Table 6.

The HeLP Programme and associated POs

Component	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