Krølner et al. BMC Public Health 2012, 12:191 http://www.biomedcentral.com/1471-2458/12/191 Page 15 of 25 Table 4 Main concepts and measures in the Boost study Concepts Operationalization/definition Pupil Parent Principal Teacher Observations/ Local Manager (PE)* photos provider youth (PE)* club* Manager Coach sports sports club* club* FG* CT* (PE) (PE) Adolescents’ FV 24-hour recall questionnaire intake (amount) (converted to grams per day) FFQ ENVIRONMENTAL DETERMINANTS SOCIAL DETERMINANTS Distal outcome**: Adolescents’ usual FV intake Proximal outcomes**: Actual and perceived availability: at school at home in the leisure time in the (school-) neighbourhood Social norms: situational norms Parental influence Dietary knowledge Attitude Actual and perceived FV intake Usual intake of unhealthy food Modelling Perceived barriers Peer influence FV intake Social norms: peer norms Teacher influence Modelling Attitude Sport coach influence Covered dimensions: quantity, variety, quality, appearance, accessibility, convenience, parental facilitation, visibility, time for eating FV, access to unhealthy food (see dimensions above) (see dimensions above) (see dimensions above) (see dimensions above) Number of meals, situations, occasions and settings perceived as appropriate for eating FV Knowledge of national FV recommendations Perceived importance of child eating FV FFQ/24-hour recall questionnaire similar to distal outcome Intake of soft drinks, sweets and salty snacks (FFQ) If parents are eating FV together X X with children Access, time, money, convenience, preparation skills If best friends are eating FV If it is ‘cool’ to eat FV in school class. If the majority of peers are eating FV in school and in the leisure time X X How often teachers eat delivered FV together with pupils Perceived importance of promoting healthy eating in school X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X