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Table 6 The HeLP Programme and associated POs

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

Component Process of Behaviour change Summary of implementation strategies Performance objectives (POs)
Component 1
Engaging schools, children & families
Spring term (Yr 5)
Establish motivation and create a receptive environment Whole school assembly
Activity workshops
Parents' evening
Newsletter articles
*Senior management team (SMT) see that the Programme benefits the school and the children and dovetails with existing school initiatives
*Year 5 teachers see that the programme is feasible and acceptable to them and their children and does not substantially increase their workload
Methods of delivery enthuse children
*Parents understand the value of the Programme
Component 2
Intensive Healthy Lifestyles Week - one week
Summer term (Yr 5)
Establish motivation by developing children's confidence and skills and helping them make decisions PSHE lessons (morning)
§Drama (afternoon) (forum theatre; role play; food tasting, discussions, games etc)
A, B, C, D (see Table 2)
Component 3
Goal Setting - goals set during week following drama
Summer term (Yr 5)
Take action by helping children create an action plan and implement goals. Questionnaire to enable children to reflect on snacking, consumption of fizzy drinks and physical activity.
Goal setting sheet to go home to parents to complete with child.
1:1 goal setting interview
Parent's evening (child involvement - Forum Theatre)
E, F (see Table 3)
Component 4
Reinforcement activities - one term post-intervention
Autumn term (Yr 6)
Stay motivated by helping children to monitor, assess and adapt goals Whole school assembly followed by drama workshop to remind school/children of messages.
PSHE lesson to remind children of messages and goals.
Children monitor goals on personalised chart
Class to deliver assembly about the project to rest of school
1:1 goal supporting interview to discuss facilitators/barriers and to plan new coping strategies.
G, H, I (see Table 4)
  1. §The drama framework includes 4 characters, each represented by one of the actors, whose attributes related to the three overall behavioural objectives. Children choose which of the characters they most resemble then work with that actor to help the character learn to change their behaviour