## 3 Desired Outcomes and Discussion
Fourthly, this is the first intervention protocol suggesting the application of both methodologies with CPD for a full academic year. Research highlights the need for both the TPSR and AB to be implemented longitudinally [7; 94] through teacher training programmesto improve the implementation accuracy [32; 76; 80]. This procedure will help the teacher to adapt the model by modifying the components according to cultural differences, extending the methodology to other contexts, encouraging student adherence, and making students more active and responsible in the classroom. Based on these aspects, the ACTIVE VALUES educational programme emerges as an alternative methodology based on the incorporation of the AB in the structure of the TPRS to enhance prosocial behaviours and physical activity of Primary and Secondary students. Therefore, this proposal seeks to alleviate violent behaviour [14] and sedentary lifestyles among the youngest [4] simultaneously. Accordingly, the following results are expected from this programme: (a) an improvement of students' executive functions, academic performance and psychosocial aspects such as motivation, responsibility, basic psychological needs and classroom social climate; (b) promote the improvement of health-related quality of life (intention to be physically active, level of physical activity, body composition and healthy habits); (c) modify teachers' behaviour patterns towards devolution of responsibility and autonomy in order to increase students' active, autonomous and cognitive participation; (d) to find out participants' perceptions of the educational programme; and (e) to examine the feasibility of the two-phase training programme (initial and ongoing) and the fidelity of the intervention programme. In relation to the expected outcomes, previous studies demonstrate the effects of the TPSR model and AB independently. On the one hand, the TPSR seems to have a positive impact on the behavioural, social, emotional, and academic development of young people [9; 14], making it a pedagogical model that has a positive impact on the social and affective domain. However, the review of the literature on TPSR shows a lesser report on the physical and psychomotor development of children and adolescents [95], as it is a model focused on helping young people to become better people [14]. On the other hand, AB seem to have a strong impact on improving physical activity levels, physical fitness, classroom behaviour and cognitive performance [22; 23; 24], so it seems evident that this teaching strategy contributes to developing students' physical and cognitive proficiency. However, the literature review on AB shows a contradiction in their effects on executive functions and academic achievement [24], requiring more research to determine the time, intensity, duration, and timing of implementing AB in the classroom [23]. Furthermore, it also fails to report on the type of motivational regulation that AB promote among students. Thus, the combination of TPSR and AB aims to promote better outcomes in the four learning domains (social, affective, cognitive and motor) and to address the research gaps of both methodologies when implemented in isolation in the classroom [95]. In this sense, physical literacy, understood as a set of disciplines and dimensions (e.g., motivation, confidence, physical ability, knowledge, understanding, etc.) to value and participate in physical activity across the lifespan [14; 96], can be the link between TPSR and AB since the development of responsible behaviours and physical literacy are reciprocal [14]. Individuals with good physical literacy have significant connections to those who foster responsible behaviours, while the development of responsible behaviours may contribute to the development of a physically literate individual [14; 97]. Future intervention studies implementing educational programmes based on the combination of TPSR and AB could consider measuring this variable.