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Table 2 Matrix of performance objectives and determinants for 'Establish Motivation'

From: Evidence, theory and context - using intervention mapping to develop a school-based intervention to prevent obesity in children

   Personal Determinants External Determinants
Performance Objectives Knowledge/
Skills
Self-efficacy Self-awareness Taste Familiarity Preference Perceived norms Family support, Modelling Reinforcement Availability
Accessibility
*A Communicate healthy lifestyle messages to parents and seek their help and support 1Understands messages and energy balance concept
2Practices skills to communicate with parents
3Understands how parents can support a healthy lifestyle
4Practices skills to seek parental support
5Shows confidence knowledge of healthy lifestyle
6 Shows confidence to talk to parents
7Shows confidence and knowledge of family strategies to support a healthy lifestyle
8Shows confidence to seek parental support
   9Perceives other pupils are talking about the project
10Perceives others are seeking parental support
11Receives social reinforcement from parents/family for interest in healthy lifestyles
12Receives reinforcement from parents/family for suggested support strategies
13Increases in availability of healthy snacks/drinks and active pursuits
B
Select and try healthy alternatives to unhealthy snacks and drinks at home and at school
14Identifies healthy alternatives to unhealthy snacks and drinks
15Practices skills to ask for healthy alternatives in different settings
16Taste healthy alternatives to unhealthy snacks and drinks
17shows confidence to select healthy snacks and drinks
18shows confidence to try new snacks and drinks
  19Is familiar with and chooses healthy snacks and drinks 20Perceives family, peers, teacher expecting them to select healthy alternatives 21Receives reinforcement from family, peers and teachers 22Increases in availability and accessibility of healthy snacks and drinks at home
C
Select feasible active alternatives to sedentary activities
23Identifies active alternatives to sedentary leisure pursuits
24Attends activity workshops
Participates in active games
25Shows confidence and enthusiasm   26Is familiar with range of active alternatives to sedentary pursuits 27Perceives family expecting active choices 28Receives reinforcement from family, peers, teachers 29Increases in active leisure opportunities at home
D
*Understand and resist temptation
30Identifies general barriers to being healthy
31Understands marketing strategies used to tempt children
32Practices skills to resist temptations
33Shows confidence to resist temptation 34Records what tempts them into eating unhealthy snacks and drinks and being sedentary   35Perceives peers and family are resisting temptation 36Sees parents, family and peers resist temptation 37Decreases in temptations in the home
  1. * POs originally construed as PPOs which have been promoted to a higher level