First, the nature of our exercises changed over time on a number of important dimensions, including the scenario, priority objectives, facilitation, exercise designers and facilitators, and attention to beginning an action plan after the hot wash.
One possible limitation of using Pilates as a control however is that the non-specific effects of a regular, structured group-intervention, with group facilitator attention and supported attendance as provided in Pilates groups is far from clear.
Individuals with TRD may be excellent candidates for MBCT [ 12, 17], yet previous RCTs evaluating MBCT for depression failed to include an active comparator condition, limiting the results by not controlling for the non-specific factors (e.g., group support, homework, and facilitator attention) potentially associated with MBCT efficacy.
This is consistent with other research that recognizes that sustaining high-quality video-based conversations requires facilitators' keen attention to the ideas that unfold, how video is being used as a source of evidence for claims about instructional practice, and how participants work together to advance their own and each other's learning (van Es et al., 2014).
Highlighting, we also identified the things in the video to which the facilitator directed attention.
Mood represents a transient state that has attracted a great deal of attention as a potential facilitator of creativity [ 21- 23].
Meta-analyses however have been critical of the quality of trials [ 12] with commonly identified difficulties being a lack of standard diagnostic process for identifying depression in participants, short follow up periods, control groups that do not control for the attention of the exercise facilitator and small effect sizes [ 11, 12].
By illuminating not only the fact that the facilitator "pressed" or "lifted up" certain participant comments but also coded what the essence of those comments were, we witnessed deliberate choices on the part of the facilitator to pay attention to teachers' thinking and to move their thinking toward the goals/subgoals of TSCD-PD (and not to pursue other topics).
P5: I used to see it but I thought it was from herbalist so I never paid attention … (all laugh)... Facilitator: Why did you think it was from herbalist?
Specifically, facilitators tried to focus attention on participant comments about teaching-in-interaction with the students and the task, making sense of the cognitive demand in the classroom videos and identifying factors associated with maintenance and decline.
