Table 2 Findings from the ‘think-aloud’ teacher interviews and expert reviewers

On the terms ‘physical fitness’ (Q1) and ‘physical skills’ (Q2).

“Just wondering if everyone will understand physical fitness in the same way” [ER5].

Examples were added to both items (Q1 and Q2) to clarify ‘physical fitness (e.g., aerobic and muscular fitness, flexibility)’ and’physical skills (e.g., I can demonstrate the activities)’.

On the term ‘confidence’ (Q4).

“What is confidence here related to (self-confidence) or (program-confidence)—it might be a bit unclear (and a little hard for us to translate to Danish) I miss something like competence here—it could be specific didactical or pedagogical competences—or competences related to managing physical activity for kids.” [ER28].

Replaced the item on confidence with ‘I can deliver the [physical activity program or policy] even when barriers emerge (e.g., lack of student engagement or lack of time)’ (Q4).

On the use of ‘the time to prepare to deliver’ (Q7).

“The only question/observation I'd have corresponds to Q7 which seems to be more about the opportunity to prepare than opportunity to deliver.” [ER42].

Rephrased the wording into ‘I have enough time to plan the delivery of the [physical activity program or policy]’ (Q7).

On the excessive representation of authority figures and the lack of peers’ or parents’ perspective (Q8 and Q9).

“These have tapped into leadership support, but what about peer support? My colleagues consider the physical activity program to be worthy of delivery? (or see the value in the program)?’’ [ER44].

The two items on support from school executives and departmental support are merged into one and items on support from colleagues (Q9) and parents (Q10) are added.

On the use of ‘the benefits of delivering the [physical activity program or policy]’ (Q10).

“ … what lays within benefits, is it their pupils, their physical activity levels or something else?” [ER19].

An example was added to clarify: ‘the benefits (e.g., improvements in students’ classroom behavior) of delivering the [physical activity program or policy]’ (Q11).

On the categorization of ‘I am motivated to’ (Q11) as automatic motivation and on the measurement of the motivation of other teachers and students (Q12 and Q13).

“Q11 does not get at the automaticity but bringing it to mind like this is likely to tap the reflective portion. Q12 & Q13 seem to align with social opportunity. Maybe look more at some unconscious processes, habits, routines, etc. Regarding delivering one of the physical activity programs, it may be something that won't be there until they have been delivering the physical activity programs. The process of change for something like this would be reflective first, and then a shift toward automation.” [ER43].

Re-categorized item ‘I am motivated to deliver the [physical activity program or policy]’ under reflective motivation (Q12) and removed the items on other teachers’ and student’ motivation and added two items that reflects ones automatic motivation: ‘I enjoy delivering the [physical activity program or policy]’ (Q13) and ‘Delivering the [physical activity program or policy] can become part of my school routine’ (Q14).

On the item ‘I am planning to deliver the [physical activity program of policy]’. (Q13 from second version of the tool).

“I don’t know what that would mean. Are we already planning to deliver it?” [TI7].

Rephrased the item into: ‘Delivering the [physical activity program or policy] can become part of my school routine’ (Q14) to clarify.