Table 1 Intervention phases, change targets, behaviour change techniques and the method and agent of delivery
Intervention phase | Change targets | Behaviour change techniques | Method (frequency and duration) and agent of delivery | |
|---|---|---|---|---|
Phase 1 | Establish relationships with schools, children and families | Provide information on behaviour-health link | Whole school assembly (1) | HeLP coordinators |
Creating a supportive context | Raise awareness and increase knowledge | Provide information on health-behaviour link | (20 minutes) | HeLP coordinators |
Spring term (Year 5) | Promote positive attitudes and norms towards healthy eating and physical activity | Modelling/demonstrating behaviour | Newsletter articles (3) | Class teacher |
January-March | Increase self-efficacy for behaviour change | Prompt identification as a role model | (Over the spring term) | Professional sportsmen/dancers |
| Â | Â | Provide information on behaviour-health link | Literacy lesson (to create HeLP rap/poem) (1) | Class teachers/HeLP coordinator/Drama group |
| Â | Â | Skill building | Activity workshops (2) (parents observe) | Â |
| Â | Â | Â | (1.5 hours) | Â |
|  |  |  | Parents’ evening (1) involving child performances (1 hour) |  |
Phase 2 | Strengthen relationships with schools, children and families | Provide information on health behaviour link | aPSHE lessons (5) (morning) | Class teacher |
Intensive Healthy Lifestyles Week - one week | Increase knowledge | Problem solving/barrier identification Modelling/demonstrating behaviour | (1 hour) | Drama group |
Summer term | Increase self-awareness | Prompt identification as a role model | bDrama (5) | Â |
(Year 5) | Increase self-efficacy | Communication skills training | (afternoon) | Â |
April-June | Develop communication and problem solving skills | Teach to use prompts and cues | (forum theatre; role play; food tasting, discussions, games, etcetera) (2 hours) | |
| Â | Increase social support (school, peer and family) | Â | Â | Â |
Phase 3 | Increase awareness of own behaviour | Self-monitoring | Self-reflection questionnaire (1) (40 minutes) | HeLP Coordinator/Class teacher |
Personal Goal Setting with Parental Support- goals set during week following drama | Increase self-efficacy for change | Goal setting (behaviour) | Goal setting sheet to go home to parents to complete with child (1) (10 minutes) | HeLP Coordinator/Parents |
Summer term | Develop planning skills | Problem solving/barrier identification | 1:1 goal setting interview (1) (goals sent home to parents) | HeLP coordinator |
(Year 5) | Increase parental support | Plan social support | (10 minutes) | HeLP coordinator/Drama group |
June-July |  | Provide information on where and when to perform a behaviour | Parent’s evening (1) (child involvement - Forum Theatre) (1 hour) |  |
| Â | Â | Agree behavioural contract | Â | Â |
| Â | Â | Prompt identification as a role model | Â | Â |
Phase 4 | Increase self-awareness and prioritise healthy goals. | Provide information on health behaviour link | Newsletter articles (1) | HeLP coordinator |
Reinforcement Activities | Consolidate social support. | Prompt self-monitoring | (over the Autumn term) | Drama group |
Autumn term | Develop monitoring and coping skills | Prompt intention formation | Whole school assembly (1) | Drama group |
(Year 6) | Increase parental support | Follow up prompts | (20 mins) | Class teacher |
September-December | Â | Prompt practice | Drama workshop (1) (1 hour) | Children to all other year groups in the school |
| Â | Â | Prompt review of behavioural goals | *PSHE lesson (1) (1 hour) | HeLP coordinator |
| Â | Â | Prompt barrier identification and resolution | Class to deliver assembly about the project to rest of school (1) (20 mins) | Â |
| Â | Â | Coping plans | (parents invited to attend) | Â |
| Â | Â | Â | 1 to 1 goal supporting interview to discuss facilitators/barriers and to plan new coping strategies (1) | Â |
| Â | Â | Â | (10 minutes) | Â |
| Â | Â | Â | (renewed goals sent home to parents) | Â |