Table 3

Aims, Change Objectives, Theory, Methods and Strategies (programme components) of the revised JUMP-in programme, after the application of the RE-AIM framework

RE-AIMS	Change objectives	Theory	Methods	Strategies
▶ ▶. Detection and monitoring of overweight children, inactive children or children with delayed motor development, in order to support them in a structured way^*	At individual level: n.a. At environmental level: Risk awareness Social support Environment (availability + accessibility of adapted PA, information and care)	Coping strategy, relapse prevention theory, Precaution Adoption Process model	PFS is the base for tailored approaches of groups at risk and adapting the programme to the needs of the specific groups. Methods: monitoring, targeting, planning, building networks, mobilising social support and care, consciousness raising, self-evaluation, problem solving, tailored solutions	Pupil Follow-up System ^*
▶ ▶. Sport participation as a habit ▶ ▶. Increase in perceived sport competence ▶ ▶. Healthy sensory motor development ▶ ▶. Positive self-esteem	Attitude Perceived behaviour control Habit strength Perceived sport competence Environment (availability + accessibility of PA)	Learning theory, task experience theory, motivational construction, the model of physical exercise and habit formation, reinforcement theory, ecological model	Create opportunities, direct experience, active learning, skill training with guided practice and feedback, attitude change through reinforcement, modelling, facilitation, repeating positive experiences, altering physical environments to include more PA options, building networks, tailored offers	School sports clubs
▶ ▶. Awareness of own PA behaviour, talents and opportunities to be daily physically active. ▶ ▶. Awareness of the importance of daily PA behaviour ▶ ▶. Positive intention and skills to plan and control daily PA behaviour ▶ ▶. Increased habit strength	Attitude Perceived behaviour control Perceived sport competence Intention Habit strength Planning skills Social norm Social support Modelling (Perceived) environment	Social–Cognitive theories, theory of planned behaviour, attribution theory, relapse prevention theory, goalsetting theory, cognitive dissonance theory, learning theory, task experience theory, motivational construction, social comparison, social inoculation, the model of physical exercise and habit formation, transtheoretical model.	Consciousness raising, self-evaluation, environmental re-evaluation, attitude change through learning, reinforcement and congruity, direct experience, mobilising social support.	Personal workbook “This is your way to Move!”
▶ ▶. Parents are aware of the importance of daily PA ▶ ▶. Parents are motivated and ready to support and stimulate daily PA behaviour of their children	Parental: Attitude Perceived behaviour control Intention Social norm Social support Modelling (Perceived) environment	Theory of planned behaviour, theory of reasoned action, learning theory, information processing, persuasive communication, elaboration–likelihood model, social comparison, social inoculation, coping strategy, transtheoretical model.	Attention and comprehension, demonstration, consciousness raising, tailoring, providing information, receiving, hearing, accepting new opinions, modelling Direct experience, skill training Self-evaluation, environmental re-evaluation, tailored offers	Parental Information Services
▶ ▶. Make PA, relaxation and posture exercises a habit in the daily school routine	Perceived sport competence Habit strength	Task experience theory, reinforcement theory, the model of physical exercise and habit formation	Direct experience, guided learning and feedback, skill training, repeating positive experiences	“The Class Moves!”
▶ ▶. Healthy sensory motor development
▶ ▶. Healthy sensory motor development ▶ ▶. To stimulate and support children at risk, in order to increase (perceived) sport competence ▶ ▶. Give children at risk the opportunity to participate in regular school sport activities	Attitude Perceived behaviour control Social support Perceived sport competence	Transtheoretical model, relapse prevention theory, reinforcement theory, task experience theory, goalsetting theory	Targeting, direct experience, tailored offers, consciousness raising, increase self esteem, modelling, demonstration, tailoring, individualisation, skill training with guided practice and feedback, tailored support.	Club Extra, MRT, extra care

↵* The Pupil Follow-up System creates the opportunity of tailored approaches and adapting JUMP-in programme components to the needs of individuals and groups at risk.