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Table 3 Strategies and constructs targeted by the H2GO! intervention

From: Design and methods for a community-based intervention to reduce sugar-sweetened beverage consumption among youth: H2GO! study

Intervention strategies and activities Theoretical constructs targeted
Knowledge Related to Sugar-Sweetened Beverages (SSBs) and Water Attitudes Related to SSB and Water Consumption
(outcome expectations, self-efficacy)
Behavioral Capabilities and Skills Related to SSB and Water Consumption (self-monitoring, problem-solving, self-regulation skills) Behaviors (reducing SSB consumption and promoting water consumption)
Individual level
Enactive mastery experiences (blinded taste tests, local grocery store scavenger hunt of SSBs)
Modeling (B&GC staff and peer modeling of drinking water and choosing not to drink SSBs, self-monitoring and goal-setting demonstrations, youth development and sharing of narratives targeting key intervention messages)  
Persuasive communication (interactive demonstrations on hydration, sugar measurement demonstrations and experiments)  
Active learning (staff guidance, discussion of experiences, and provision of feedback on: 1) self-monitoring of SSB and water intake; 2) goal-setting on SSB and water intake; 3) problem-solving for barriers to drinking water; and 4) managing SSB triggers)
Reinforcement (point-based system to reward attendance and participation, points could be redeemed for prizes; staff provision of verbal encouragement for meeting behavioral targets)     
Didactic instruction (instruction on how to read beverage nutrition labels, use of visual aids such as pictorial log sheets and pictorial activities, emphasis on one key message at a time)   
Interpersonal level
Family support (parent–child take-home activities, sharing of narratives targeting key intervention messages, parent attendance at Club Open House event)
Peer modeling (peer sharing of narrative narratives with guided discussions)  
Group-based guided practice (Boys and Girls Club staff supervision and provision of group feedback on water and SSB logs, group discussion, group games and activities)
Social and physical environmental level
Environmental restructuring (onsite provision of drinking cups, water pitchers, and reusable water bottles during intervention sessions, display of print, audio, and narrative materials created throughout the Boys and Girls Club)    
Modeling (Club Open House where youth shared their narratives and invited all Boys and Girls Club members to participate in taste tests)