Table I.

Sample intervention strategies based on TAAG SE framework

Intervention objectives designed to modify …	Strategies designed to achieve objective
… The environment
Increase the number of accessible PA programs for girls offered in the schools and the communities	Work with school and community partners to create new program opportunities for girls; focus on non-competitive programs since many competitive sports programs were already available
Increase the availability of equipment that will facilitate increased activity levels	Conduct an inventory of available PE equipment and provide additional equipment as needed to reduce the ratio of equipment/student in PE class
Increase affordable, convenient and safe transportation to PA settings	Work with school and community partners to increase availability of after-school transportation via late buses from schools or from school to community venues
Increase girls’ and families’ awareness of opportunities to be active in the school and community	Create promotional print material for youth and family regarding upcoming PA programs Create displays for schools and for use at school conferences to increase student and family awareness of programming opportunities
… Behaviors
Develop behavioral skills related to choosing to be active, monitoring activity, setting goals to be active, problem-solving barriers and self-reinforcing activity	Include class activities to enhance behavioral skills to be active, e.g. communication skills and problem solving Implement a ‘pedometer challenge’ walking contest emphasizing a pedometer-based monitoring activity and setting goals to be more active
… Intra-personal factors
Increase girls’ confidence in their ability to engage in regular physical activity	Train PE teachers to provide choices for levels of skills and expertise so that students can gradually increase their levels of self-efficacy Provide non-competitive after-school PA opportunities for girls such as a walking club, beginning level dance or a fitness sampler Include lessons in which students identify real and perceived barriers to being physically active and brainstorm ways to decrease In print materials, depict students of various body types enjoying being physically active