Table 3 Strategies and constructs targeted by the H2GO! intervention
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) | ✓ | ✓ | ||