Researchers tested guided goal setting with a group (n=41) of low-income, ethnically diverse eighth grade students (63% males) during the development of “EatFit”, a dietary and physical activity behavior change intervention based on Social Cognitive Theory.  This method was selected as an alternative to self-set goals which require abstract reasoning, assigned goals which limit autonomy and “buy-in,” and individualized participatory goal setting which is time intensive. Focus groups had previously indicated that youth were motivated by feeling energetic and appearance.  

In EatFit, students set one dietary and one activity goal for a nine-week intervention. The project offered six major dietary goal categories or choices (such as added sugar, eating habits, fat) and four activity choices (aerobic, strength, flexibility or lifestyle). Students entered a one-day food record into a computer program that generated two dietary areas for improvement. Each student selected a major goal from which the program then generated related, specific, realistic “minor” goals, such as adding a serving of fruit to breakfast three days a week. The goals each student selected were transferred to a contract form that was printed and signed by the student, a peer and a parent/guardian. Students tracked their progress and the project included rewards (raffle prizes).