Table 2.
Personal Determinants | External Determinants | ||||||
---|---|---|---|---|---|---|---|
Performance Objectives |
Knowledge/ Skills |
Self-efficacy | Self-awareness | Taste Familiarity Preference | Perceived norms | Family support, Modelling Reinforcement |
Availability Accessibility |
*A Communicate healthy lifestyle messages to parents and seek their help and support |
1Understands messages and energy balance concept 2Practices skills to communicate with parents 3Understands how parents can support a healthy lifestyle 4Practices skills to seek parental support |
5Shows confidence knowledge of healthy lifestyle 6 Shows confidence to talk to parents 7Shows confidence and knowledge of family strategies to support a healthy lifestyle 8Shows confidence to seek parental support |
9Perceives other pupils are talking about the project 10Perceives others are seeking parental support |
11Receives social reinforcement from parents/family for interest in healthy lifestyles 12Receives reinforcement from parents/family for suggested support strategies |
13Increases in availability of healthy snacks/drinks and active pursuits | ||
B Select and try healthy alternatives to unhealthy snacks and drinks at home and at school |
14Identifies healthy alternatives to unhealthy snacks and drinks 15Practices skills to ask for healthy alternatives in different settings 16Taste healthy alternatives to unhealthy snacks and drinks |
17shows confidence to select healthy snacks and drinks 18shows confidence to try new snacks and drinks |
19Is familiar with and chooses healthy snacks and drinks | 20Perceives family, peers, teacher expecting them to select healthy alternatives | 21Receives reinforcement from family, peers and teachers | 22Increases in availability and accessibility of healthy snacks and drinks at home | |
C Select feasible active alternatives to sedentary activities |
23Identifies active alternatives to sedentary leisure pursuits 24Attends activity workshops Participates in active games |
25Shows confidence and enthusiasm | 26Is familiar with range of active alternatives to sedentary pursuits | 27Perceives family expecting active choices | 28Receives reinforcement from family, peers, teachers | 29Increases in active leisure opportunities at home | |
D *Understand and resist temptation |
30Identifies general barriers to being healthy 31Understands marketing strategies used to tempt children 32Practices skills to resist temptations |
33Shows confidence to resist temptation | 34Records what tempts them into eating unhealthy snacks and drinks and being sedentary | 35Perceives peers and family are resisting temptation | 36Sees parents, family and peers resist temptation | 37Decreases in temptations in the home |
* POs originally construed as PPOs which have been promoted to a higher level