Table 3 Examples of behavioural outcomes and change objectives
Behavioural outcome: Increase learners' participation in physical activity during school time | ||||
|---|---|---|---|---|
| Â | External determinants | |||
Performance objective: | Social support | Social norms | Access to resources | Organisational support |
Be physically active during discretionary time, e.g. break time (recess) | Recognition and reward for those who participate in PA to the best of their ability | Appropriate context - fun, fair, non-judgemental, non-competitive, creativity around competition | Facilities and equipment are available, safe and accessible | Break time is not taken away as punishment |
| Â | Encouraged by parents, peers and teachers to be active | Peers are active | Environment conducive to PA during discretionary time | Time for PA is not taken up by other school activities |
Behavioural outcome: Increase the variety of foods eaten daily | ||||
| Â | Personal determinants | |||
Performance objective: | Knowledge | Beliefs | Attitudes | Self-efficacy & Skills |
Choose to eat a variety of foods according to the SA food-based dietary guidelines (FBDGs) | List the health advantages of eating a variety of food in childhood as well as in adulthood (preventing CDLs) | Believe that obtaining macronutrients from a variety of foods is important for a healthy diet | Enjoy eating a variety of foods daily | Demonstrate the ability to create a daily meal plan that includes all food groups from the FBDGs |
| Â | Show awareness of the importance of variety | Â | Value the benefits of eating a variety of foods daily | Express confidence that a variety of food can be eaten every day |
| Â | Know the macronutrients and their role | Â | Â | Â |