students’ approach to PA:; 1. Perceived motivational climate in PE is measured using a 12‐item self‐report scale (two sub‐scales of six items each taken from the Motivational Climate in Physical Education; Papaioannou et al., 2007; Papaioannou et al., 2020) at T0 and T1;; 2. Basic psychological needs satisfaction is measured using a 15‐item self‐report scale adapted for PE (Basic Psychological Needs Satisfaction Questionnaire, BPNS‐Q; Standage et al., 2005; McAuley et al., 1989; Richer & Vallerand, 1998; Papaioannou et al., 2020) at T0 and T1;; 3. Behavioural regulation of motivation towards PE classes is measured using a 20‐item self‐report scale (Behavioural Regulation in Exercise Questionnaire‐2, BREQ‐2; Lonsdale et al., 2008; Papaioannou et al., 2020) at T0 and T1;; 4. Achievement goals in PE are measured using a 13‐item self‐report scale (Sport Goal Orientation Scale, adapted for PE; Duda & Nicholls, 1992; Papaioannou et al., 2020) at T0 and T1;; 5. Enjoyment in PE is measured using a 12‐item self‐report scale (Physical Activity Enjoyment Scale, PACES, adapted from PE; Motl et al., 2001; Carraro et al., 2008; Carraro et al., 2014; Papaioannou et al., 2020) at T0 and T1;; 6. Intention to practice physical exercise/sport in the leisure time is measured using a 3‐item self‐report scale* (Standage et al., 2003; Papaioannou et al., 2020) at T0 and T1.; 7. Perceived behavioural control regarding physical exercise/sport in the leisure time is measured using a 3‐item self‐report scale* (Hagger et al., 2009; Papaioannou et al., 2020) at T0 and T1;; 8. Attitudes towards PA/sport in the leisure time are measured using a 4‐item self‐report scale* (Hagger et al., 2009; Papaioannou et al., 2020) at T0 and T1;; 9. Social support from friends and family towards participation in out‐of‐school PA is measured using a 8‐item self‐report questionnaire (8‐item scale* – Dewar et al., 2013; Papaioannou et al., 2020) at T0 and T1;; 10. Action planning of out‐of‐school PA is measured using a 5‐item self‐report questionnaire (Physical Activity Planning Scale; Dombrowski & Luszczynka, 2009; Papaioannou et al., 2020) at T0 and T1;; 11. Self‐monitoring is measured using a 4‐item self‐report scale (Perceived Self‐regulatory Processes; Sniehotta et al., 2005; Theodosiou & Papaioannou, 2006; Papaioannou et al., 2020) at T0 and T1;; 12. Subjective vitality is measured using a 5‐item self‐report scale (Subjective Vitality Scale; Ryan & Frederick, 1997; Papaioannou et al., 2020) at T0 and T1.; ; PE teachers’ approach to PA promotion:; 1. Self‐efficacy in promoting out‐of‐school PA is measured using a 4‐item self‐report scale (a sub‐scale taken from a teachers’ self‐efficacy questionnaire; Gorozidis & Papaioannou, 2011; Maltagliati et al. 2021) at T0 and T1;; 2. Self‐efficacy in creating a positive motivational climate in PE is measured using a 4‐item self‐report scale (a sub‐scale taken from a teachers’ self‐efficacy questionnaire; Gorozidis & Papaioannou, 2011) at T0 and T1;; 3. Self‐determined motivation in promoting students’ out‐of‐school PA is measured using a 15‐item self‐report scale (Work Tasks Motivation Scale for Teachers, WTMST; Fernet et al., 2008; Maltagliati et al., 2021) at T0 and T1;; 4. Interpersonal behaviour in PE is measured using a 24‐item self‐report scale (Interpersonal Behavior Questionnare, IBQ; Rocchi et al., 2018) at T0 and T1;; 5. Intention to promote students’ out‐of‐school PA is measured using a 3‐item self‐report scale* (Aizen, 2002; Gorozidis & Papaioannou, 2011; Maltagliati et al., 2021) at T0 and T1;; 6. Behaviours to promote students’ out‐of‐school PA are measured using a 3‐item self‐report questionnaire* (Gobbi et al., 2020; Maltagliati et al., 2021) at T0 and T1;; 7. Pedagogical formats and feedback to promote students’ out‐of‐school PA are measured using a 13‐item self‐report scale* (Gobbi et al., 2020; Maltagliati et al., 2021) at T0 and T1.; *Note. Where not reported, a specific name for the scale has not been provided in the scientific literature.; SECONDARY OUTCOME: ; For all the following variables Time 0 (T0) refers to data collected at the beginning of the project (i.e., between September and November 2021), and Time 1 (T1) refers to data collected at the end of the project (i.e., between May and July 2022).; ; Students’ physical fitness:; 1. Submaximal level of functional exercise capacity is measured using the 6‐minute Walking Test, 6MWT; Geiger et al., 2007) at T0 and T1;; 2. Musculoskeletal fitness is measured using the handgrip and the standing long jump tests (ALPHA health‐related fitness test battery, Garzón, 2009; Ruiz et al., 2011; Watanabe et al., 2011) at T0 and T1.; ; PE teachers’ work engagement:; 1. Work engagement of PE teachers is measured using a self‐report questionnaire (Utrecht Work Engagement Scale, UWES, 9 items; Schaufeli et al., 2004; Gobbi et al., 2020; Maltagliati et al., 2021) at T0 and T1.; INCLUSION CRITERIA: The study involves a sample of secondary school Physical Education (PE) teachers and a part of their classrooms. The inclusion criteria for PE teachers are: 1. To be in service teachers in lower and upper secondary schools; 2. To teach in the same classrooms during all the 2021/22 school year; 3. To participate in the project with 3‐to‐5 of their PE classrooms; 4. To return the signed informed consent. The inclusion criteria for students are: 1. To be lower or upper secondary schools student (age range between 11 and 19 years old); 2. To be a student of one of the teachers involved in the project; 3. To return the signed informed consent. In case of minors, the document has To be signed by a parent/legal guardian.