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Table 1 Intervention phases, function, BCTs and the component and agent of delivery

From: Qualitative findings from an exploratory trial of the Healthy Lifestyles Programme (HeLP) and their implications for the process evaluation in the definitive trial

Intervention phase Function Behaviour change techniques Component (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 (1x20 mins) HeLP Coordinators
Creating a supportive context     
  Raise awareness and increase knowledge Provide information on health behaviour link Newsletter article HeLP Coordinators
    Literacy lesson (to create HeLP rap.poem) (1x1 hour) Class teacher
Spring term (yr 5) Promote positive attitudes and norms towards healthy eating and physical activity Modelling/demonstrating behaviour   
    Activity workshops (2x1.5 hours) Professional sportsmen/dancers
   Prompt identification as a role model   
  Increase self-efficacy for behaviour change   Parent assembly (1x1 hour) involving child performances Class teachers/HeLP Coordinator/Drama group
   Provide information on behaviour-health link   
   Skill building   
Phase 2 Strengthen relationships with schools, children and families Provide information on health behaviour link Education lessons (5x1 hour) (morning) Class teacher
Intensive healthy lifestyles week – one week     
Problem solving/barrier identification Modelling/demonstrating behaviour    Drama (5x2 hours) (afternoon) Drama group
  Increase knowledge    
  Increase self-awareness    
Summer term (yr 5)    (forum theatre; role play; food tasting, discussions, games etc.).  
  Increase self-efficacy    
April-June Develop communication and problem solving skills Prompt identification as a role model   
  Increase social support (school, peer and family) Communication skills training   
   Teach to use prompts and cues   
Phase 3 Increase awareness of own behaviour Self-monitoring Self-reflection questionnaire (1x40 mins) HeLP Coordinator/Class teacher
Personal goal setting with parental support- goals set during week following drama   Goal setting (behaviour) Problem solving/barrier identification Goal setting sheet to go home to parents to complete with child (1x10 mins) HeLP Coordinator/Parents
  Increase self-efficacy for change    
  Develop planning skills Plan social support   
  Increase parental support Provide information on where and when to perform a behaviour 1:1 goal setting interview (1x10 mins) (goals sent home to parents)  
Summer term (yr 5)     HeLP Coordinator
June-July   Agree behavioural contract Forum theatre assembly (1x1 hour) HeLP Coordinator/Drama group
   Prompt identification as a role model   
Phase 4 Increase self-awareness and prioritise healthy goals. Provide information on health behaviour link Education lesson (1x1 hour) Class teacher
Reinforcement activities     
  Consolidate social support.    
     Drama group/HeLP Coordinator
    Drama workshop (1x1 hour). Followed by a class delivered assembly about the project to rest of school (1x20 mins).  
   Modelling/demonstrating behaviour   
   Prompt identification as a role model   
Autumn term (yr 6) Develop monitoring and coping skills    
  Increase parental support    
   Provide social approval   
    1-to-1 goal supporting interview to discuss facilitators/barriers and to plan new coping strategies (1x10 mins). HeLP Coordinator
   Prompt self-monitoring   
   Prompt intention formation   
Sept-Dec   Follow up prompts   
   Prompt review of behavioural goals (renewed goals sent home to parents)  
   Prompt barrier identification and resolution   
   Coping plans