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By Maddock, Jay; Lutya, T.M. (Thozama Mandisa)

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Compare the self reports with the daily intake recommendation for fruits and vegetables. Visit a local fruit and vegetable farmer, grocery stores. 28 Public Health – Social and Behavioral Health - Skills - Self-efficacy Taste/preference - Prepare fruits and vegetables in the class: show how to cut vegetables and how to peel fruit and provide the opportunity to practice in small groups (you can also provide an action plan that visualises the different steps in cutting a certain vegetable). Organise a recipe competition in which children can use their preparation skills.

The final two characteristics of a stage theory are common barriers to change facing people in the same stage and different barriers to change in different stages. For instance, the TTM postulates that experiential processes are important for early stage changes such as precontemplation to contemplation, while behavioral processes are important for later stage changes for example preparation to action [21]. Two alternatives also exist to the interpretation of a stage model: pseudostages created from a continuous variable, for instance motivation (linear pseudostage), and pseudostages created from a general algebraic equation, including interactions and limits on variables (non-linear pseudostage) [33].

Help children recognise the skills they are acquiring: make the children aware of what they have learned. Success in the past is the best way to build confidence for future success: help children recognise their progress. The IDEFICS Intervention Toolbox – A Guide to Successful Obesity Prevention at Community Level 27 Let the children make an individual line graph of their progress. Give students frequent opportunities to update their progress. Provide a monthly calendar to record their daily progress.

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