Table 1
Sociodemographic, context, education training and intervention fidelity measures to be used in the study
| Construct | Measure | Baseline | 8 weeks follow-up | 12 months follow-up |
| Sociodemographic characteristics | Educator/teacher: level of education, years of experience, employment status, age, gender | ● |  | |
| Child/parent: age, gender, language and indigenous background, income bracket, household composition, parental education, child disability or delay | ✹ | |||
| Preschool educator context | ||||
| Music training background | Study-designed questions on type and years of formal music training as well as music training as part of preservice and in-service professional development (six items) | ● | ||
| Self-regulation training background | Study-designed questions on type of preservice and in-service professional development in area of self-regulation (four items) | ● | ||
| Child context measures | ||||
| Frequency of music-related home learning | Single item about frequency of home adult–child music activities used in prior longitudinal studies35 | ✹ | ||
| Attendance at extracurricular music and/or dance | Single item asking about music/dance extracurricular in the last 6 months | ✹ | ||
| Sleep problems | Five items used in prior longitudinal studies36 | ✹ | ||
| Physical activity preference and levels | Four items from the Longitudinal Study of Australian Children37—two from each of parents and school teachers Parents: one item on a 5-point scale about child enjoyment of physical activity from very much dislikes to very much likes; one item about child’s use of free time with three categories related to whether chooses active, inactive or both pastimes. School teacher: two items asking on a 5-point scale how active child is in organised activities and in play (from a lot less active than most to a lot more active than most) | ✹ |  | |
| Intervention feasibility, acceptability and fidelity measures and teacher training/delivery experiences (intervention group only) | ||||
| Implementation and adjustment record | Sessional checklist against activity plan. Each of the six activities undertaken in each section will require a rating by teachers of either ‘as per plan with or without planned extensions’; ‘as per plan with adjustments’; ‘not implemented’ | Throughout programme delivery | ||
| Teacher engagement | Sessional checklist on teacher enjoyment and confidence (low, medium, high) | Throughout programme delivery | ||
| Child engagement | Session checklist on child attention, enjoyment and participation (low, medium, high) | Throughout programme delivery | ||
| Teacher experience training in and delivering the intervention | Individual narrative interview including barriers and facilitators to approach and implementation | ● | ||
| Coach observation and coaching discussion notes | Throughout programme training and delivery | |||
◆=direct assessment; ●=preschool educator report; ✹=parent report;
=school teacher report.
