Concepts | Operationalization/definition | Pupil Parent Principal | Teacher (PE)* | Observations/photos | Local provider (PE)* | Manager youth club* | Manager sports club* | Coach sports club* | FG* (PE) | CT* (PE) | ||
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Distal outcome**: | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Adolescents' FV intake (amount) | 24-hour recall questionnaire (converted to grams per day) | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Adolescents' usual FV intake | FFQ | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Proximal outcomes**: | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
ENVIRONMENTAL DETERMINANTS | ||||||||||||
Actual and perceived availability: | Covered dimensions: quantity, variety, quality, appearance, accessibility, convenience, parental facilitation, visibility, time for eating FV, access to unhealthy food | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
at school | (see dimensions above) | X | X | X | X | X | X | Â | Â | Â | X | X |
at home | (see dimensions above) | X | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
in the leisure time | (see dimensions above) | X | X | Â | Â | Â | Â | X | X | X | Â | Â |
in the (school-) neighbourhood | (see dimensions above) | X | X | X | Â | X | Â | Â | Â | Â | Â | Â |
SOCIAL DETERMINANTS | ||||||||||||
Social norms: situational norms | Number of meals, situations, occasions and settings perceived as appropriate for eating FV | X | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Parental influence | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Dietary knowledge | Knowledge of national FV recommendations | Â | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Attitude | Perceived importance of child eating FV | Â | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Actual and perceived FV intake | FFQ/24-hour recall questionnaire similar to distal outcome | X | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Usual intake of unhealthy food | Intake of soft drinks, sweets and salty snacks (FFQ) | Â | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Modelling | If parents are eating FV together with children | X | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Perceived barriers | Access, time, money, convenience, preparation skills | Â | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Peer influence | ||||||||||||
FV intake | If best friends are eating FV | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Social norms: peer norms | If it is 'cool' to eat FV in school class. If the majority of peers are eating FV in school and in the leisure time | X | Â | Â | Â | Â | Â | Â | Â | Â | X | Â |
Teacher influence | ||||||||||||
Modelling | How often teachers eat delivered FV together with pupils | Â | Â | Â | X | Â | Â | Â | Â | Â | X | Â |
Attitude | Perceived importance of promoting healthy eating in school | Â | Â | Â | X | Â | Â | Â | Â | Â | X | Â |
Sport coach influence | ||||||||||||
Modelling | If sports coaches are eating FV during practice | Â | Â | Â | Â | Â | Â | X | Â | Â | Â | Â |
Attitude | Perceived importance of children eating FV during practice | Â | Â | Â | Â | Â | Â | X | Â | Â | Â | Â |
Proximal outcomes**: | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
PERSONAL DETERMINANTS | ||||||||||||
Taste preferences | Liking of FV and number of different FV liked | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | X |
Dietary knowledge | Knowledge of national FV recommendations | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Awareness | Awareness of whether they meet national recommendations | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | X |
Short term outcome expectations | Perceived immediate effects of eating FV: e.g. more energy, feel better, FV not filling enough, FV allergy | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Potential positive side effects: | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | X | Â |
More energy | Loss of energy during the school day | X | Â | Â | X | Â | Â | Â | Â | Â | X | Â |
School concentration | Unable to concentrate during class lessons | X | Â | Â | X | Â | Â | Â | Â | Â | X | Â |
Wellbeing | Children's level of life satisfaction, if they most of the time are feeling well and full of energy | X | Â | Â | X | Â | Â | Â | Â | Â | Â | Â |
Usual intake of unhealthy food | Intake of soft drinks, sweets and salty snacks (FFQ) | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
School: environmental changes | Nutrition policies, FV programme, food availability | Â | X | Â | Â | X | Â | Â | Â | Â | Â | Â |
Unintended adverse outcome: | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | X | Â |
Bullying | How often they have been bullied at school in the past couple of months | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Weight- and eating related teasing | If class mates are teasing each other because of weight, lunch bags or eating habits | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
School class thriving | If pupils in their class enjoy being together | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Free FV replace FV eaten at other times of the day** | Eating less FV at home (24-hour recall questionnaire). Fewer children bringing FV to school from home | X | X | Â | Â | Â | Â | Â | Â | Â | X | Â |
Moderators: | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Socioeconomic position | Parent occupational social class | X | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Socioeconomic position | Parental education | Â | X | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Gender | Boys and girls | X | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Implementation degree | Dose delivered/received, fidelity: adherence to protocol | X | X | X | X | X | X | X | X | X | X | X |