Table 6

The HeLP Programme and associated POs


Process of Behaviour change

Summary of implementation strategies

Performance objectives (POs)

Component 1

Engaging schools, children & families

Spring term (Yr 5)

Establish motivation and create a receptive environment

Whole school assembly

Activity workshops

Parents' evening

Newsletter articles

*Senior management team (SMT) see that the Programme benefits the school and the children and dovetails with existing school initiatives

*Year 5 teachers see that the programme is feasible and acceptable to them and their children and does not substantially increase their workload

Methods of delivery enthuse children

*Parents understand the value of the Programme

Component 2

Intensive Healthy Lifestyles Week - one week

Summer term (Yr 5)

Establish motivation by developing children's confidence and skills and helping them make decisions

PSHE lessons (morning)

§Drama (afternoon) (forum theatre; role play; food tasting, discussions, games etc)

A, B, C, D (see Table 2)

Component 3

Goal Setting - goals set during week following drama

Summer term (Yr 5)

Take action by helping children create an action plan and implement goals.

Questionnaire to enable children to reflect on snacking, consumption of fizzy drinks and physical activity.

Goal setting sheet to go home to parents to complete with child.

1:1 goal setting interview

Parent's evening (child involvement - Forum Theatre)

E, F (see Table 3)

Component 4

Reinforcement activities - one term post-intervention

Autumn term (Yr 6)

Stay motivated by helping children to monitor, assess and adapt goals

Whole school assembly followed by drama workshop to remind school/children of messages.

PSHE lesson to remind children of messages and goals.

Children monitor goals on personalised chart

Class to deliver assembly about the project to rest of school

1:1 goal supporting interview to discuss facilitators/barriers and to plan new coping strategies.

G, H, I (see Table 4)

§The drama framework includes 4 characters, each represented by one of the actors, whose attributes related to the three overall behavioural objectives. Children choose which of the characters they most resemble then work with that actor to help the character learn to change their behaviour

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

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