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Table 1 Presentation of the modules of the Great Live and Move Challenge intervention

From: The “great live and move challenge”: a program to promote physical activity among children aged 7–11 years. Design and implementation of a cluster-randomized controlled trial

Module No. of sessions Main BCTs used Main targeted psycho-social variables Scientific evidence [ref] Description of the sessions content Implemented by
Module 1: What is PA?a 1 session Provide information on consequences of behavior in general Subjective norms [70] M1 Session 1
(Week 1 – duration: 45 min)
Presentation of the notion of PA: definition of PA, the different ways of doing PA (i.e., sport activities, leisure time PA, lifestyle PA).
Presentation of the PA recommendations for children: 60 min of moderate to vigorous PA per day [5].
Broadcasting of the video entitled “Presentation of the GLMC”: Presentation of the general principles of the GLMC e.g., the importance to practice PA with friends and family members, the absence of any competitive aspect, and the GLMC schedule.
• Teachers
Module 2: Let’s count energy cubes!a 6 sessions Prompt self-monitoring of behavior Perceived behavioral control, shared family PA [71] M2 Session 1
(Week 1 – duration: 30 min)
Distribution and presentation of the GLMC diary for children.
Presentation of the notion of “energy cube”: one “energy cube” is equivalent to 15 min of continuous PA, when practicing family PA the child cumulates additional “energy cube(s)” for each family member who has practiced with him/her.
M2 Session 2
(Week 2 – duration: 30 min)
Learning to count ‘energy cubes’: exercises to learn how to correctly count the number of ‘energy cubes’ when practicing PA with and without family members, exercises to learn how to correctly complete the table of counting of ‘energy cubes’ in the GLMC diary.
M2 Session 3
(Week 3 – duration: 15 min)
Registering ‘energy cubes’: Taking stock of the number of ‘energy cubes’ cumulated by children, assistance for children who encounter difficulties to count their ‘energy cubes’.
M2 Session 4
(Week 4 – duration: 15 min)
Registering ‘energy cubes’: cf. M2 session 3.
M2 Session 5
(Week 5 – duration: 15 min)
Registering ‘energy cubes’: cf. M2 session 3.
M2 Session 6
(Week 6 – duration: 15 min)
Registering ‘energy cubes’: cf. M2 session 3.
• Teachers
Module 3: Let’s talk about why we should do PA?a 1 session Provide information on consequences of behavior to the individual Attitudes [72] M3 Session 1
(Week 1 – duration: 45 min)
Broadcasting of the video no. 1 entitled “Let’s talk about PA – The advantages to regularly practice PA”: Children have to guess the advantages to regularly practice PA presented in the film (i.e., “to be in a good mood”, “to have fun”, “to improve one’s skills”, “to prevent injuries”, “to have a great time with family and friends”, “to be in a good health”, “to stay focused at school”).
Debate: children discuss about their perceived personal advantages to practice PA.
• Teachers
Module 4: Let’s talk about how we should do PA?a 1 session Provide information on where and when to perform the behavior Perceived behavioral control [73] M4 Session 1
(Week 2 – duration: 45 min)
PA collective repertory: Elaborating a collective repertory for each class about the PA that a child could practice as well as where, when and with who practicing those activities.
Broadcasting of the video no. 2 entitled “Let’s talk about PA – How to regularly practice PA”: tips about the activities, the locations, the persons and the moments of the week a child can practice PA.
Linking exercise: Identification for each child of some realistic combinations linking a new PA to do, where, when and with whom practicing those activities.
• Teachers
Module 5: Let’s all encourage children to do PA! b 1 session Provide information on consequences of behavior to the individual Parental involvement in shared family PA, parental PA social support [74] M5 Session 1
(Week 2 – duration: 45 min)
Presentation of the Powerpoint slides entitled “how to promote PA in our children?”: Presentation of the benefits of shared family PA (i.e., “to have fun”, “to strengthen family relationships”, “to lower the risk of disease for all the family members”); and presentation of the benefits of supporting ones’ child toward PA (i.e., “helping children to find flourishing activities”, “helping children to take responsibility for their health”).
Creation of “PA events” for children: Discussion between all the actors of the educative community (e.g., teachers, parents, local policy stakeholders) about how creating “PA events” altogether during the GLMC.
• Teachers
• Municipal officials
• Local policy stakeholders
Module 6: Let’s make PA goals and plans!a 4 sessions • Action planning
• Goal setting
• Planning
• Intentions
[75] M6 Session 1
(Week 3 – duration: 15 min)
Planning: Each child plan the number of ‘energy cubes’ he/she will try to cumulate during the coming week in different areas of life (i.e., recesses, lunch times)
Goal setting: Each child set a goal of total ‘energy cubes’ to cumulate during the coming week.
M6 Session 2
(Week 4 – duration: 15 min)
Planning: cf. M6 Session 1
Goal setting: cf. M6 Session 1
M6 Session 3
(Week 5 – duration: 15 min)
Planning: cf. M6 Session 1
Goal setting: cf. M6 Session 1
M6 Session 4
(Week 6 – duration: 15 min)
Planning: cf. M6 Session 1
Goal setting: cf. M6 Session 1
• Teachers
Module 7: Let’s practice PA altogether! a,b 8 sessions Implementation of PA sessionsc Perceptions of activity opportunities [46] M7 Sessions 1 & 2
(Week 3 – duration: variable, depending on “PA events”)
Session 1, a “PA event” in the schools: Teachers of each school organize a “PA event” for children during school hours (e.g., Olympiad, treasure hunt, team based sport activities).
Session 2, a “PA event” in the city: Local policy stakeholders organize a “PA event” designed for families during the week-end in one quarter of the city (e.g., family hike, giant Zumba lesson).
M7 Sessions 3 & 4
(Week 4 – duration: variable in function of the ‘PA events’)
Session 3, a “PA event” in the schools: cf. M7 Session 1.
Session 4, a “PA event” in the city: cf. M7 session 2.
M7 Sessions 5 & 6
(Week 5 – duration: variable in function of the ‘PA events’)
Session 5, a “PA event” in the schools: cf. M7 Session 1.
Session 6, a “PA event” in the city: cf. M7 session 2.
M7 Sessions 7 & 8
(Week 6 – duration: variable in function of the ‘PA events’)
Session 7, a “PA event” in the schools: cf. M7 Session 1.
Session 8, a “PA event” in the city: cf. M7 session 2.
• Teachers
• Municipal officials
• Local policy stakeholders
  1. Note. BCT behavior change technique, GLMC great live and move challenge, PA physical activity, TPB theory of planned behavior, M Module
  2. asession indented for children; b session indented for parents; c such a behavior change technique is not referenced in the taxonomy of Michie and collaborators [45]
  3. The intervention includes the viewing of 3 videos specifically produced for the GLMC. The first video is called “Presentation of the GLMC” (M1 Session 1) and aims to present the GLMC and federate participants around the program. The second and the third videos are called “Let’s talk about PA – The advantages to regularly practice PA” (M3 Session 1) and “Let’s talk about PA – How to regularly practice PA” (M4 Session 1), respectively. In accordance with the principles of the GLMC intervention, those 2 videos are theoretically based, that is, they have been designed and produced to specifically have an impact on some TPB variables. More precisely, based on the existing literature concerning salient beliefs among children (e.g., [72]), the video included in the module 3and entitled “Let’s talk about PA – The advantages to regularly practice PA” targets affective and instrumental attitudes of the children toward PA (e.g., ‘to have fun’, ‘to be in a good health’). The video entitled “Let’s talk about PA – How to regularly practice PA”, included in the module 4, targets the perception of behavioral control of children through the provision of advices by children, parents, elite athletes and doctors on what activities, when, where and how to practice PA