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Table 1 Operationalisation of process evaluation concepts

From: Implementation of strategies to increase adolescents’ access to fruit and vegetables at school: process evaluation findings from the Boost study

Process evaluation concept Teachers Pupils
Midway survey Follow-up survey Follow-up survey
Component 1: Daily provision of free FV
Fidelity to the intervention by FV suppliers
Freshness of FV The FV were always fresh at delivery: fully agree/agree versus neither agree nor disagree/disagree/fully disagree/do not know# The FV were fresh when delivered: always/most of the times versus sometimes/seldom/never/do not know* How often the FV were fresh e.g. not too old: every day/most days versus some days/seldom/never
Appearance of FV The FV always appeared nice and appetizing: fully agree/agree versus neither agree nor disagree/disagree/fully disagree/do not know# The FV appeared nice and appetizing: always/most of the times versus sometimes/seldom/never/do not know* How often the FV appeared nice and appetizing: every day/most days versus some days/seldom/never
Variety of FV   Boost gave pupils the possibility to taste many kinds of fruit (vegetables): fully agree/agree versus neither agree nor disagree/disagree/fully disagree/do not know Did pupils taste many different fruits (vegetables): fully agree/agree versus neither agree nor disagree/disagree/fully disagree
Dose delivered by FV suppliers and teachers
From FV supplier to schools How stable the FV delivery at school had been each month since the beginning of the intervention period: twice a week versus once a week/once every second week/once a month/no delivery/do not know" How stable the FV delivery to school had been each month since the midway survey?: twice a week versus once a week/once every second week/once a month/no delivery/do not know"  
From teachers to pupils How often they offered pupils the delivered Boost FV: 5 days a week versus less than 5 days a week¤ How often they offered pupils the delivered Boost FV: 5 days a week versus less than 5 days a week¤  
Dose received by pupils
Quantity Was there enough FV for all year 7 pupils to get one piece per day: every day versus most days/few days/never¤ Was there enough FV for all year 7 pupils to get one piece a day: every day versus most days/few days/never¤ How often was there enough FV for all pupils: every day versus most days/seldom/never.
Frequency    How often did pupils eat the Boost FV: every day versus most days/seldom/never.
Computer tailoring data: Did pupils eat the Boost FV last time the teachers offered it at school: yes versus no
Reach
    How often did pupils eat the Boost FV: every day versus most days/seldom/never(dose received) stratified by gender and SEP.
Component 2: A pleasant eating environment
Fidelity and dose delivered by teachers
  How often were the Boost FV cut up in their lessons: every time/most times versus sometimes/seldom/never How often were the Boost FV cut up in their lessons: every time/most times versus sometimes/seldom/never How often were the Boost FV cut up: every day/most days versus some days/seldom/never
Dose received by pupils
    Had time been allocated to eat Boost FV in class: yes versus no
   Did the pupils have a good time when eating Boost FV together: fully agree/agree versus neither agree nor disagree/disagree/fully disagree Did pupils have a good time while eating FV together in the classroom: fully agree/agree versus neither agree nor disagree/disagree/fully disagree
Reach
    Did the pupils have a good time while eating FV together in the classroom: fully agree/agree versus neither agree nor disagree/disagree/fully disagree stratified by gender and SEP
  1. FV: fruit and vegetables.
  2. SEP: socioeconomic position.
  3. #: Measured among teachers who distributed FV in their classes.
  4. *: Classroom teachers and Boost coordinators.
  5. ": Boost coordinators.
  6. ¤: Classroom teachers.