School/home Educational and environmental strategy School/home Educational and environmental strategy Home Educational and environmental strategy Home Educational and environmental strategy Local community/ school Educational strategy Local community/ school Educational strategy Krølner et al. BMC Public Health 2012, 12:191 http://www.biomedcentral.com/1471-2458/12/191 Page 8 of 25 Table 3 Overview of intervention setting, programme activities, determinants, and theory-based methods in the Boost study (Continued) Parent-school meeting: information on Boost/launch of the intervention. Visit by Boost project group in August/ September 2010 Prompt social support, and consciousness raising. D: Parental support, parental knowledge, parental attitude. P: to inform parents about the intervention; to establish motivation and create a receptive environment; to make parents understand the value/benefits of the intervention; to create parental support towards intervention goals; to create awareness about recommended intake levels for 13- year-olds and actual intake levels among Danish teenagers. To prompt parents to support their children in eating more FV. D: Social norms, social support. P: Prompt social support to create parental support. Prompt social support, consciousness raising, environmental change. Prompt identification as role model, social support, barrier identification, and environmental change. Prompt barrier identification, skills training Prompt barrier identification Parent event as part of project week Guided pupil-parent activities as part of pupil workbook: examine access to FV at home, examine parents’ and siblings’ FV taste preferences and monitor parents’ intake of FV during one week. Parental newsletters: FV snacks, FV throughout the day, FV & sport, barriers for serving FV, acquired taste & taste prejudices, tips to continuance of FV school programmes after funding exceeds, preservation and storage of FV, saving time and money when shopping FV, recipes on quick simplemeals with FV. Guided pupil visits in grocery stores in school neighbourhood (pupil workbook). One day during project week e.g. in October or November Create a map on where to find FV in school neighbourhood (pupil workbook). One day during project week e.g. in October or November One day during project week e.g. in October or November 2 assignments during D: Home availability, family taste September-June preferences, family FV intake, awareness. P: to make children aware of what influences their FV preferences, to prompt children to find FV at home; to make parents aware of own behaviour. 6 issues: October, November, January, Marts, April, May D: Parental facilitation, parental knowledge, attitude, modelling, situational norms, accessibility, perceived parental barriers (perceived affordability, satiety value, preparation methods, time), modelling. P: to make parents aware of own behaviour and act as role models by eating FV with children; to prompt parents to increase availability/accessibility to FV at home; to prompt parents to make FV easy accessible (ready- to-eat) for their children; to prompt parents to provide their children with FV to bring to school. D: Knowledge, media influence, perceived FVavailability, shopping skills. P: to make children aware of how grocery stores try to influence what people purchase, to modify predisposing factors which hinder or facilitate motivation for change (e.g. knowledge, awareness, attitude, perceptions) as well as skills for shopping FV. D: Perceived FV availability, skills. P: to modify predisposing factors which hinder or facilitate motivation for change (perceptions); to make children identify different places where they can get FV.