Table 2 Changes in first year pre-service teachers’ perceived competence, confidence, willingness and barriers to implementing Transform-Ed! strategies into teaching practice
|  | Test–retest reliability (N = 119) | Mean (SD) | Paired differences: follow-up–baseline | |||
|---|---|---|---|---|---|---|
Construct | ICC | [95% CI] | Baseline (N = 218) | Follow-up (N = 218) | Mean | [95% CI] |
Willingness to integrate active teaching into professional practice placement | 0.89** | [0.85, 0.93] | 24.67 (2.91) | 25.21 (2.27) | 0.54* | [0.16, 0.91] |
Feelings about the impact of increasing activity and breaking sitting time on student outcomes (i.e. on task time, interest, academic outcomes) | 0.98** | [0.97, 0.99] | 24.15 (3.34) | 26.20 (2.41) | 2.05** | [1.58, 2.52] |
Confidence to integrate specific strategies within the classroom, to increase PA and decrease sitting time across the school day—as future teachers | 1.00** | [1.00, 1.00] | 20.10 (3.56) | 21.50 (2.54) | 1.40** | [0.89, 1.91] |
Confidence in specific strategies—beyond the classroom (e.g. recess, lunchtime and home)—to increase PA and decrease sitting time—as future teachers | 1.00** | [1.00, 1.00] | 17.71 (4.23) | 19.25 (3.03) | 1.54** | [0.90, 2.18] |
Perceived competence to effectively integrate specific active teaching strategies across the school day—as future teachers | 1.00** | [1.00, 1.00] | 17.73 (3.76) | 20.11 (2.28) | 2.39** | [1.85, 2.92] |
Perceived barriers to the delivery of active lessons in your class | 1.00** | [1.00, 1.00] | 47.74 (11.23) | 40.48 (9.52) | −7.26** | [−8.88, −5.64] |