Table 3 Overview of intervention setting, programme activities, determinants, and theory-based methods in the Boost study 2 assignments per month (September- May). Certain assignments are compulsory Krølner et al. BMC Public Health 2012, 12:191 http://www.biomedcentral.com/1471-2458/12/191 School class Educational strategy Pupil work book/teacher manual to monthlyguided classroom activities to be integrated in different school subjects. Main activities: Computer tailoring, statistics on FV intake in school class, how much is a portion?, introduction to the five basic tastes, taste testing of FV, FV research & conference, analysis of commercial for unhealthy food, development of commercial for FV, barriers for eating FV in social situations, FV & the body, FV & the family. School class and home Educational strategy Boost computer tailoring. Separate tests for fruit and vegetable intake. Tailored feedback. September (in class), December (at home) and May (in class) School class Educational strategy School Educational Strategy (training of staff) School class Educational strategy Script for FV project week/ One week e.g. in pupil workbook. Day 1: Set FV October/November. goals or make day meal plan Two days of the with FV, day 2: examine access to programme are FV at home and in local area, day compulsory for 3: Visit supermarket and make a schools dish with V, day 4: Boost journalist for a day (interview peers about eating habits), and day 5: Self-evaluation of meeting FV goals/meal plan and school event with parents in the evening. One-day-workshop for year 7 teachers: 1. Information on rationale for Boost and intervention components. 2. How to integrate FV in schools (FV breaks and hands-on teaching). 3. Cooking activities with cook. 4. Teacher feedback on 1st draft of Boost educational material. Before intervention start (April 2010) 3 competitions for pupils from Distributed in intervention schools based on January 2011 (Spring curricular activities (Prize: money term). Deadlines: for school class): 1) Best FV Feb/March and April/ commercial or FV research poster, May2011 2) best map of access to FV in local area, 3) nomination of 3 favourite FVs and 3 least favourite FVs. Boost posters for school and classrooms of year 7 pupils. D: Awareness of own FV intake, knowledge of recommended intake levels, taste preferences, media influence, peer influence, social skills, short term outcome expectations, family influence. P: to modify predisposing factors which hinders or facilitates motivation for change (e.g. knowledge, awareness, attitude, perceptions); to improve children’s FV preparation skills; to make children aware of what influences their FV preferences; to enable children to obtain FV in different situations and develop skills to ask for FV in a variety of settings; to make children aware of the importance of FV intake for health and well-being. D: Awareness; taste preferences, situational norms. P: to increase children’s awareness of recommended intake and own intake; to change children’s perceptions of appropriate time, settings and occasions for eating FV; to change taste preferences; to collect process data on use of FV programme. D: Self-efficacy, situational norms, perceived FV availability, shopping skills, FV preparation skills, parental- and peer influence. P: to modify predisposing factors which hinders or facilitates motivation for change (e.g. knowledge, awareness, attitude, perceptions); to improve children’s skills. D: Knowledge, attitude, skills for preparing FV snacks. P: to establish motivation and create a receptive environment; to ensure the programme is feasible and acceptable to the teachers and do not increase their workload; to provide inspiration for FV breaks; to facilitate teacher network. Formative research: teacher feedback on preliminary drafts of educational material. Page 7 of 25 Behavioural experiments, skills training, role play, modelling, social comparisons, barrier identification, relapse prevention, consciousness raising, and information processing. Self-monitoring of behaviour and feedback, reinforcement, consciousness raising, and taste acquisition theory. Specific goal setting, review of behavioural goals, planning, social comparisons, skills training, information seeking of FV access. Skills training, prompt identification as role model and social support. Social comparisons. Reinforcement. D: Attitude. P: to enthuse children Reinforcement, cues/reminders. to stay motivated; to create sustained project support. Midterm reminder of curricular component.