Behaviour Change Technique | Theoretical Basis | Key behavioural determinant | Intervention strategy |
---|---|---|---|
Provide information about behaviour-health link | IMB | Awareness (personal) | Children were provided with information about the positive health outcomes associated with various healthy behaviours throughout the programme. |
Provide information on consequences | TRA, TPB, ScogT, IMB | Awareness (personal) | The beneficial consequences of specific physical activity and healthy eating patterns were reinforced throughout the programme. |
Prompt intention formation | TRA, TPB, ScogT, IMB | Attitudes (personal) | At the completion of the programme, children were encouraged to make long-term behavioural resolutions related to the tasks they had accomplished during the programme. |
Prompt barrier identification | SCogT | Knowledge (personal) | Several topics required the children to identify common barriers to healthy behaviours and how those barriers might be overcome in the context of their lives. |
Set graded tasks | SCogT | Knowledge (personal) | Children were required to complete at least one out of three homework tasks that promoted increased knowledge of a given topic. When one task was completed, children were encouraged to complete all of the remaining tasks to supplement their knowledge. |
Provide instruction | SCogT | Availability of information (environmental) | Detailed instruction for each topic was provided in-class by the teacher and via the homework booklets. |
Prompt specific goal setting | CT | Self-efficacy (personal) | Each homework task had a specific goal that children could achieve. Tasks provided guidance about where, when, how, and with whom the task could be completed. |
Prompt review of behavioural goals | CT | Teacher regulation (environmental) | Each week the teacher was required to review each child's homework tasks from the previous week (individually) and discuss any facilitators or barriers to completion (as a group). Children were given advice about how to complete any unfinished tasks. |
Provide feedback on performance | CT | Awareness (personal) | At the completion of the programme, children and their parents received a feedback form that detailed all changes to physical activity and dietary behaviour taken during the evaluation. |
Provide contingent rewards | OC | Self-efficacy (personal) | Children received rubber wristbands if they completed their homework requirements for a given week (at least one physical activity and one nutrition task). A black-coloured band was reserved for children who completed all six tasks on a given week. |
Prompt practice | OC | Skills (personal) | The majority of homework tasks required multiple sessions or practice of a behaviour. |
Provide opportunities for social comparison | SCompT | Subjective norms (social) | Many in-class activities were based on practical group tasks that required children to observe and compare their behaviour against others. Children were encouraged to support each other to complete tasks. |
Plan social support or social change | Social support theories | Family support (social) | A large number of homework tasks recommended participation as a family. Messages for the parents reinforcing the benefits of family support were embedded in homework tasks. |