Table 5

Behaviour change techniques and strategies for performance objectives associated with 'Establish Motivation'

Performance objectives

Behaviour change techniques

(theoretical framework)

Implementation strategies


A

Communicate healthy lifestyle messages to parents and seek their help and support

Exchange information (IMB)

Prompt barrier identification

Model/demonstrate behaviour

Communication skills training

(SCT)

Prompt identification as a role model (SCT)

Children learn about the healthy lifestyle messages and support strategies through a variety of individual and group tasks delivered by the teacher in PSHE lessons and by actors in drama workshops. '80/20' used as a general message throughout suggesting we should eat healthily and be active at least 80% of the time.

Parent information sheets given to children following each drama workshop.

Characters and children role play scenes to communicate messages to parents and seek their support. Discussion and role play of ways to encourage whole family to make changes.

Characters present scenes, where after having made changes to their behaviours, become role models to others (siblings, parents, friends) followed by group discussion.


B

Select and try healthy alternatives to unhealthy snacks and drinks at home and at school

Exchange information (IMB)

Provide encouragement

Modelling (SCT)

Children view and discuss with their chosen character ingredients of both healthy and unhealthy food and drink. Compare fat, sugar and salt content to recommended guidelines.

Children observe characters taste healthy snacks and drinks while role playing in different settings

Characters provide encouragement

Children taste healthy snacks and drinks with their chosen character


C

Select feasible active alternatives to sedentary activities

Modelling (SCT)

Children and actors role play home and school scenes focussing on replacing sedentary leisure pursuits with active alternatives.

Children play interactive games to choose and mime active leisure pursuits.

Children observe the characters mime their 24 hour clock and discuss their activity in relation to the '80/20' message.


D

Understand and resist temptation

Prompt barrier identification (SCT)

Problem solving (SCT)

Decision balance (SCT)

Prompt barrier identification (SCT)

Model/demonstrate behaviour (SCT)

Communication skills training (SCT)

Children make personalised 'Temptation T shirts'

Children work with their chosen character to prepare ways to tempt the other 3 characters and help their own character to resist temptation.

Children participate in the 'Temptation Ladder' activity that enables them to practise skills to resist temptations and help others.

Children observe characters role play marketing scenes

Children participate in the role play.


Theoretical framework: IMB = Information Motivation Behavioural Skills Model; SCT = Social Cognitive Theory

Lloyd et al. International Journal of Behavioral Nutrition and Physical Activity 2011 8:73   doi:10.1186/1479-5868-8-73

Open Data