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Table 2 Strategies to promote engagement with the intervention

From: The impact of active stakeholder involvement on recruitment, retention and engagement of schools, children and their families in the cluster randomised controlled trial of the Healthy Lifestyles Programme (HeLP): a school-based intervention to prevent obesity

Intervention design
• Phase 1 of the intervention focussed on creating a receptive context, essential for the successful delivery of subsequent components.
• The use of interactive drama as a delivery method, built around a framework of four characters (Football Freddie, Snacky Sam, Active Amy and Disorganised Duncan). The attributes of these characters related to the key messages of the programme.
• Children chose which character they most resembled, and then worked with that actor to help the character learn to change their behaviour.
• Children co-created scenes with the characters and actors.
• Learning was based on the relationship between fiction and reality, allowing children to role-play real-life situations.
• The HC was the key contact for schools, children and families, providing support and building relationships.
• Intervention activities fitted in with the National Curriculum at Key Stage 2, by covering many key objectives for science, mathematics, literacy and personal, social and health education (PSHE).
• Children set personalised goals at home with their parents, followed up with a one-to-one discussion with the HC.
Intervention delivery
• In the main, trained personnel (outside the school) were used for delivery (sports/dance groups, actors, the HC).
• Teachers were required to deliver the PSHE lessons and actively observe the interactive drama sessions during the Healthy Lifestyles Week to promote engagement with the programme.
• Delivery of the drama sessions was dynamic and fun and involved a number of behaviour change techniques such as role play, problem solving, role modelling and identification of barriers.
• All components were responsive to the needs of every child in the class.
• Components could be adapted slightly to better fit the context of the school, whilst still remaining true to the programme.
• Each component of the intervention was manualised.
• The building of relationships was at the heart of intervention delivery.