The group felt that rewards could be linked to some of these components. Although intervention in faith settings such as mosques would access children from Islamic families, the Group was concerned Screening Library nmr that this would exclude non-Islamic families and therefore would not fit with the principle of inclusivity. The local resource review revealed

many ongoing initiatives implemented by the health, education, and voluntary organisations. Examples include food skills courses for parents, provision of school gym equipment, a dietician working with schools, healthy eating and physical activity courses at a local Premier League Soccer Club, active travel to school plans, structured play resources for schools, community walk leader schemes, and a variety of sports and physical activity clubs and facilities. The intervention activities identified from the literature (Table 1) spread across all four

environment types. Interventions prioritised by stakeholders however, addressed the physical, political and sociocultural more frequently than the economic environment. In the final intervention programme, all environment types are addressed, with the greatest emphasis on the physical environment learn more (Table 4). Several important factors were identified that needed consideration within the development process. First, we recognised that the contextual information from the FGs was of key importance (described in detail elsewhere; Pallan et al., 2012). The Professionals Group had a central role in defining a set of guiding principles, and the resource review addressed the need for intervention sustainability. The study was Dipeptidyl peptidase undertaken at a time of great political focus on childhood obesity,

and national policy around healthy behaviours was taken into account in the development process to ensure that the final intervention programme would be beneficial over and above ongoing national initiatives. The iterative development process is schematically represented in Fig. 1. The final intervention programme consisted of two broad processes; increasing children’s physical activity levels through school, and increasing skills of parents and families through activity based learning. The intervention components are described in Table 4. This paper presents the development of a childhood obesity prevention intervention, guided by the MRC Framework (Campbell et al., 2000). Since the study started, the MRC have updated their guidance (Craig et al., 2008), bringing to the fore the need for even greater attention to early phase development work. This updated guidance recognises the importance of understanding local contexts, the need for an iterative approach and a greater emphasis on developing a prospective theoretical understanding of how the intervention will achieve the desired outcome.