JMIR Publications

ABSTRACT

Research examining the design and impact of health literacy (HL) programs and interventions on preservice teachers’ HL and Health and Physical Education (HPE) teaching practices to enhance students’ HL are non-existent. However, research indicates that many teachers and preservice teachers are reporting low levels of HL, and recent research has highlighted preservice teachers’ challenges in teaching HPE to enhance their students’ HL capabilities. This is a concern as HL is a focus in curricula and schooling, both in Australia and internationally. The proposed methodology underpinning the research program is a seven-phase design-based research (DBR) approach, with the seven phases outlined in four sequential studies. These four studies are a systematic review, a qualitative focus group study, a pilot study, and a controlled trial (CT) study. The protocol paper aims to detail the plan for conducting the four studies in a comprehensive and transparent manner, thus contributing to the methodological evidence base in this field. The design principles generated from this project will contribute to the inclusion and development of initial teacher education programs and practices to enhance preservice teachers’ HL and teaching of HPE to enhance HL teaching practices.