Krølner et al. BMC Public Health 2012, 12:191 http://www.biomedcentral.com/1471-2458/12/191 how family member influence each other’s taste prefer- ences and FV intake. Local community component The Boost intervention aimed at reaching 13-year-olds in their leisure time and local community but due to budget and time constraints this intervention component was not as intensive as the school-and home component. Three intervention settings were selected with a focus on increasing perceived and actual availability of FV: 1) local area (e.g. grocery stores), 2) youth clubs, and 3) sports clubs. We originally planned to create a virtual commu- nity on Facebook for pupils from all intervention schools with competitions and promotion of FV. However, the idea was abandoned as it posed too many ethical issues e. g. age limits for use of Facebook. Availability in local area 13-year-olds’ shopping skills and perceived availability were targeted through the class-based curricular activities. These activities aimed at increasing their attention to e.g. where in their local area they could get FV, which FV were available and to how shops may influence their customers to buy certain foods. Furthermore, the adolescents were trained in analysing means used in adds to change consu- mer behaviour. Availability of FV in sports-and youth clubs The intervention in the leisure time was tailored to each intervention school. As part of the baseline survey pupils were asked to provide information on which sports-and youth clubs they attended. Based on this information a total of 18 youth clubs and 21 sports clubs were invited to participate in the second semester of the intervention per- iod. Information sheets were provided to managers of the clubs and coaches of sport teams for 12-14-year-olds. The information sheets encouraged managers to support their members to eat FV during practice/club activities and to make FV available to the adolescents. At the same time a parental newsletter on the same issues were distributed in intervention schools. Considerations of at risk groups School-based interventions have the potential to reach almost every child including socially disadvantaged chil- dren. The Boost intervention used a population-based prevention strategy but incorporated features to reach groups with low intake of FV such as boys and adoles- cents from low-income families, i.e. a free FV programme was chosen over a parental subscription programme [18]. Furthermore, parental newsletters targeted financial bar- riers for serving FV by 1) providing recipes on quick, cheap, and simple meals with vegetables and 2) highlight- ing how to save money by using FV in season or frozen and tinned FV. To reach boys we targeted sports clubs. Page 11 of 25 Control group Year 7 pupils, parents and principals in the control group will complete the surveys only. The control schools were encouraged to continue the school year in the intervention period as originally planned before being contacted by our project and not initiate any new FV promoting initiatives besides those planned already. After 1st follow-up surveys were completed, an electronic version of the teaching material was disseminated to the control schools. To ensure sufficient exposure contrast at 2nd follow-up the material could be used in year 7 only and not among our target group who now attended year 8. Adoption, implementation and sustainability (step 5) Adoption and implementation was planned systemati- cally but the time schedule did not allow for creating matrices for change objectives for programme adoption and implementation as recommended by the Interven- tion Mapping protocol [51]. Adoption Recruitment of schools The recruitment of schools was thoroughly prepared. We applied the planning tool ‘double entry book-keeping of organisational change’ [74] which can be used to analyse stakeholders’ resistance to change. We composed a table of four columns for each stakeholder (principals, tea- chers, parents and schoolchildren) hypothesising down- sides (1) and upsides (2) of the current situation before implementation of the intervention as well as possible downsides (3) and upsides (4) after the intervention had been implemented. The information in the first column can be used to establish a sense of urgency with adopters. Columns 2 and 3 represent’the cost of change’ to the sta- keholders and therefore plausible resistance to project- related change. The fourth column represents the project group’s ‘vision of a new tomorrow’. The research groups will typically be driven by the positive change expected (from 1 to 4) whereas adopters will be focused on the change from current positive factors (2) to future down- sides and loss of benefits (3). This tool makes explicit the critique and resistance to change which you need to take into account in the phase of adoption and implementa- tion [74]. The information from the above process was used to create a speech manuscript (for telephone recruitment) and recruitment material for school man- agement, teachers, parent boards and pupil councils, explaining how the programme would benefit the school. Recruitment of FV providers and fundraising In approaching the cooperative owner of the consumer goods retailer chain to suggest funding and delivery of FV, we highlighted how their organisation would benefit from participation e.g. gain insight into schools as a market,