Table 1 Behavioural performance objectives: determinants, change objective, theoretical methods and practical applications Determinants: Awareness Knowledge Attitude Change objective: Assess/ Change objective: Know the national evaluate own FV intake FV recommendations Know the size of one portion of vegetables Change objective: Change perceptions of the importance and relevance of eating FV Theoretical methods: Feedback Theoretical methods: Information Skills Theoretical methods: Reinforcement training Practical application: Register own FV intake as part of curricular activities (computer tailoring) Practical application: Class-based Practical application: Experience Practical educational activities or schoolchild- immediate positive outcomes of eating application: parent assignment: How much does a FV versus e.g. chocolate Class Register parents’ portion weigh? Gain knowledge of discussion about immediate benefits of FV intake as part Recommendations Weigh FV eating FV of homework Krølner et al. BMC Public Health 2012, 12:191 http://www.biomedcentral.com/1471-2458/12/191 Behavioural performance objective: Become aware of own FV intake in relation to national recommendations Page 6 of 25 Parental intake Change objective: Become aware of parents FV intake Theoretical methods: Social comparisons Peers/social norms Change objective: Create a pleasant eating environment Change adolescents’ perception of appropriate time, settings and situations for eating FV Create role models for eating FV among classmates Theoretical methods: Habit formation Social comparisons Mobilising social networks Modelling Practical application: Provision of class kit Music Candle lights FV break FV host/duty (peer-led) barriers for making FV available in these setting e.g. affordability, physical access, and time costs. In step 4 intervention tools were decided and pro- gramme material was developed and produced. Table 3 describes the intervention components, the timing of them, the determinants they are intended to target, and their theoretical basis. School component One-day workshop for teachers Before the start of the intervention, principals at all inter- vention schools were asked to recruit local coordinators among teachers. Their task was to receive and redistribute information concerning the Boost intervention to other teachers and to work as Boost ambassadors. We also asked the principals to recruit two teachers for a teacher workshop prior to the intervention start, preferably the local coordinators. The course was developed in collabora- tion with the Copenhagen Food House, established by the City of Copenhagen to raise quality of meals offered to citizens - and to create a healthy and happy public food culture. The aim of the workshop was to motivate, inspire and prepare the teachers to implement the Boost interven- tion (Table 3). The participating teachers were intended to act as change agents and facilitate a receptive environment when returning to their schools. School availability of FV The key component of the intervention programme was to enhance daily availability through free FV provision to all year 7 pupils at intervention schools. The cooperative owner of a Danish consumer goods retailer chain orga- nised and co-financed the delivery of FV to the schools. In addition the free FV delivery was supported financially by the EU school fruit scheme. We aimed at designing a sustainable, local community-based solution, where the cooperative owner decentralised the delivery of FV by recruiting supermarkets that were located near the inter- vention schools (local FV providers). WHO recommends Table 2 Environmental performance objectives: determinants, change objective, theoretical methods and practical applications Environmental performance objective: Create a more Change supporting school objective: environment for Provide free eating FV FV daily Availability Accessibility Change objectives: Allocate time to intake of FV Provide kitchen tools Theoretical methods: Facilitation Theoretical methods: Information Facilitation Theoretical methods: Information Facilitation Practical Practical application: Teacher leaflet Practical application: Ensure application: with ideas for a class- based FV variety in the FV delivery Free FV break Provision of a class-kit to all (give local FV providers an programme school classes order list) Determinants: Taste preferences Change objective: Challenge adolescents’ taste preferences by exposing them to a variety of FV