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Table 2 Intervention and elements with type of activity and behavioural change techniques (BCT) [24]

From: Developing a theory-based multimedia intervention for schools to improve young people’s asthma: my asthma in school (MAIS)

  Part of intervention Element Targets to support self-management addresseda BCTsb
Visit 1 Theatre (whole year groups)–90 min In control, interactive theatre A11; A12; F3; F7; F5 3.1; 5.1; 5.3; 5.2; 6.1; 6.3; 9.1; 12.2; 13.2
Visit 2 Workshop 1 (60 min):
What is asthma? Who has asthma?
Asthma is… group quiz F5; F6; A11 8.1
Wall of fame, hands-on sorting game F5; F6; F7 6.2; 9.1.
Asthma balance, group competition F1; A11; F2 4.3
Giant airways, hands-on activity/demonstration A3; A5; A13; F1 4.1; 4.2; 5.1; 5.2; 11.1
Define asthma, partner discussion A11 8.1
Workshop 2 (60 min):
symptoms and triggers
Symptoms intro, discussion and demonstration A7 5.1; 4.1
GP consultation, interactive firm clips and discussion A3; A5; A11; A13; E1; E2; E3 1.2; 1.4; 4.1; 4.2; 5.1; 5.2; 5.3; 6.1; 7.1; 9.1; 11.1; 11.3; 12.5; 13.2; 16.3
Peak flow interactive, demonstration A6; A8 2.6; 4.1; 6.1; 12.5
Good control discussion A6 4.1; 6.1; 8.1
Trigger map, hands-on activity and discussion C1; C2 3.2; 4.1; 4.2; 5.2; 5.3; 7.5; 11.2; 12.1; 12.2; 12.3; 7.1; 12.5
Asthma dash board game F1; A11; A2; A3; A5; C1; C2; A13; F5; F8 During game: 2.2; 3.1; 4.1; 5.2; 5.3; 6.2; 7.1; 7.5; 8.1; 9.3; 10.3; 10.11; 14.2; Description of game rules: 4.2; 5.1; 11.1; 11.2; 12.1
Workshop 3 (60 min): medicines and emergencies Medication myth buster, group quiz A3; A4 5.1; 9.2; 11.1
Inhaler shuffle, group quiz A5 5.3; 11.1
The big mouth, hands-on interactive game B1; B2; B3 4.1; 4.3; 5.1; 5.2; 6.1; 12.5; 11.1
Puffer partners, demonstration and training B1; B2 2.2; 4.1; 6.1; 8.1
Emergency role play D1 1.2; 3.2; 4.1; 5.1; 8.1
Workshop 4 (60 min): support network and taking control Breaking the jump, short movie F5; F7; F8, A11 4.1; 4.2; 5.1; 5.2; 5.3; 6.1; 9.1; 12.1; 13.2
Support target, discussion and writing F8 3.1
The third option, short movie F8 1.2; 4.1; 5.1; 5.2; 5.3; 6.1; 7.1; 9.1; 9.2; 9.3
What can I do? Facilitated discussion A10 3.1; 7.1; 12.1
Asthma solution, partner discussion A11; B4; F4 1.2; 3.1; 5.3; 9.2
Setting goals, facilitated discussion and writing A10; F8 1.2; 1.3; 1.4; 1.9; 7.1
Booklet—to take home (introduced during workshops) Booklet B3 4.1; 4.2; 5.1; 9.2; 11.1; 11.2; 12.1
Toolbox—to take home
(introduced during workshops)
Boost, mobile game app Sustained learning 4.1; 4.2; 5.1; 5.3; 7.1; 7.5; 11.1; 11.2; 12.1; 12.3
Asthma action plan   4.1
Asthma dodge, mobile game app A3; A5; A7; A13 4.1; 4.2; 5.2; 5.3; 6.1; 7.1; 7.7; 8.1; 8.3; 8.7; 10.3; 11.2; 12.2; 12.3; 13.2; 14.4; 14.5
GP calling card B3 7.1
Peak flow chart   12.5
  1. Indirect BCTs are presented in cursive, overarching BCTs in bold
  2. aFull descriptions of behavioural targets are presented in Table 1
  3. bFull descriptions of BCT codes are presented in Supplement 3