Table 1.
Description of the components, characteristics, focus on potential mediators and executive agent of Fortaleça sua Saúde program strategies
| Component descriptions and strategies | Specific focus on PA or screen time use mediatorsa | Executor agent |
|---|---|---|
| Training and activities in general curriculum (Aim: to train and encourage teachers to discuss health topics in the classroom) | ||
| ➢Training with certification focused on health topics and dynamics in the curriculum | √ Primary: EP (teacher support and modeling) and ENV (school) | √ Program members |
| ➢Supplemental manual with proposed activities on health topics to be applied in the classroom | √ Primary: IP (knowledge, risks/benefits, types) and ENV (school) | √ Teachers |
| √ Secondary: EP (teacher support and modeling) | ||
| ➢Interactive media for teachers to disseminate ideas and implementation of activities in classroom | √ Primary: EP (teacher support and modeling) and ENV (school) | √ Teachers/Program members |
| ➢Exposition of materials (posters, murals) to disseminate health messages in school (integrated with health education) | √ Primary: ENV (school) | √ Teachers |
| √ Secondary: IP (knowledge, risks/benefits, types, self-efficacy) and EP (peer and teacher support and modeling) | ||
| Training and activities in PE classes (Aim: to train and encourage teachers to discuss topics on PA and health in PE classes) | ||
| ➢Training with certification focused on health and active dynamics in PE classes | √ Primary: EP (teachers support and modeling) and ENV (school) | √ Program members |
| ➢Supplemental manual with proposed activities on active and health topics to be applied in the classroom | √ Primary: IP (knowledge, risks/benefits, types) | √ Teachers/Program members |
| √ Secondary: EP (peer and teacher support, modeling) and ENV (school opportunities, school and neighborhood perceptions) | ||
| ➢Production of material by students (e.g., posters, photos) to be exhibited at school, and health events (integrated with Health Education) | √ Primary: IP (attitude, risks/benefits, types, self-efficacy) | √ Teachers/Program members |
| √ Secondary: EP (peer and teacher support) and ENV (school environment opportunities, school and neighborhood perceptions) | ||
| ➢Staff support during PE classes | √ Primary: EP (teacher support and norms) and ENV (school) | √ Program members |
| Active opportunities in the school environment (Aim: to promote structural spaces and materials in school for PA practice, reducing sedentary time and health information). | ||
| ➢Two 10–15 min supervised sessions per week of dynamic activities during free-time in school | √ Primary: IP (types), EP (peers support, norms and modeling) and ENV (school opportunities, school perception) | √ Program members |
| √ Secondary: IP (knowledge, risk/benefices, self-efficacy) | ||
| ➢Equipment for games (e.g., mini-courts, “Squash in Health”) with active opportunities and health messages during free-time | √ Primary: ENV (school opportunities, school perception) and EP (peers support and modeling) | √ School manager/students |
| √ Secondary: IP (risk/benefices, types, self-efficacy) | ||
| ➢School equipment (balls, rackets, etc.) available to students during free-time in school | √ Primary: ENV (school opportunities, school perceptions) and EP (peer and teacher support and modeling) | √ School manager/students |
| ➢Banners with games rules, material use guidelines and motivational and health messages (integrated with Health Education) | √ Primary: ENV (school opportunities, school perceptions) | √ School manager/Program members |
| √ Secondary: IP (knowledge, risks/benefits) and EP (social support and norms) | ||
| Health education in school community (Aim: to promote health knowledge to the school community, especially students and their families) | ||
| ➢Pamphlets to students in the classroom or schoolyard: 1) PA and health; 2) screen time use and health; 3) eating behaviors | √ Primary: IP (knowledge, attitude, types and health recommendations) | √ School manager/Teachers |
| √ Secondary: EP (social and family support) and ENV (opportunities in school and home) | ||
| ➢Pamphlets to parents in meetings or visits to schools: 1) PA and family; 2) screen time use and family | √ Primary: EP (social and family support, norms and modeling) and ENV (opportunities in school and home) | √ School manager/Teachers |
| √ Secondary: IP (risks/benefits, types and health recommendations) | ||
PA Physical activity, PE Physical education
aPotential PA and reducing screen time mediators that are included in the Socioecological and Health Promotion School frameworks and were focused during these strategies: IP: intrapersonal mediators (e.g., knowledge, types of PA or screen time, risks and benefits, self-efficacy, perceived barriers); EP: interpersonal mediators (e.g., peers, teachers and parents modeling, support and norms); ENV: environmental mediators (e.g., family environment, school environment and environmental)