Table 2.
Description of the UP4FUN intervention linked to the behavior change techniques
| Themes | Intervention components | Link with determinants and behavior change techniques |
|---|---|---|
|
Week 1: Introduction to the project |
- Teacher gives information on the project |
- Knowledge: information about the health-behaviour link (I) |
| - Children start wearing bracelet |
- Attitude: Intention information (I) |
|
| - NEWS 1: ‘Welcome!’ |
- Knowledge: Information about health-behaviour link (IP) |
|
|
Week 2: Awareness of children’s sitting time |
- Children register sitting time for several sedentary activities (e.g. reading, TV,.) |
- Awareness: self-monitoring with normative feedback (I) |
| - Children register steps for three activities at home | ||
| - Children make a list of 3 indoor and 3 outdoor fun non-sedentary activities and share it with family | ||
| - NEWS 2: ‘Awareness of time spent sitting’ | ||
|
Week 3: Evaluation of the sitting time |
- Based on sitting time in week 2, children write personal goal and try it out for one week |
- Awareness: Goal setting with self-rewarding use (I) |
| - Children evaluate personal goal with ‘smileys’ and ‘frownies ‘(stickers) |
- Automaticity: Use of prompts (I) |
|
| - Children write down 3 difficulties regarding achieving their personal goal and 3 solutions |
- Self-efficacy: Barrier identification (I) |
|
| - NEWS 3: ‘Helping and supporting your child to aim for less sitting time’ |
- Awareness of child behaviour: Monitoring child behaviour (IP) |
|
|
Week 4: Influencing factors at home |
- Children write down number of pupils in class with rules about screen-time and some examples of the rules, share this with parents and discuss family rules |
- Parenting rules: Opportunities for social comparison (IP) |
| - Children and then parents guess number of screens at home by category (TV, computer, games) before children count them |
- Availability of screens: Barrier identification (IP) |
|
| - NEWS 4: ‘Do screens control your family life?’ | ||
|
Week 5: Breaking up sitting time and active transportation |
- Children brainstorm ideas for non-sedentary recess activities and write it down on a poster |
- Role modeling: modeling and demonstrating behaviour (O) |
| - Teacher conduct activity breaks per sitting lesson |
- Role modeling: identification as role models (I) |
|
| - Children are motivated to try the activity breaks at home | ||
| - Children are encouraged to practice active transport to school | ||
| - NEWS 5: ‘Short activity breaks are better than no breaks at all’ | ||
|
Week 6: Family Fun Event |
- The family participates in the Family Fun Event (to summarize the project and share experiences) |
- Social support: Plan social support and social change (IP) |
| - NEWS 6: ‘Thank you for taking part in the UP4FUN project’ |
I, individual level; IP, interpersonal level (mainly parents); O, organizational level (teachers).