From theory to practice: examining the influence of physically active learning on curriculum design and pedagogical planning in initial teacher education.

Introduction: Teacher effectiveness is a critical factor influencing student outcomes, with physically active learning (PAL) emerging as an evidence-based approach that enhances academic achievement and health. Embedding PAL within Initial Teacher Education (ITE) may support pre-service teachers to develop pedagogical competence and confidence. TransformUs Higher Ed is a research-informed intervention designed to integrate PAL within ITE, aligned with the Australian Professional Standards for Teachers-Graduate Level. While prior research shows improvements in pre-service teacher confidence and willingness to use PAL, limited evidence exists on how these strategies are embedded in pre-service teachers' lesson planning. This study explored how components, philosophies, and strategies from TransformUs Higher Ed were incorporated into the lesson planning of first-year Bachelor of Education pre-service teachers at an Australian university. Methods: A mixed-methods study was conducted with first-year Bachelor of Education pre-service teachers ( Results: Of the 141 participants, 89% incorporated at least one PAL strategy into lesson planning, yielding 447 active strategies ( Conclusion: Embedding PAL-focused interventions within ITE programs can foster pedagogical competence, with lesson planning serving as a crucial step in developing effective, evidence-based teaching practices among future educators.