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Table 2 AMPED Intervention principles and teaching strategies

From: An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial 

AMPED Principles AMPED Teaching strategies
Maximising Movement and Skill Development 1. Include an active warm-up with dynamic stretching.
2. Provide lots of equipment.
3. Employ circuits and rotations.
4. Use grids effectively.
5. Implement small sided games.
6. Organise non-elimination games.
7. Modify games to maximize activity and skill development.
8. Integrate fitness into activities.
9. Choose activities that maximize MVPA.
Reducing Transition Time 1. Manage the change room effectively.
2. Take the roll while students are active.
3. Early activity set-up.
4. Distribute equipment quickly.
5. Decrease talk/instructions.
6. Form groups efficiently.
7. Manage water breaks efficiently.
Building Competence 1. Provide overview of lesson/unit.
2. Make behavioural expectations clear.
3. Use questioning.
4. Provide effective positive feedback.
5. Provide effective corrective feedback.
6. Match task to ability level.
7. Limit peer comparison.
8. Promote self-comparison.
Supporting Students (including support for students’ autonomy and relatedness needs) 1. Emphasise fun and variety.
2. Circulate around the class.
3. Provide students with opportunities to make choices.
4. Provide a rationale and emphasise relevance.
5. Minimise controlling language and behavior.
6. Take the students’ perspective.
  1. Definitions for each principle and strategy can be found in Additional file 1.