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

4.  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.  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.  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.  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.  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.  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.  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.  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.  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