Table 1 Logic model outlining GOGA development
Proposed mechanisms of action | Content | |||
Target behaviour: Amending all indoor only free play time to allow children the opportunity to access outdoor areas | ||||
Barriers reported by ECEC services | COM-B and (TDF) | Intervention function | Behaviour Change Techniques (BCTs) applied | Implementation strategy (modality) |
Staff lack of awareness of the benefits of outdoor play and implementing indoor-outdoor routines. | Capability – psychological (Knowledge). | Environmental restructuring Education | Information about health consequences. Information about social and environmental consequences. Instruction on how to perform the behaviour. | Develop educational resources (email and hard copies via mail). |
Lack of time to implement. Perceived priority for the service. | Motivation- reflective (intentions, beliefs about capabilities). | Enablement Persuasion | Verbal persuasion about capability. Focus on past success. Discrepancy between current behaviour and goal. Social support. | Conduct educational outreach visits (online meetings, phone calls). Prepare and appoint GOGA Champion (email and online meeting). |
Lack of awareness of alignment with COVID-19 Guidelines for NSW ECEC services and the National Quality Framework. | Motivation- reflective (Social /professional role and identify). | Enablement Education | Credible source. Information about social and environmental consequences. | Conduct educational outreach visits (online meeting). Develop education resources (email and hard copies via mail). Support from health promotion staff in local health district (centralized technical assistance). |
Logistical arrangements: Including service staffing, service layout not conducive to outdoor play. Lack of specific plans to put the intervention into effect. | Capability –physical opportunity (Environmental context and resources). | Environmental restructuring Enablement | Restructuring the physical environment. Goal setting (behaviour). Problem solving. Action planning. | Conduct educational outreach visit (online meeting). Provide local technical assistance (online meetings and phone calls). Performance review and feedback (online meeting). Develop a formal implementation blueprint (online meetings). |
Perceived lack of support from service managers/peers/ parents. | Opportunity-social (Social influences). | Persuasion | Social support (practical). Information about others’ approval. | Prepare and identify local GOGA Champions (email and online meeting). Develop education resources (email and hard copies via mail). |
Unable to identify and attribute positive changes/outcomes to implementation efforts. | Motivation- reflection (Intentions, Beliefs about consequences). | Persuasion Enablement | Review behaviour goals. Self-monitoring of behaviour. Feedback on outcome of behaviour. | Audit and feedback (feedback summary (email), online meeting). |