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Table 1 Intervention phases, change targets, behaviour change techniques and the method and agent of delivery

From: The Healthy Lifestyles Programme (HeLP), a novel school-based intervention to prevent obesity in school children: study protocol for a randomised controlled trial

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
   Provide information on behaviour-health link Literacy lesson (to create HeLP rap/poem) (1) Class teachers/HeLP coordinator/Drama group
   Skill building Activity workshops (2) (parents observe)  
    (1.5 hours)  
    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)  
(Year 5) Increase self-efficacy Communication skills training (afternoon)  
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)
  Increase social support (school, peer and family)    
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)  
   Agree behavioural contract   
   Prompt identification as a role model   
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   Prompt practice Drama workshop (1) (1 hour) Children to all other year groups in the school
   Prompt review of behavioural goals *PSHE lesson (1) (1 hour) HeLP coordinator
   Prompt barrier identification and resolution Class to deliver assembly about the project to rest of school (1) (20 mins)  
   Coping plans (parents invited to attend)  
    1 to 1 goal supporting interview to discuss facilitators/barriers and to plan new coping strategies (1)  
    (10 minutes)  
    (renewed goals sent home to parents)  
  1. aPSHE, Personal, Social and Health Education.
  2. bThe drama framework includes four characters, each represented by one of the actors, whose attributes relate to the three key behaviours. Children choose which of the characters they most resemble and then work with that actor to help the character learn to change the behaviour.