Table 1 Operationalisation of process evaluation concepts
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 | |||