Table 2 Description of the UP4FUN intervention linked to the behavior change techniques
Themes | Intervention components | Link with determinants and behavior change techniques |
|---|---|---|
Week 1: Introduction to the project | - Teacher gives information on the project | - Knowledge: information about the health-behaviour link (I) |
- Children start wearing bracelet | - Attitude: Intention information (I) | |
- NEWS 1: ‘Welcome!’ | - Knowledge: Information about health-behaviour link (IP) | |
Week 2: Awareness of children’s sitting time | - Children register sitting time for several sedentary activities (e.g. reading, TV,.) | - Awareness: self-monitoring with normative feedback (I) |
- Children register steps for three activities at home | ||
- Children make a list of 3 indoor and 3 outdoor fun non-sedentary activities and share it with family | ||
- NEWS 2: ‘Awareness of time spent sitting’ | ||
Week 3: Evaluation of the sitting time | - Based on sitting time in week 2, children write personal goal and try it out for one week | - Awareness: Goal setting with self-rewarding use (I) |
- Children evaluate personal goal with ‘smileys’ and ‘frownies ‘(stickers) | - Automaticity: Use of prompts (I) | |
- Children write down 3 difficulties regarding achieving their personal goal and 3 solutions | - Self-efficacy: Barrier identification (I) | |
- NEWS 3: ‘Helping and supporting your child to aim for less sitting time’ | - Awareness of child behaviour: Monitoring child behaviour (IP) | |
Week 4: Influencing factors at home | - Children write down number of pupils in class with rules about screen-time and some examples of the rules, share this with parents and discuss family rules | - Parenting rules: Opportunities for social comparison (IP) |
- Children and then parents guess number of screens at home by category (TV, computer, games) before children count them | - Availability of screens: Barrier identification (IP) | |
- NEWS 4: ‘Do screens control your family life?’ | ||
Week 5: Breaking up sitting time and active transportation | - Children brainstorm ideas for non-sedentary recess activities and write it down on a poster | - Role modeling: modeling and demonstrating behaviour (O) |
- Teacher conduct activity breaks per sitting lesson | - Role modeling: identification as role models (I) | |
- Children are motivated to try the activity breaks at home | ||
- Children are encouraged to practice active transport to school | ||
- NEWS 5: ‘Short activity breaks are better than no breaks at all’ | ||
Week 6: Family Fun Event | - The family participates in the Family Fun Event (to summarize the project and share experiences) | - Social support: Plan social support and social change (IP) |
- NEWS 6: ‘Thank you for taking part in the UP4FUN project’ |