Background
Methods/Design
Sampling procedures and recruitment
Belgium | Greece | Hungary | Netherlands | Norway | Slovenia | Spain | Total | |
---|---|---|---|---|---|---|---|---|
School level | ||||||||
N | 26 | 37 | 29 | 23 | 21 | 15 | 24 | 175 |
Response rate (%) | 29% | 54% | 71% | 5% | 36% | 100% | 72% | - |
No. of completed audits | 26 | 34 | 321
| 23 | 21 | 15 | 21 | 172 |
No. of completed SMQ | 19 | 37 | 29 | 15 | 20 | 15 | 21 | 156 |
Child level
| ||||||||
No. completed Questionnaires | 1003 | 1077 | 1022 | 926 | 1004 | 1178 | 1024 | 7234 |
Response rate Questionnaire | 82% | 94% | 100% | 89% | 99% | 98% | 97% | - |
No. completed Anthropometry | 1005 | 1077 | 1022 | 898 | 980 | 1146 | 1024 | 7152 |
Response rate (anthropometry) | 82% | 94% | 33.2% | 87% | 45% | 96% | 97% | - |
No. of measured accelerometry | 194 | 215 | 200 | 199 | N/A | N/A | N/A | 808 |
Response rate (Accelerometry) | 84% | 97% | 19.9% | 85% | n/a | n/a | n/a | - |
Parent level
| ||||||||
No. of completed questionnaire | 763 | 1008 | 932 | 404 | 903 | 1028 | 964 | 6002 |
Response rate Questionnaire | 62% | 83% | 91% | 44% | 89% | 87% | 94% | - |
Data collection
Measurement instruments
Development of measurement instruments
Pre-testing of measurement instruments
Reliability and construct validity test
Child questionnaire
Energy Balance Related Behaviours
Child Questionnaire | Parent Questionnaire | |
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Dietary behaviour | ||
Sugar-sweetened beverage consumption
| 1. How many times a week do you usually drink fizzy drinks and fruit squash? | 1. How many times a week on average do you drink soft drinks? |
2. On a day that you drink fizzy drinks and fruit squash, how many glasses, cans or bottles do you drink on such a day? | 2. On a day that you drink soft drinks, how many glasses, cans or bottles do you drink? | |
3. How many fizzy drinks or fruit squash did you drink yesterday? | ||
Fruit Juice consumption
| 1. How many times a week do you usually drink fruit juices | 1 How many times a week on average do you drink fruit juices? |
2. On a day that you drink fruit juices, how many glasses or cartons do you drink on such a day? | 2 On a day that you drink fruit juices, how many glasses or cartons do you drink? | |
3. How many fruit juices did you drink yesterday? | ||
Breakfast consumption
| 1. From Monday to Friday during school weeks, on how many days do you usually eat breakfast? | 1. From Monday to Friday, how many times do you usually eat breakfast? |
2. On how many days in the weekend (Saturday and Sunday) do you usually eat breakfast? | 2. How many times do you usually eat breakfast on the weekend? | |
3. Did you eat breakfast yesterday? | ||
Meal patterns
| 1. Did you eat lunch yesterday? | 1. How often do you and/or your spouse/partner have breakfast together with your child? |
2. Did you eat dinner yesterday? | 2. How often do you and/or your spouse/partner have lunch together with your child? | |
3. Did you eat anything between meals yesterday? | 3. How often do you and/or your spouse/partner have dinner together with your child? | |
Physical activity behaviour
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Commuting to school/work
| 1. How many days do you usually bike to school? | 1. How many days do you travel by car to work? |
2. If you bike to school, how long does it take you to bike to school? | 2. How many days do you usually use public transport (bus, tram, metro) to go to work? | |
3. How many days a week do you usually walk to school? | 3. How many days do you usually cycle to work or to the public transport station? | |
4. If you walk to school, how long does it take you to walk to school? | 4. If you cycle, how long does it take you to cycle to work or the public transport station? | |
5. How many days do you usually travel by car to school? | 5. How many days do you usually walk to work or to the public transport station? | |
6. How many days do you usually travel by public transport (bus, school bus, tram, metro) to school? | 6. If you walk, how long does it take you to cycle to work or the public transport station? | |
7. How did you go to school today? | ||
Activity during recess
| 1. What do you usually do during breaks at school? | |
Physical activity/sports in leisure time
| 1. In a total week how many hours do you do this sport (sport1)? | 1. About how many days a week do you usually participate in physical activities/sports in your leisure time? |
2. In a total week how many hours do you do this sport (sport2)? | 2. About how much time a week do you participate in physical activities/sports in your leisure time? | |
3. How many hours of sports did you do yesterday? | ||
Sedentary behaviour
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Television viewing
| 1. About how many hours a day do you usually watch television in your free time? | 1. About how many hours a day do you usually watch television (including DVDs and videos) in your free time? |
2. About how many hours did you watch television yesterday? | ||
Computer time
| 1. About how many hours a day do you usually play games on a computer, or use your computer for leisure activities in your free time? | 1. About how many hours a day do you usually use your computer for activities like chatting online, internet, emailing or playing games on a computer, games console (e.g. Playstation, Xbox, GameCube) during leisure time? |
2. About how many hours did you play games on a computer, games console or use your computer for leisure activities yesterday? | ||
Mobile phone use
| 1. About how many hours a day do you usually use your mobile phone for calling, texting, playing games or surfing on the internet during leisure time? | |
Dieting behaviour
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Dieting
| 1. How often have you tried to get slimmer/thinner during the last year? | 1. I deliberately have smaller helpings as a means of controlling my weight. |
2. Do you try to get slimmer or thinner right now? | 2. I do not eat certain foods because they make me fat. | |
3. On a scale of 1 to 8, where 1 means no restraint in eating (eating, as much as you want, whenever you want it) and 8 means total restraint (constantly limiting food intake and never "giving in"), what rating would you give yourself? | ||
Sleeping behaviour
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Sleeping behaviour child
| 1. How many hours of sleep does your child usually have during the night? |
Personal variables
Description | Soft drink | Fruit juice | Breakfast | Physical activity/Sports | TV viewing | |
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Personal correlates | ||||||
Attitude1
| Does the child consider the behaviour as 'bad' or 'good' | I think that drinking fizzy drinks or fruit squash is (very bad (-2)- very good (+2)) | I think that drinking fruit drinks is (very bad (-2)- very good (+2)) | I think that eating breakfast is (very bad (-2)- very good (+2)) | I think that physical activity/sports is (very bad (-2)- very good (+2)) | I think that watching TV is (very bad (-2)- very good (+2)) |
Knowledge1
| Does the child know the recommendation with regard to the behaviour is | I think it is recommended for children my age Not to drink fruit juices at all (1), To drink not more than one glass a day (2), To drink fruit juices as much as you like (3), I don't know what is recommended (4)" | I think it is recommended for children my age (to skip breakfast (1), Eat breakfast when you feel like it (2), eat breakfast on schooldays (3) Eat breakfast every day (4). | I think it is recommended for children my age (to be active once a week (1), to be active some days a eek (2), to be active every day for 30 minutes (3), to be active every day for 1 hour (4), to be active every day for 2 hours (5), to be active every day for 3 to 4 hours (6). | I think it is recommended for children my age (to watch television as often as you like (1), To watch television for more than 2 hours per day (2) To watch television for less than 2 hours per day (3) To watch television for less than 1 hour a day (4) To watch television not more than a few times per week (5) Not to watch television at al (6). | |
Health beliefs2
| Belief of the child in that performing the behaviour would make him/her fat | I think that drinking fizzy drinks or fruit squash will make me fat (I fully disagree (-2)- I fully agree (+2)) | I think that drinking fruit juices will make me fat (I fully disagree (-2)- I fully agree (+2)) | 1. I think NOT eating breakfast will make me fat (I fully disagree (-2)- I fully agree (+2)) 2. I think that eating breakfast will make me fat (I fully disagree (-2)- I fully agree (+2)) | I think NOT doing physical activities/sports will make me fat (I fully disagree (-2)- I fully agree (+2)) | I think watching too much television will make me fat (I fully disagree (-2)- I fully agree (+2)) |
Preference/liking1
| Whether the child likes performing the behaviour or likes the taste of food | I like the taste of fizzy drinks or fruit squash (I fully disagree (-2)- I fully agree (+2)) | I like doing physical activity/sports (I fully disagree (-2)- I fully agree (+2)) | I like watching television (I fully disagree (-2)- I fully agree (+2)) | ||
Self-efficacy1
| The child's perception of how 'easy' or 'difficult' the behaviour is to perform | I find not drinking fizzy drinks or fruit squash... (very difficult (-2) - very easy (+2)). | I find eating breakfast every day... (very difficult (-2) - very easy (+2)). | I find doing physical activity/sports for 1 hour everyday... (very difficult (-2) - very easy (+2)). | I find NOT watching television... (very difficult (-2) - very easy (+2)). | |
Automaticity3
| extent to which a behaviour is performed automatically | Drinking fizzy drinks or fruit squash is something I do without even really thinking about it (I fully disagree (-2) - I fully agree (+2)). | Eating breakfast is something I do without even really thinking about it (I fully disagree (-2) - I fully agree (+2)). | Doing physical activity/sports is something I do without even really thinking about it (I fully disagree (-2) - I fully agree (+2)). | Watching television is something I do without even really thinking about it (I fully disagree (-2) - I fully agree (+2)). | |
Family environment
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Social environment
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Parental subjective norm1
| Child's believe that parents consider performing the EBRB as 'good' or 'bad' | If I drink fizzy drinks or fruit squash my parents/caregivers think this is (very bad (-2)- very good (+2)) | If I eat breakfast my parents/caregivers think this is (very bad (-2)- very good (+2)) | If I do physical activity/sports my parents/caregivers think this is (very bad (-2)- very good (+2)) | 1. If I watch television my parents/caregivers think this is (very bad (-2)- very good (+2)) | |
Parent modelling1
| Perceived behaviour performed by parent | How often do your parents/caregivers drink fizzy drinks or fruit squash? (Never (-2)- Always (+2)) | How often do your parents/caregivers eat breakfast? (Never (-2)- Always (+2)) | How often do your parents/caregivers do physical activity/sports? (Never (-2)- Always (+2)) | How often do your parents/caregivers watch television? (Never (-2)- Always (+2)) | |
Performing the ERBR together1.
| Frequency score of how often the child performs the behaviour together with his/her parent/caregiver | How often do you eat breakfast with your parents/caregivers? (Never (-2) - Every day (+2)). | How often do you take part in physical activity/do sports with your parents/caregivers? (Never (-2) - Every day (+2)). | How often do you watch television with your parents/caregivers? (Never (0)- Every day, more than once a day (14)) | ||
Active encouragement/parental support1
| Perceived encouragement/support from parent in performing the behaviour | My parents/caregivers encourage me to have breakfast. (I fully disagree (-2) - I fully agree (+2)). | My parents/caregivers encourage me to do physical activity/sports. (I fully disagree (-2) - I fully agree (+2)). | |||
Parental support1
| My parents/caregivers help me if I need something for my sports. (I fully disagree (-2) - I fully agree (+2)). | |||||
Political environment
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parental practices1
| Family rules with regard to the behaviour perceived by child | 1. I am allowed to take fizzy drinks or fruit squash, whenever I want (Never (-2) - Always (+2)). 2. Do your parents/caregivers have rules about how many fizzy drinks or fruit squash you are allowed to drink (No (0) - Yes (1)). 3. If you ask your parents/caregivers to buy a certain brand of fizzy drink or fruit squash, will they do it? (Never (-2)- Always (+2), 4. If I ask my parents/caregivers for a fizzy drink or fruit squash, I get one. (Never (-2) - Always (+2)). | 1. I am allowed to take fruit juices, whenever I want (Never (-2) - Always (+2)). 2. Do your parents/caregivers have rules about how many fruit juices you are allowed to drink (No (0) - Yes (1)). | 1. Do your parents/caregivers have rules about whether you should eat breakfast? (No (0) - Yes (1)). 2. If you ask your parents/caregivers to buy a certain band of food or drink for breakfast, will she do it? (Never (-2) - Always (+2)). | 1. Do your parents/caregivers have rules about whether you should be physically active/do sports? (No (0) - Yes (1)). 2. Do your parents/caregivers allow you to take part in physical activity/do sports? (No (0) - Yes (1)). 3. If you indicate that you like a certain physical activity/sports will your parents/caregivers allow you to do it? (Never (-2) - Always (+2)). | 1. Do your parents/caregivers have rules about how many hours per day you are allowed to watch television? (No (0) - Yes (1)). 2. My parents/caregivers allow me to watch television, whenever I want (I fully disagree (-2) - I fully agree (+2)). 3. If I ask my parents/caregivers to watch television, I can do so. (Never (-2)- Always (+2)) |
Physical environment
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Situation specific habit1
| Situations in which the behaviour is performed | I which situations do you usually drink fizzy drinks or fruit squash (Thick boxes: During the weekend, breakfast, lunch, dinner, at school, while watching TV, as a thirst quencher between meals, during/after sports, when I am with friends, at birthday/parties, I never drink fuzzy drinks or fruit squash) | I which situations do you usually drink fruit juices (Thick boxes: During weekend, breakfast, lunch, dinner, at school, while watching TV, as a thirst quencher between meals, during/after sports, when I am with friends, at birthday/parties, I never drink fruit juices) | I which situations do you usually eat breakfast (Thick boxes: At a set table at home, In bed, While watching TV, on my way to school, at school before the class starts, I never eat breakfast). | How often do you watch television during meals? (Never (-2) - Always (+2)). | |
Home availability1
| Availability of food products or equipments | Are there usually fizzy drinks or fruit squash at your home? | Are there usually fruit juices at your home? (Never (-2) - Always (+2)). | Are there usually breakfast products (milk, cereals, bread etc) at your home? (Never (-2) - Always (+2)). | Do you have the following things at home that you can use for physical activities/sports? (Thick boxes: bike, Tennis and/or badminton racket, ball (basketball, volleyball, football etc), sporting shoes, skipping rope, skates, skis, skate board | Do you have a television in your bedroom? (No (0) - Yes (1)). |
Economic environment
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Pocket money4
| Spending pocket money on food products | How often do you spend your own money on fizzy drinks or fruit squash? (Never (-2) - Always (+2)). | ||||
Pricing4
| Consequences of increasing prices of food products | If the price of fizzy drinks and fruit squash were doubles, I would buy less fizzy drinks or fruit squash from my own money (I fully disagree (-2)- I fully agree (+2)). | ||||
School environment
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Social environment
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Peer subjective norm1
| Child's believe that peers consider performing the EBRB as 'good' or 'bad' | If I drink fizzy drinks or fruit squash most of my friends think this is (very bad (-2) - very good (+2)). | If I eat breakfast most of my friends think this is (very bad (-2) - very good (+2)). | If I do physical activity/sports most of my friends think this is (very bad (-2) - very good (+2)). | If I watch television most of my friends think this is (very bad (-2)- very good (+2)) | |
Peer modelling 1
| Perceived behaviour performed by friends | How often do most of your friends drink fizzy drinks or fruit squash? (Never (-2)- Always (+2)) | How often do most of your friends eat breakfast? (Never (-2)- Always (+2)) | How often do most of your friends do physical activity/sports? (Never (-2)- Always (+2)) | How often do most of your friends watch television? (Never (-2)- Always (+2)) |
Family environmental variables
Parent questionnaire
Energy Balance Related Behaviours
Personal variables
Family environmental variables
Description | Soft drink | Fruit juice | Breakfast | Dietary behaviour general | Physical activity/Sports | TV viewing | |
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Family environment | |||||||
Social environment
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Parenting practices1
| Assess upbringing strategies and rules the parent apply with regard to EBRB performed by the child | 1. I negotiate with my child how much soft drinks (s)he is allowed to drink 2. If I prohibit my child from drinking soft drinks, I find it difficult to stick to my rule(s), if (s)he starts negotiating 3. I give soft drinks to my child as a reward or to comfort him/her 4. How often do you tell your child that soft drinks are not good for him/her 5. How often do you tell your child that soft drinks can make him/her fat 6. How often do you tell your child that soft drinks are bad for his/her teeth 7. I pay attention to the amount of soft drinks that my child drinks 8. My child is allowed to take soft drinks, whenever (s)he wants 9. If I would like to drink soft drinks, I would restrain myself because of the presence of my child 10. If my child asks for soft drinks, I will give it to him/her | 1 I negotiate with my child how much fruit juices (s)he is allowed to drink 2. If I prohibit my child from drinking fruit juices, I find it difficult to stick to my rule(s) if (s)he starts negotiating. 3. I give fruit juices to my child as a reward or to comfort him/her. 4. How often do you tell you child that fruit juices are good for him/her? 5. How often do you tell your child that fruit juices can make him/her fat? 6. How often do you tell your child that fruit juices are bad for his/her teeth? 7. I pay attention to the amount of fruit juices that my child drinks. 8. My child is allowed to take fruit juices whenever (s)he wants. 9. If I would like to drink fruit juices, I would restrain myself because of the presence of my child. 10. If my child asks for fruit juices, I will give it to him/her. | 1. I negotiate with my child on how much breakfast products (s)he has to eat and/or drink. 2. If I prohibit my child from skipping breakfast, I find it difficult to stick to my rule(s) if (s)he starts negotiating. 3. I praise my child if (s)he eats breakfast. 4. How often do you tell your child that eating breakfast is good for you 5. I pay attention what kind of products my child is eating for breakfast. 6. My child is allowed to skip breakfast. 7. I encourage my child to have breakfast. | What do you consider to be the three most important characteristics of your child's meal during school hours | 1. I negotiate with my child on how much physical activity/sports (s)he has to do 2. If I try to prohibit my child from skipping a physical activity/sport session, I find it difficult to stick to my rule(s) if (s)he starts negotiating 3. I praise my child if (s)he takes part in physical activity/sports. 4. I punish my child by not allowing him/her to take part in his/her physical activity sessions/sports 5. How often do you tell your child that physical activity/sports are good for him/her? 6. I pay attention that my child does enough physical activity/sports 7. My child is allowed to skip physical activity/sport sessions whenever (s)he wants 8. I set a time limit on how much time of physical activity/sports my child can do in order to devote more time to his/her homework or other important things. 9. I do not allow my child to take part in physical activity/sports in his/her free time so that (s)he can concentrate on his/her studies. 10. I pay for my child to take part in physical activity/sports. 11. I bring my child to physical activity/sport sessions. 12. I encourage my child to take part in physical activity/sports | 1. I negotiate with my child how much TV/video/DVD (s)he is allowed to watch. 2. If I prohibit my child from watching TV/video/DVD, I find it difficult to stick to my rule(s) if (s)he starts negotiating. 3. I allow my child to watch TV/video/DVD as a reward or to comfort him/her. 4. How often do you tell your child that watching TV/video/DVD is not good for him/her? 5. How often do you tell your child that watching TV/video/DVD can make him/her fat? 6. How often do you tell your child that watching TV/video/DVD is bad for his/her eye sight? 7. I pay attention to the amount of time my child watches TV/video/DVD. 8. My child is allowed to watch TV, whenever (s)he wants) 9. If I would like to watch TV/video/DVD, I would restrain myself because of the presence of my child. 10. If my child asks if (s)he is allowed to watch TV/video/DVD, I will allow it. |
Automaticity2
| Assess the extent to which the behaviour is performed automatically | Drinking soft drinks is something that I do without even really thinking about it | Drinking fruit juices is something I do without even really thinking about | Eating breakfast is something I do without even really thinking about | Physical activities/sport activities is something that I do without really thinking about | Watching television is something I do without even really thinking about | |
TV watching while having meal1
| In general, how often do you watch television during the following meals? | ||||||
Performing the EBRB together1
| Frequency score of how often parent performs the EBRB together with the child | How often do you or your spouse drink soft drinks together with your child? | How often do you and/or your spouse/partner drink fruit juices together with your child? | How often do you and/or your spouse/partner have breakfast together with your child? | 1. How often do you and/or your spouse/partner have lunch together with your child? 2. How often do you and/or your spouse/partner have dinner together with your child? | How often do you and/or your spouse/partner participate in physical activity/sports together with your child (e.g. play games outside, ride bikes, walk, or play sports together)? | How often do you (one parent/spouse/partner or both) watch television together with your child? |
Nagging behaviour of child1
| Assess how the child behaves despite prohibition of the behaviour by the parent | If I prohibit my child from drinking soft drinks (s)he tries to drink it anyway. | If I prohibit my child from drinking fruit juices (s)he tries to drink it anyway. | If I prohibit my child from skipping breakfast, (s)he tries to skip it anyway. | If I try to prohibit my child from not taking part in a physical activity/sport session, (s)he will try to skip it anyway. | If I prohibit my child from watching TV/video/DVD, (s)he tries to watch anyway. | |
Physical environment
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Home availability1
| Assess whether certain food products or equipment are available for the child. | There are soft drinks available at home for my child. | There are fruit juices available at home for my child. | There are breakfast products (e.g. milk, cereal, bread) available at home for my child. | TV/video/DVD is available in my child's room. | ||
Economic environment
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Influence pricing on child's behaviour3
| Parental believe of whether child changes buying habits if prices change | If the price of soft drinks were double, my child would drink less soft drinks. | |||||
Influence pricing own behaviour3
| Influence of prices on performing own behaviour. | I don't give my child some foods because they cost too much. | I let my child participate in activity/sports less than I would like, because it is too expensive. | ||||
Price consciousness child3
| Assess whether the parent would consider his/her child as being price conscious regarding food products | I would consider my child as being price conscious regarding food, snacks and beverages. | |||||
Pocket money for food3
| How much pocket money the parent weekly gave to the child to buy food and drinks | On average how much money do you give to your child to buy food and drinks per week? Please do not include money you save or spend on clothes for your child |
School management questionnaire
School environment | Physical activity behaviour | Dietary behaviour | Physical activity and Dietary Behaviour |
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Physical environment
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Opportunities to eat/drink and be physically active | 1. How do the majority of the 5th-6th graders in your school get to/from school? (1 = By motorised transportation; 2 = By walking/biking; 3 = About 50/50 of each of the above 2. Is it generally regarded as safe to walk or bike to your school? (0 = no; 1 = yes) 3. Are there scheduled times for recess between lessons for 5-6th graders? (0 = no; 1 = yes, please fill in the number of the recesses, start time and end time) 4. How many lessons of required physical education are scheduled per week for the 5th-6th graders in your school? (please fill in..) 5. What is the scheduled time per lesson of physical education for the 5th - 6th graders? (1 = 30 minutes or less; 2 = 30-45 minutes; 3 = 46-60 minutes; 4 = 61-75 minutes; 5 = 76-90 minutes; 6 = More than 90 minutes) 6. Does your school regularly (i.e. weekly) offer or practice any of the following additional opportunities for 5th - 6th graders to be physically active? a) Brief teacher organized physical activities in lessons other than physical education (0 = no; 1 = yes) b) Organised sport activities before or after the school day (i.e. school sports team, after-school activities) (0 = no; 1 = yes) | 1. Are there scheduled times to eat main meals or a "snack" for 5-6th graders? (0 = no; 1 = yes, please fill in the name of the eating occasion, start time and end time) 2. From where does the majority of 5-6th graders get the food/drinks that they consume during the school day? (Please check all that apply) (0 = no; 1 = yes for meals; 2 = yes for snacks) a) Home (i.e. bagged lunch) b) Shops etc around the school (i.e. bought on the way to school or in recess during the school day) c) Subscription programs offered through school (i.e. milk, fruit, sandwiches) d) School canteen e) School shop/kiosk f) Vending machines on the school premises 3. How are the meals/snacks obtained at school paid for? (Please check all that apply) (0 = NA; 1 = meals; 2 = snacks) a) Parents prepay - in full b) Parents prepay - but partly subsidized (by school/government) c) Parent pay afterwards (by invoice) d) Pupil/parent pay at point of purchase - in full e) Pupil/parent pay at point of purchase - but partly subsidized (by school/government) f) School pay - in full (through own budget) g) School pay - but subsidized by government (local/national) h) Local/national government pay - in full i) Private companies pay - in full j) Private companies pay - in part k) Offered for free/subsidized price to pupils from low-income families | |
Social environment
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Social factors related to healthy eating and physical activity | 1. Rate to what extent teachers/other adults at your school act as role models by being physically active (0 = small; 4 = very large) 2. Rate to what extent play or physical activity during recess is promoted at your school. (0 = small; 4 = very large) 3. Rate to what extent the majority of parents at your school support physical activity to/from and in school. (0 = small; 4 = very large) | 1. Rate to what extent teachers/other adults at your school act as role models by eating healthy foods/drinks. (0 = small; 4 = very large) 2. Rate to what extent healthy foods/drinks are promoted at your school's social/sporting events (0 = small; 4 = very large) 3. Rate to what the extent the majority of parents at your school support healthy eating in school. (0 = small; 4 = very large) | 1. Rate to what extent promoting healthy eating and/or physical activity is regarded as important at your school. (0 = small; 4 = very large) 2. Rate to what extent the school health services promote healthy eating and/or physical activity at your school (0 = small; 4 = very large) 3. Rate to what extent you personally regard promoting healthy eating and/or physical activity as important for schools. (0 = small; 4 = very large) |
Political environment
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Available organized services and practices related to eating/drinking and physical activity | 1. Please, indicate which of the following physical activity practices you consider part of your school's (daily) routine. (Write 0 = no; 1 = partly/sometimes; 2 = yes; 3 = NA) a) Encourage biking/walking to school b) Provide bike racks or a designated area for bike parking c) Work to ensure traffic safety at start/end of the school day d) Require pupils to be outside during recess e) Allow pupils to use own equipment (balls, ropes etc) during recess f) Provide access to sports equipment (balls, ropes etc) during recess g) Provide adult/teacher supervision of school grounds during recess h) Encourage pupils to play or be physically active during recess i) Teach about physical activity and health as part of the curriculum j) Teach skills to practice specific sports as part of the curriculum k) Require physical education teachers to be certified/specialists in physical education l) Require pupils to be dressed for physical activity in physical education lessons m) Provide clean and separate changing rooms with showers n) Require pupils to shower after physical education lessons o) Require a note from parents for single absences from physical education p) Require a note from a doctor for long term absences from physical education q) Provide alternative physical activities in physical education for pupils with special needs r) Provide parents with feedback on their child's development in physical education s) Give physical education homework Include physical activity in lessons other than physical education t) Allow general use of school grounds (incl. outdoor facilities) before/after the school day u) Encourage teachers and other staff to act as role models for physical activity v) Address the importance of everyday physical activity at parent meetings w) Address the importance of everyday physical activity in written information to parents 2) In which forums or with whom have physical activity practices been discussed at your school in the past 2 years? (0 = No; 1 = Yes, to some extent; 2 = Yes to a great extent) a) Teacher/staff meetings b) Parent meetings c) With pupils d) With school nurse/doctor e) other | 1. Please, indicate which of the following eating/drinking practices you consider part of your school's (daily) routine. (Write 0 = no; 1 = partly/sometimes; 2 = yes; 3 = NA) a) Provide easy access to fresh drinking water at all times b) Apply nutritional guidelines for what foods/drinks may be offered in the canteen c) Apply nutritional guidelines for what foods/drinks may be sold in the school shop/kiosk d) Apply nutritional guidelines for what foods/drinks may be sold in vending machines e) Prohibit that pupils bring unhealthy foods/drinks to school on a regular school day f) Allow pupils to leave school during any or all of the recesses g) Provide adequate eating facilities (i.e. clean, access to water to wash hands, waste bins) h) Provide adult supervision during scheduled snacks/meal times i) Encourage teachers and other staff to act as role models for healthy eating j) Encourage pupils to eat and drink healthy foods and drinks k) Allow pupils to eat whenever they want l) Limit access to canteen to snack/meal times only m) Limit access to school shop/kiosk to snack/meal times only n) Limit access to vending machines to snack/meal times only o) Provide healthy food/drink options at social/sporting events p) Provide healthy food/drink options at parent meetings q) Provide healthy food/drink options at teacher trainings and other staff meetings r) Allow marketing (i.e. posters, material, events) of unhealthy foods/drinks at/through school s) Prohibit sale of unhealthy foods as fund raising during school days t) Prohibit use of unhealthy food/drinks as rewards by teachers and other staff u) Teach about food, nutrition and health as part of the curriculum v) Teach practical cooking skills as part of the curriculum w) Address the importance of everyday healthy eating at parent meetings x) Address the importance of everyday healthy eating in written information to parents 2) In which forums or with whom have eating/drinking practices been discussed at your school in the past 2 years? (0 = No; 1 = Yes, to some extent; 2 = Yes to a great extent) a) Teacher/staff meetings b) Parent meetings c) With pupils d) With school nurse/doctor e) other | 1. Are any of the practices discussed stated in written documents? (Please check all that apply) (0 = No; 1 = Yes, in a school health policy; 2 = Yes, in a school food policy; 3 = yes in a school physical activity policy; 4 = other) 2. For how long has the school had these policy documents? (1 = less than a year; 2 = 1-2 years; 3 = 3-4 years; 4 = 5 years or more) a) health b) food c) physical activity |
Economic environment
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Economic factors related to eating/drinking and physical activity | 1. Please, indicate which of the following economic factors/sponsorships have been used in your school in the past 2 years. (Write 0 = No; 1 = partly/sometimes; 2 = yes; 3 = not applicable) a) Obtained sponsorship to buy sports equipment for recess b) Obtained sponsorship to maintain/renovate the school ground (incl. play areas) c) Obtained sponsorship to maintain/renovate outdoor or indoor sport facilities d) Obtained sponsorship to offer extra physical activity during school hours e) Obtain sponsorship to offer after school sports programs 2. Has the school participated in national or regional campaigns with the aim of promoting physical activity in the past 2 years, involving any form of (chance of) reward? 0 = No, the school has not participated in such campaigns during the last 2 years; 1 = Yes, a campaign involving a reward for all pupils on the school (e.g. school party, playground facilities, concert, money prize etc) 2 = Yes, a campaign involving a reward for a group of pupils on the school (e.g. party, excursion, money prize etc) 3 = Yes, a campaign involving a reward for single pupils (e.g. money prize, book, CD's, etc) 4 = Yes, a campaign involving a reward for the school
5 = The school has participated in campaign(s) without such reward schemes
6 = Don't know | 1. Please, indicate which of the following economic factors/sponsorships have been used in your school in the past 2 years. (Write 0 = No; 1 = partly/sometimes; 2 = yes; 3 = not applicable) a) Free/subsidized milk subscription program for all b) Free/subsidized fruit/vegetable subscription program for all c) Free/subsidized lunch for all d) Free/subsidized snacks for all e) f) Reduced prices on healthy options in canteen g) Reduced prices on healthy options in shop/kiosk h) Reduced prices on healthy options in vending machines i) Offered package deals on healthy options (i.e. healthy food with healthy drink) j) Used coupon systems for healthy options (i.e. buy 5 - get the 6th for free) k) Increased prices on unhealthy options in canteen/shop/kiosk/vending machines l) Obtained sponsorship for healthy foods/drinks to social/sporting events m) Obtained sponsorship for unhealthy foods/drinks to social/sporting events n) Obtained sponsorship for healthy foods/drinks on regular school days o) Obtained sponsorship for unhealthy foods/drinks on regular school days 2. Has the school participated in national or regional campaigns with the aim of promoting healthy diets in the past 2 years, and involving any form of (chance of) reward? 0 = No, the school has not participated in such campaigns during the last 2 years 1 = Yes, a campaign involving a reward for all pupils on the school (e.g. school party, playground facilities, concert, money prize etc) 2 = Yes, a campaign involving a reward for a group of pupils on the school (e.g. party, excursion, money prize etc) 3 = Yes, a campaign involving a reward for single pupils (e.g. money prize, book, CD's, etc) 4 = Yes, a campaign involving a reward for the school
5 = The school has participated in campaign(s) without such reward schemes
6 = Don't know | 1. Please, indicate which of the following economic factors/sponsorships have been used in your school in the past 2 years. (Write 0 = No; 1 = partly/sometimes; 2 = yes; 3 = not applicable) a) Applied for funding that required the implementation of certain healthy eating and/or physical activity practices |
Audit instrument for school environment
Interview to the canteen/school shop administrator | |
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Canteen/school shop
| 1. How many days per week is the canteen/school shop operated? 2. What are its hours of operation? 3. Does the canteen/shop sell/offer any meals? (0 = No; 1 = Yes, breakfast; 2 = Yes, lunch; 3 = Yes, other) 4. What are the main product groups sold in the canteen? (1 = Sandwiches; 2 = Hot meals; 3 = Drinks; 4 = Salt/sweet snacks/cakes; 5 = Other) 5. Who owns/run the canteen/school shop? (1 = The school; 2 = Parents; 3 = Private; 4 = Other) 6. Who decides what is offered in the canteen/school shop? (1 = The school management; 2 = The canteen/shop manager' 3 = Pupils; 4 = Other) 7. What are the three most sold food products in the canteen/school shop? 8. What are the three most sold drink items in the canteen/school shop? 9. Is it possible for students to stay in the canteen/school shop before/after breaks? (0 = No; 1 = Yes) 10. Is there fresh drinking water offered in the canteen? (0 = No; 1 = Yes, for free; 2 = Yes, for sale) 11. Does the school make profit on canteen/school shop from products' sales or as rent to the company/person who is running the canteen/school shop? (0 = No; 1 = Yes; 2 = NA; If Yes, how much?) 12. How does the school use that profit? |
Vending machines
| 1. What types of vending machine(s) are available? (type; N° of machines; location) 2. What are the three most sold food products in the vending machine(s)? 3. What are the three most sold drink items in the vending machine(s)? 4. How often are the vending machines refilled? 5. Are there any restrictions on hours of operation/accessibility of vending machines? (0 = No; 1 = Yes; if Yes please explain) 6. Are any vending machines owned and operated by the school? (0 = No; 1 = Yes) 7. Does the school make profit on vending machine(s) from product sales or as rent to the company/person who is running the vending machine(s)? (0 = No; 1 = Yes; 2 = n/a; If Yes, how much? 8. How does school use that profit? |
Subscription programs
| 1. Name of program (i.e. School fruit scheme) 2. Offered products 3. Offered by whom? (1 = Government; 2 = Large/national food company; 3 = Small/local food company; 4 = Other) 4. Paid by whom? (1 = By governments; 2 = By the school; 3 = By parents; 4 = Other) 5. How administrated in the school? (1 = By staff paid from school; 2 = Parents; 3 = Other) |
Food/drink registration
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Canteen/school shop-
| Products Observation Form (product; gr/portion; Kcal/portion; No of products; Comments) 1. Bread‐products (e.g. tuna sandwich, egg sandwich, cheese pie) 2. Hot meals 3. Drinks (e.g. coca cola, sprite, fanta, fruit juice, water, milk, ice tea, tea, coffee) 4. Snacks/cakes/candies (e.g. chips, mars, gingerbread) 5. Fruits and Vegetables 6. Other (e.g. salads) 7. Attach a photograph(s) of the canteen/school shop, so that is well visible what products are placed on and behind the counter. 8. Attach a photograph(s) of the wider area of the school shop/canteen, so that the facilities/dining area are well visible. |
Vending machines
| 1. Indicate where the vending machine is located (e.g. canteen/school shop, entrance, hallway). 2. Type of machine (e.g. beverage, snack, mixed) 3. Is the machine currently on and available to students or is it turned off? (0 = Off; 1 = On) Products Observation Form (product; gr/portion; Kcal/portion; No of products; Comments) 1. Bread‐products (e.g. tuna sandwich, egg sandwich, cheese pie) 2. Drinks (e.g. coca cola, sprite, fanta, fruit juice, water, milk, ice tea, tea, coffee) 3. Snacks/cakes/candies (e.g. chips, mars, gingerbread) 4. Other 5. Attach a photograph(s) of the vending machine(s), so that the products available are well visible. 6. Attach overview photograph(s) of the location(s) of the vending machine(s), in which the biggest part of the machine is visible (Location of the machines in the canteen/school shop needs to be visible). |
Observation forms
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Food and drink advertising
| 1. Are there any food or beverage advertisements in the following locations (tick applicable options)? (1 = In the canteen school shop; 2 = On vending machines; 3 = In school buildings; 4 = On school grounds, including the outside of school buildings, on playing fields, or other areas of school; 5 = Other (please clarify) 2. Please indicate the types of food/beverages advertised: a) Food (0 = No food advertisements; 1 = Fruits and vegetables; 2 = Bread products (e.g. sandwiches, pies); 3 = Snacks, cakes, candies; 4 = Other (please clarify) b) Beverages (0 = No beverage advertisements; 1 = 100% fruit juice; 2 = Sweetened drinks (incl. fizzy drinks); 3 = Diet drinks; 4 = Milk; 5 = Water; 6 = Other (please clarify) |
Bicycle parking area (designated by the school)
| 1. Is the bicycle parking covered (i.e. by a roof/shed)? (0 = No; 1 = Yes; 2 = Partly) 2. Is the bicycle parking visible from the public road? (0 = No; 1 = Yes) 3. Is there supervision at the bicycle parking? (0 = No; 1 = Yes, if Yes: 1 = Doorkeeper; 2 = Camera; 3 = Reception; 4 = Other 4. Is the bicycle parking surrounded by a fence? (0 = No; 1 = Yes) 5. Are there bicycle racks? (0 = No; 1 = Yes) 6. How many bicycles can be placed in the racks? (count 1 bicycle rack, multiply number of racks, count up all the racks with different sizes) 7. Is the bicycle parking full of bicycles? Number of bikes: Full > 75%; Mean 25 - 75%; Empty < 25% 8. Attach an overview photograph of the bicycle parking |
Physical activity equipment (loose) for recess
| Available equipment (0 = No; 1 = Yes; N°; Condition (e.g. new, clean, damaged, poor quality) 1. Footballs 2. Basketballs 3. Volleyballs 4. Other balls: 5. Rackets (i.e. tennis, badminton, squash) 6. Bandy/hockey sticks 7. Bats (i.e. baseball) 8. Skipping ropes 9. Jump bands (elastics) 10. Frisbees 11. Other (i.e. seasonal equipment) 12. Other____________ 13. If possible, attach an overview photograph of the room/box for keeping the equipment 6b. 14. If possible, attach an overview photograph of the type of equipment |
Indoor sport facilities
| Available facilities (0 = No; 1 = Yes; N° of facilities; Condition (e.g. new, clean, damaged, poor quality) 1. Gym 2. Swimming pool 3. Weight training facilities. 4. Gender specific changing rooms 5. Shower facilities 6. Other 7. If possible, attach an overview photograph of the indoor gym 8. If possible, attach an overview photograph of the equipment for the indoor gym |
Outdoor sport facilities
| Available facilities (0 = No; 1 = Yes; N° of facilities; Condition (e.g. new, clean, damaged, poor quality) 1. Football field 2. Basketball field 3. Volleyball/badminton/tennis fields with net 4. Other marked fields for ballgames: __________ 5. Paint/marks for other games 6. Play area with swings, slides etc (for young children) 7. Table tennis 8. Track and field (running, jumping, throwing) 9. Obstacle course/Jungle path 10. Climbing (walls, trees) 11. Skateboard area 12. Other:_____________ 13. Attach an overview photograph of the outdoor sport facilities 14. Attach an overview photograph of the outdoor sport facilities |
Other information about the school outdoor area
| 1. What kinds of surfaces are present? (1 = Asphalt/paved; 2 = Grass; 3 = Gravel; 4 = Sand; 5 = Rocks; 6 = Nature/woods; 7 = Other) 2. How is the topography? (1 = Flat; 2 = Hilly; 3 = Combination of both; 4; Other) 3. How is the school's outdoor area separated from the neighbourhood? (1 = Fence/Hedge; 2 = No clear boundaries; 3 = Other) 4. Are there other things present? (1 = Plants/trees; 2 = Benches (and tables); 3 = Drinking fountains; 4 = Other) 5. General appearance of the outdoor area a. Clean (0 = No; 1 = Yes) b. Safe (0 = No; 1 = Yes) c. Inviting (0 = No; 1 = Yes) 6. If relevant, attach a photograph of a physical activity promoting characteristic of this school 7. If relevant, attach a photograph of barriers to physical activity characteristic of this school |