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Table 1 Description of teacher training program: Content and matched behaviour change techniques for each session

From: Using physical education to promote out-of school physical activity in lower secondary school students – a randomized controlled trial protocol

Session topic Content Behaviour change techniquesa
1. Introduction and added value of the training to teaching practice Introduction and warm up activities
Information on the added value of the training and expectations
Explore current supportive style and reflection
Why autonomy support matters
Introduction to self-determination theory
Social support (unspecified)
Social support (practical)
Discrepancy between current behaviour and goal
Shaping knowledge
Information about social and environmental consequences
Imaginary reward
2. Autonomy supportive techniques: Description and benefits for students and teachers Basics of the autonomy supportive teaching techniques: Definitions and implementation examples
Using autonomy supportive techniques: Benefits for students and teachers based on previous research results
Demonstration of the behaviour
Shaping knowledge
Information about social and environmental consequences
Behavioural practice/rehearsal
3. Use of autonomy supportive techniques to provide instructions How, when, and why to use autonomy supportive techniques when giving instructions (organizational, technical and tactical)
Taking students’ perspective
Using non-controlling and informational language
Providing rationale
Providing choices
Displaying patience
Information about social and environmental consequences
Instruction on how to perform a behaviour
Behaviour substitution
Habit reversal
Framing/ reframing
Self-monitoring of behaviour
Behavioural experiments
Behavioural practice/rehearsal
Graded tasks
4. Use of autonomy supportive techniques to provide feedback, encouragement, and praise How, when, and why to use autonomy supportive techniques when providing feedback, encouragement, and praise
Using non-controlling and informational language
Taking students’ perspective
Displaying patience
Generalization of a target behaviour
Behaviour substitution
Habit reversal
Framing/ reframing
Information about social and environmental consequences
Instruction on how to perform a behaviour
Self-monitoring of behaviour
Behavioural experiments
Behavioural practice/rehearsal
Graded tasks
5. Use of autonomy supportive techniques to deal with discipline issues and off-task behaviours How, when, and why to use autonomy supportive techniques when dealing with discipline issues and off task behaviours
Taking students perspective
Accepting negative affect
Providing rationale
Using non-controlling and informational language
Displaying patience
Providing choices
6. Building personalized action plans Plan changes in own teaching practice: Specific goals and plans for change when giving instructions, provide feedback, and respond to students with low motivation
Identify barriers and problem solving for using the autonomy supportive techniques in every day teaching practice
Development of their individualized infographic poster
Generalization of a target behaviour
Goal setting
Action planning (and implementation intention)
Instruction on how to perform a behaviour
Prompts/cues
Adding objects to the environment
Pros and cons
Social support unspecified
  1. a From behaviour change technique taxonomy (Version 1) [66]
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