Krølner et al. BMC Public Health 2012, 12:191 http://www.biomedcentral.com/1471-2458/12/191 Page 9 of 25 Table 3 Overview of intervention setting, programme activities, determinants, and theory-based methods in the Boost study (Continued) Local community: sports clubs Educational and environmental strategy Local community: youth clubs Educational and environmental strategy Local community: Educational and environmental strategy Facts sheets to coaches and January (to be managers of sport clubs: 1) implemented in the How to increase children’s access spring term) to FV during sport (e.g. during practices, competitions, all- day events), 2) to teach children the importance of healthy food when being physical active and 3) to be aware of the coach’s status as a role model for eating behaviours. Facts sheets to managers of youth clubs: 1) Tips to increase children’s access to FV in leisure time (e.g. offering FV snacks, providing recipes with FV), and 2) to teach children the importance of healthy food. January (to be implemented in the spring term) January 2011 Boost poster for local providers of FV and participating sports- and youth clubs. Distributed in D: Attitude, norms, awareness. P: January 2011 (Spring to create project support; to term) promote social responsibility image of involved partners. Midterm reminder. Local Newsletter to parents: tips on community/ healthy, nutritious snacks and home/leisure beverages for sporty teenagers. time: Educational Information about and recommendations. environmental strategy Abbreviations: F = fruit, FV = fruit and vegetables, V = vegetables eating a variety of FV to ensure an adequate intake of phytonutrients, vitamins, minerals, and dietary fibres [61]. We decided on a monthly basis the kind of FV to be delivered to schools to ensure sufficient variety during the intervention period and equivalent selection across inter- vention schools. Exposing children to a variety of FV was a priority in this study to challenge and develop children’s taste preferences and to ensure that the delivered FV matched many children’s taste preferences. Delivery to schools took place twice a week. Accessibility and conveni- ence at school was improved by bringing the FV to the pupils’ class desks. Furthermore each school class was pro- vided with a class kit with tools for cutting out FV in order to make the FV appealing and convenient to eat at a daily basis. A pleasant and enjoyable eating environment The teachers were encouraged to make a FV break in the beginning or end of a class lesson or during a break where the pupils could eat the free FV together with classmates. It was hypothesised that this social practice could change the social and situational norms for eating FV (Table 3). The teachers were encouraged to designate FV hosts/duty among the pupils to be responsible for bringing the FV to the classroom, cutting it up in appealing snacks, serving it D: Availability, social support, modelling, attitude. P: to increase children’s access to FV in leisure time, to encourage sports coaches to be role models. Provide information about behaviour- health link. Facilitation. Prompt identification as role model, social support, and environmental change D: Availability, social support, Provide information about knowledge, attitude. P: to behaviour- health link. increase children’s access to FV in Facilitation. Prompt social leisure time. support and environmental change D: Home facilitated leisure time availability, parental support, parental knowledge, situational norms, and accessibility. P: to prompt parents to provide their children with FV to bring to leisure time activities; to make FV a natural part of leisure time activities. Provide information about behaviour- health link. Prompt social support and environmental change. Facilitation. Mobilising social networks. Cues/reminders to their classmates, and cleaning plates and knives after- wards. By this approach we incorporated an element of peer-led interventions and involved the adolescents actively. Teachers were encouraged to eat FV together with the pupils (role modelling). Boost classroom curricular activities The educational component in school consisted of a tea- cher manual, a manual for an optional project week and a pupil workbook including a computer tailoring module. The material was designed to change cognitive factors such as knowledge, skills, attitudes, taste preferences and to encourage pupils to reflect on the FV provided (Table 3). Curricular activities were planned for different subjects (Danish, Maths, Geography, History, Home economics, Physical Education), according to learning goals consistent with the national objectives defined by the Danish educa- tion act. The teacher manual included a proposal for a time schedule for when to teach each tutorial to ensure that pupils were exposed to Boost material on a monthly basis. Development of written teaching material Existing teaching materials from similar intervention pro- jects (the Pro Children study, the HEIA study), the Danish 6 a day campaign and Scandinavian health educational