Table 1 Logic of change: selected examples of performance and change objectives
Children | ||
|---|---|---|
Performance objectives | Change objectives | Strategies |
Increase numbers of children that commute actively | 1 the norm is to walk or bike to school | Establish the norm by information, highlighting alternatives and affecting environmental outcomes (traffic situation, lighting) |
Evaluation: Meeting reports, interviews | ||
Evaluation: numbers of children commuting actively to school | 2 children know that active commuting is healthier and better for the environment | Talk to children about their health and how it is affected by various variables, including physical activity. |
Evaluation: Quantitative study | ||
3 children believe that they can walk or bike to school | Support the children in removing barriers | |
Evaluation: Meeting reports, interviews | ||
4 children believe that they as a group can start active commuting | Discuss the matter at group level. Encourage the feeling of doing this together. | |
Evaluation: Meeting reports, interviews | ||
Increase numbers of children that have breakfast daily | 1 the norm is to have breakfast | Establish the norm by information and highlighting of alternatives. Focus on parental responsibility |
Evaluation: Meeting reports, interviews | ||
Evaluation: Quantitative study | 2 children know that breakfast makes them feel better and that it is good for school performance | Offering healthy breakfast at school. Making it seem simple to eat at home. Engaging children in the development of menus. |
Evaluation: Meeting reports, interviews | ||
3 children believe that they can go to school earlier to have breakfast, or get something at home | Discussing possibilities and barriers, including bedtime | |
Evaluation: Meeting reports, interviews | ||
6 older children can prepare in the evening. | ||
Parents | ||
Performance objectives (behavioural) | Change objectives | Strategies |
Increase numbers of children that have breakfast daily | 2 parents believe that having breakfast is important for their children | Confirming and conveying knowledge, discussion of alternatives |
Evaluation: Meeting reports, interviews | ||
Evaluation: Quantitative study | 3 parents believe that they can offer their children a healthy breakfast | Confirming the variety possible within the concept healthy breakfast, and the parental competence |
Evaluation: Meeting reports, interviews | ||
6 parents facilitate their children’s breakfast eating by buying and serving food, helping with sleep habits | Confirming and conveying knowledge, discussion of alternatives | |
Evaluation: Meeting reports, interviews | ||
Environment | ||
Performance objectives | Change objectives | Strategies |
Increase numbers of children that have breakfast daily | 1 school supports the norm of having breakfast, without casting blame or stigmatization | Serving breakfast, discussing the matter at health lessons, practical education including cooking breakfast |
Evaluation: Meeting minutes, interviews | ||
Evaluation: Quan study | 2 school conveys and confirms knowledge about the health aspects of breakfast | |
Evaluation: Curriculum, meeting reports, interviews | Integrated in curriculum, and implemented | |
3 school implements strategies for enhancing self-efficacy in health education | Integrated in curriculum, and implemented | |
Evaluation: Curriculum, meeting reports, interviews | ||
4 school serves breakfast | Integrated in curriculum, and implemented | |
Evaluation: Document whether the school serves breakfast, and how many children attend | ||