Background: Children living with disability have poorer health outcomes than their typically developing peers. They are less physically active and at increased risk of chronic disease. Teacher-led, whole-of-school physical activity interventions are promising levers for population-level change, but are seldom tested among children with disability. We aimed to evaluate the effect of a blended teacher-professional learning program (online and in-person) on fundamental movement skills (FMS) and physical activity among children with intellectual disability. Methods: In this cluster randomized clinical trial, we randomized 20 government-funded primary schools, including 238 consenting students (Grades 2–5; aged 8–11 years at baseline). Ten schools received the blended teacher-professional learning intervention and 10 were assigned as waitlist controls. The professional learning was designed to support teachers as they implemented a whole-of-school intervention designed to enhance FMS and increase physical activity levels. The school-based intervention was mostly online learning, followed by lesson observations and site visits from project staff. Blinded assessors measured FMS competency using the Test of Gross Motor Development-3. Secondary outcomes were self-concept, enjoyment, wellbeing, 300-yard run time, and accelerometer-measured physical activity. Results: We found no significant group-by-time effects for the primary outcome (FMS competency: b = 1.07 [95% CI -3.70, 5.84], p =.658) or any secondary outcomes. Conclusions: A school-based intervention did not improve FMS competency or physical activity in children with intellectual disability. Results may be attenuated by the COVID-19 pandemic. Alternatively, low intensity teacher-professional learning interventions may not be enough to improve FMS or physical activity among children with intellectual disability. Trial registration: Australian New Zealand Clinical Trials Registry registration number: ACTRN12620000405910, registered: 25/03/2020.

The aim of this study was to develop, implement and evaluate the novel one-day, school-based health education program Yantiin Kalabara that embedded Aboriginal and Torres Strait Islander culture and perspectives within a series of interactive learning stations. In consultation with local Aboriginal and Torres Strait Islander community members, the program was designed to encourage healthy lifestyle choices and promote strong, sustainable and mutually respectful relationships between Aboriginal and Torres Strait Islander peoples and non-Aboriginal Australians. It involved five primary schools within the Awabakal, Wonnarua, Darkinjung and Worimi Countries (Australia) in movement-based and culturally rich learning activities. The feasibility of the program for use in primary schools and preliminary efficacy for affecting change in key health behaviours (physical activity, nutrition, screen-time) was assessed using student questionnaires. Yantiin Kalabara was delivered by the Hunter Primary Care team and volunteers. Students reported that it helped them improve their overall health, physical activity, eating habits and screen-time patterns. We have demonstrated that the program can be feasibly delivered in primary schools, and that the program was efficacious in affecting positive changes in key health behaviours of participating children. However, further evaluation in larger and more diverse populations using a randomised controlled trial is warranted.

To examine current support mechanisms for supervising teachers and tertiary supervisors in professional experience placements, we investigated the perceived effectiveness of and explored strategies for enhancing university–school collaboration through the lens of situated learning theory, operationalized via a Communities of Practice framework. Data were collected from 282 interview participants across multiple institutions. Findings reveal opportunities for enhancing support mechanism availability and effectiveness, with many supervising teachers expressing interest in additional preparation and ongoing support. University supervisors highlight opportunities to strengthen communication and resource allocation to enhance school collaboration. These findings suggest that systematic investment in community-building approaches, strengthening domain knowledge, fostering mutual engagement through collaborative professional learning, and developing shared practices through effective boundary objects, is essential to transforming fragmented supervision practices into coherent communities of practice that enhance professional experience quality and university–school partnerships.

Background: There is a need to scale up effective physical activity interventions among the general population, particularly those incorporating resistance training. Ecofit is a community-based, multicomponent intervention promoting resistance and aerobic physical activity through smartphone technology, the outdoor built environment, and social support. This study aimed to scale up ecofit by comparing Low versus Moderate implementation support on the reach (outdoor gym use) of ecofit within two large regional municipalities. Methods: A hybrid type 3 implementation–effectiveness trial was conducted across two large municipalities in eastern Australia. Outdoor gyms (n = 18) were randomized to Low (ecofit app only) or Moderate [ecofit app, QR (quick response) codes on equipment, face-to-face workout sessions] implementation support. The primary outcome of “reach” was defined as the baseline-adjusted difference in the number of outdoor gym users (i.e. adults using outdoor gym equipment for resistance training) between groups. Reach was measured at baseline and 3-month follow-up using a modified System for Observing Play and Recreation in Communities tool, with blinded assessors observing community members perceived to be ≥18 years [categorized as Adults (aged 18–59) or Seniors (aged ≥60)]. Secondary outcomes included app uptake, dose received, implementation fidelity, and acceptability, feasibility, and dose-satisfaction regarding the app and guided sessions. Results: There was no significant difference in people using outdoor gym equipment for resistance training between Low and Moderate support groups at 3-month follow-up [incidence rate ratio (IRR) = 1.68, 95% CI: 0.96–2.94]. Among adults (aged 18–59), the Moderate support group showed significantly higher outdoor gym use at follow-up (IRR = 1.83, 95% CI: 1.01–3.31) compared to the Low support group. Over 6 months, 1273 users registered for the app, completing 503 workouts, 62% of which occurred indoors. Conclusions: Ecofit shows promise for promoting resistance training, particularly among adults. Broader marketing and enhanced engagement strategies may be required to increase outdoor gym use and sustain participation over time.

Purpose : Most classroom physical activity break interventions have been conducted in primary schools. This is the first study to examine teachers’ perceptions of integrating high-intensity activity breaks into academic lessons for older adolescents in the final years of secondary school. Method : Twelve teachers who participated in the Burn 2 Learn cluster randomized controlled trial completed a semistructured interview with a member of the research team (∼30 min per interview). Results : Teachers were supportive of activity breaks, citing increases in students’ well-being and improvements in classroom engagement following classroom activity breaks. However, competing academic pressure (particularly as major examinations drew closer) was the most cited barrier to implementation. Discussion : Despite the benefits of classroom activity breaks, providing alternative opportunities during the school day (i.e., before classes) may be needed for older adolescents in their final years of schooling if curriculum time is unable to be redirected away from academic subjects.