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. 2024 Oct 22;21:122. doi: 10.1186/s12966-024-01670-y

Table 2.

SHHC-2.0 components and examples

SHHC-2.0 Components (i.e., activities) Example
General

Introductions

(n = 48)

Getting Acquainted – Each person answers ONE of the following:

1) Why is now the time for a positive change for you in your life?

2) How might your involvement in this program for you to get healthy help others around you to get healthier?”

Goal setting

(n = 36)

SMART Goals – Show participants how to develop S.M.A.R.T. goals throughout the program.

• Specific – goal is well defined and clear

• Measurable – ensures you will be able to track progress

• Attainable – goal is “do-able”

• Realistic – goal can be accomplished

• Time-based – goal can be completed in the selected timeframe

Health education

(n = 34)

Individual Test Results – Review baseline test results on several topics.

• Functional Fitness

• Dietary Recall Results

• Mindful Eating Scores

Self-compassion

(n = 8)

 How Would You Treat a Friend? – Discussion of how they would treat a friend who is struggling vs. how they would treat themselves.
Nutrition
Nutrition education (n = 97) Fruits and Vegetables – A handout is provided covering the importance of fruits and vegetables. Group discusses how to clean, prepare, store, and use fruits and vegetables.

Food tastings

(n = 20)

 Vegetable Tasting – Participants taste a variety of raw vegetables including green peppers, yellow peppers, red peppers, carrots, broccoli, jicama, and cucumber.
Physical Activity

Aerobic exercise

(n = 47)

 Aerobic Exercise – Participants follow a 20-minute aerobic exercise video.

Strength training

(n = 43)

 Strength Training – Participants complete one set of full body exercises using hand weights.

Active homework

(n = 38)

 Aerobic Exercise Homework – Participants are instructed to complete 20 min of aerobic exercise outside of class before then next class occurs.

Physical activity education

(n = 11)

 Essentials of Strength Training - A handout is provided covering strength training tips and recommendations. The group lists and discusses five barriers and facilitators to strength training. The group also discusses way to overcome barriers.
Civic Engagement

Social support

(n = 13)

 Social and Environmental Influences – Two handouts are provided: (1) tips on how to increase social support; and (2) how family and friends affect a person’s ability to be physically active and engage in healthy eating. The group discusses how family and friends support or inhibit their ability to complete strength training. They also discuss places in the community that provide opportunities to complete strength training (e.g., gyms).

Civic engagement

(n = 42)

 Asset Mapping – Each person identifies 3–5 assets in their network that will support an environmental change in the community (e.g., creating an outdoor walking track). The group also discusses assets in their community that can help to create an environmental change in the community.
Home and community environmental awareness (n = 23) Walk-About – Group goes on a one-mile, facilitated walk through town to evaluate the local food and physical activity environment.