Department of Physical Education and Sport Science Aristotle University of Thessaloniki

1. Department of Physical Education and Sport ScienceAristotle University of Thessaloniki

2. What we have done: • Organized the meeting of the Greek partners • Attended the meeting • Led the development of module 3 • Participated in the development of module 4

3. Modules • Module 3:Developing a positive and inclusive learning climate for fitness • Module 4: Behavioural change for healthier lives

4. Structure of the modules • 1. Key theoretical approaches • 2. Practical implications of the theory • 3. Strategies promoting positive responses/ behaviour change and health promotion during lesson engagement • 4. Using microteaching to demonstrate comprehension of the teaching material

5. Developing a positive and inclusive climate • Overview of self-determination theory – a macro-theory of human behaviour • Overview of achievement goal theory • Achievement goals vs achievement goal structures • Social cognitive theory

6. Developing a positive and inclusive climate • Overview of the TARGET program • Strategies to improve teaching skills • Teacher-initiated autonomy support in the class • Provision of positive feedback and recognition • Grouping students to enhance social interactions • Evaluation procedures • Organization of the teaching unit

7. Developing a positive and inclusive climate • What to do: practices promoting autonomy supportive climate • What not to do: practices promoting controlling climate • Practices promoting physical activity outside the teaching unit (e.g., active school breaks) • Practices promoting physical activity within the teaching unit (e.g., ‘Take 10’, )

8. Developing a positive and inclusive climate • Teacher trainees will teach a subject to the other trainees using the microteaching approach • The trainees will provide feedback to the teacher pertaining to the taught subject • Discussion will be initiated on how this specific subject and the teacher’s practices can be improved

9. Behavioural change for healthier lives • Overview of behaviour change and health promotion theories; • • Transtheoretical model; • • Social cognitive theory; • • Social normative processes approaches • • Community-based approaches • • Theory of triadic influence; • • Self regulation and cognitive behaviour modification; • • Theory of planned behaviour; • • Integrative model of behavioural prediction

10. Behavioural change for healthier lives • Overview of the interventions based on behaviour change and health promotion theories • Practices derived from individual-level approaches • Practices derived from community-level approaches • Practices derived from ecological approaches • Life-skills development • Integration of practices into health promotion programs

11. Behavioural change for healthier lives • How to integrate into the lesson practices derived from individual-level approaches • How to integrate into the lesson practices derived from community-level approaches • How to integrate into the lesson practices derived from ecological approaches • Life skills development practices • Self-regulation promotion practices • Daily lessons designed to change unhealthy behaviours • Daily lessons designed to promote healthy behaviours

12. Behavioural change for healthier lives • Teacher trainees will present a daily lesson designed to change unhealthy behaviours or promote healthy behaviours to the other trainees using the microteaching approach • The trainees will provide feedback to the teacher • Discussion will be initiated on how this daily lesson and the teacher’s practices can be improved

13. Thank you for your attention