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Hartslag Limburg, a cardiovascular diseases (CVD) prevention programme, integrates a community strategy and a high‐risk strategy. The present paper presents the evaluation design for, and baseline data from, the community intervention. The conceptual framework of the community intervention and its evaluation study were based on programme planning and evaluation models. Within this framework, community organization principles and methods and health education theories and methods were applied. Pre‐test/post‐test control group designs were used to study changes at the individual and the organizational level. The baseline results confirm the need to carry out a comprehensive CVD prevention community project, and the appropriateness of the conceptual model that is used for the development of interventions.

The purpose of this paper is to gain insight into the extent to which Dutch children are aware of their own physical activity level, and to what extent children's physical activity is habitual. Special attention was paid to the potential moderating effect of “awareness” and “habit strength” on the association between psychosocial factors and exercise behaviour.

Data were gathered on 419 Dutch children, aged eight to 13 years, with self‐administered questionnaires in which demographic variables, reported physical activity levels, psychosocial factors and levels of awareness and habit strength were assessed.

Children with high awareness of personal behaviour and high habit strength were reported to be more physically active. Furthermore, psychosocial factors were less associated with physical activity in children with low awareness of their personal physical activity levels and in children for whom physical activity was strongly habitual than in children with high awareness or with low habit strength concerning physical activity.

The paper uses self‐reports to measure physical activity, which gives less accurate information on physical activity behaviour than objective measures. Furthermore, the cross‐sectional nature of this study design precludes the authors from inferring causal relationships between psychosocial factors and physical activity behaviour.

For promoting physical activity in children to be successful, it is important that education is first aimed at raising awareness levels. Besides, strengthening the habitual nature of physical activity in children might help to establish higher levels of physical activity.

The study indicates the importance of the concepts “awareness” and “habit strength” in physical activity behaviour. It offers useful information for designers of interventions to improve physical activity in children.

The purpose of this paper is to gain first insight into factors which might be associated with exposure to internet‐delivered interventions.

Semi‐structured focus group interviews were conducted with five groups of Dutch adolescents (n=54), aged 12‐17 years. Several aspects of exposure: a first visit; staying long enough actually to use and process the information; and revisiting the intervention, were explored.

Several factors that are likely to improve exposure to internet‐delivered interventions were identified, such as the use of “word of mouth” marketing, comparison of own behaviour with friends and the use of reminders.

Focus group interviews are only a first step in the generation of ideas and opinions. A next step would be to conduct observational, experimental and longitudinal studies to test if and how these factors improve exposure to internet‐delivered interventions.

This paper is a useful source for those developing internet‐delivered interventions who want to improve exposure rates to their interventions.

The results of this exploration serve as an important first step to gain more insight into factors that improve exposure to internet‐delivered interventions.

To assess the impact of a school‐based toothbrushing intervention aimed at encouraging primary school children to brush their teeth daily at school, on cognitions, toothbrushing behaviour and habit strength.

The effects of an intervention were examined in a quasi‐experimental trial among 296 fifth‐graders in seven schools. The schools were randomly assigned to be an intervention group or a control group. Children in the intervention schools brushed their teeth at school under supervision. Effects on toothbrushing behaviour were assessed with written questionnaires before, during, immediately after, and one year after the intervention period. Effects on cognitions and habit strength were assessed one year after the intervention period. Analyses of variance were conducted to detect differences in frequency of toothbrushing, cognitions about toothbrushing, and habit strength.

During the intervention period, brushing teeth at school resulted in a significant increase in frequency of toothbrushing. However, these effects had not been maintained at one‐year follow‐up. No effects on cognitions about toothbrushing or on habit strength were found.

When supports that facilitate healthy behaviour are implemented we recommend evaluating effects on habit strength, by assessment both before and after the intervention.

This paper suggests that when habit‐inducing supports and cues cease then people find it hard to sustain change. This may be of importance when designing and evaluating health‐promoting interventions.