As professionals in the health or education community, you can play an active role in promoting water consumption. This is why the Weight Coalition developed tools to support you in your efforts.

Do not hesitate to use them and distribute them within your professional network.

Health Professionals

Flavoured water good alternatives but watch out for tooth decay !

This tool, developed in partnerships with the Groupe de Recherche et d’Éducation en Hygiène Dentaire (GREHD), is aimed at health professionals, and represents the different health options for flavoured water without compromising oral health.

Find out which recipes to offer your patients!

To learn more >

Physical and Health Educators

Educational healthy hydration activities

Educational Activities developed in partnership with the Fédération des éducateurs et éducatrices physiques enseignants du Québec(FÉÉPEQ), are aimed at Physical Fitness and Health Educators. The goal is to increase the knowledge to students in elementary school in regards to healthy hydration consumption as a key part of their Physical Fitness and Health Education classes.

Themes to consider:

  • the importance of hydration;
  • signs and symptoms of dehydration;
  • daily healthy hydration and during physical activity.

Deux activités sont proposées :

FAQ Tchin-Tchin Challenge

The Tchin-tchin Challenge is an water awareness activity that encourages children to consume water during lunchtime. The goal aims to improve the importance of  water consumption throughout the day.

During Canadian Water Week, children were invited to bring water bottles in their lunch boxes and toast together saying “tchin-tchin” during their lunch. It is all about learning the benefits that water has when accompanied with meals, as well as during festivals and other community events. In schools, in addition to the Challenge, two activity kits helped address the importance of healthy hydration habits to children while in Daycare. The Challenge was also adapted for educational purposes and for camps.

To learn more about the philisophical reasoning behind the Challenge and it’s components, see the FAQ below

Why promote water consumption?

Because of how water consumption stimulates the reward and pleasure systems, it also provides positive feedback based on the benefits of a desired behaviour that would be more effective in promoting healthy lifestyles. Positive feelings generate self-efficacy of behaviours; a key behaviour component of change, according to the Bandura theory3. By encouraging water consumption, in a fun effective way, the Tchin-Tchin Challenges goal aims to ensure a child’s main beverage of choice is water. By doing so, the promotion of water has the potential to become a chosen choice of drink over other types, such as sugary drinks or juices.

The Tchin-Tchin Callenge is based on what behaviour change theory?

Because of how water consumption stimulates the reward and pleasure systems, it also provides positive feedback based on the benefits of a desired behaviour that would be more effective in promoting healthy lifestyles. Positive feelings generate self-efficacy of behaviours; a key behaviour component of change, according to the Bandura theory3. By encouraging water consumption, in a fun effective way, the Tchin-Tchin Challenges goal aims to ensure a child’s main beverage of choice is water. By doing so, the promotion of water has the potential to become a chosen choice of drink over other types, such as sugary drinks or juices.

How are the different levels of social cognitive theory used?

  • This new acquired knowledge was recommended for the educational content for the Challenge. two activity kits. And it was also proposed that these two educational activities on healthy hydration, should be taking place during physical education classes along with health studies.
  • Creating positive environments for water consumption is supported by the I’m Thirsty for Health! It helps produce inspiring behaviour patterns for healthy hydration and builds better conditional habits that make water more appealing and visible to children.

The feeling of self-efficacy is reinforced in several ways:

  • A childs experience combined with the successful completion of the Tchin-tchin Challenge;
  • And at the end of the Challenge, when they receive their personalized participation certificates and draws for free water bottles highlight students achievements.

Why continue the Challenge with the Tchin-Tchin Champions?

The Tchin-tchin Challenge rollouts start during the third week of March. Its’ purpose is to initiate environmental change. Certain data suggests that it is necessary to repeat an action over an average period of two months in order to adopt a new behaviour. We therefore encourage schools to continue the Challenge on a weekly basis.  To achieve this, the Tchin-tchin Champions should maintain the Challenge until the end of the school year., simply randomly assign one student per class. It will be their responsibility to remind students to bring their water bottles one day prior to the Challenge.  They would also be the ones responsible for encouraging students Challenge participation.  Consequently, these students then become role models for healthy hydration for their peers; thus, they are even more inclined to adopt the desired behaviour 7.

How was the Tchin-Tchin Challenge implemented?

The details of how things were implemented regarding the 2018 Tchin-tchin Challenge, was due to a submission request during the stage portion of a training program within the Public Health Sector, along with collaboration by the Montreal Public Health Department. The implementation of various activities and compliances required for;  the physical and social environments, the participation and the satisfaction of the stakeholders of the Challenge,  were evaluated by six preschools and elementary schools within the Montreal region.

An evaluation confirmed that the Tchin-tchin Challenge is a motivating and positive influential project for both children and educators. It also revealed that:

  • Placing publicity within the settings proved positive, mostly because the launch of its’ activities were adaptable and varied from one event location to another.
  • The level of engagement and the quality of actions made in preparation by the Educators were key success factors of both student participation and their achievements; the Educators particularly appreciated the team discussions;
  • Educators should arrange for added planning time and would have benefited from additional support.

What were the result of the Challenge?

After the first and second editions (2017 and 2018), satisfaction questionnaires were completed by the Daycare personnel suggesting there and it suggest that changes has been made towards the hydration behaviour and standards. The results from the Tchin-tchin Challenge stated that children asked for water during mealtimes and that water bottles were more present in their lunch boxes.

In addition, modifications to the students’ environment were reported in some settings. For example, in certain cases, Educators continued to make water accessible within the lunchroom even after the Challenge was over.

During the Tchin-tchin Challenge what other drinks were available?

Encouraging the presence of water in lunchboxes should not be accompanied by a ban on providing other types of drinks. However, to make sure water plays a key role in the “Tchin-tchin” gesture, either with water bottles or glass should only contain water. In addition, although other beverages were not targeted by this project, an interesting side effect was observed, when water bottles were place in lunchboxes, it took up space, meaning there was little room for any other types of beverages.

What are the ministerial recommendations for heat stroke prevention?

Children are most vulnerable when it comes to the damaging effects of extreme heat, mostly because their bodies are unable to control changes in temperatures. Therefore, in times of extreme heat and humidity, children are encouraged to drink water every 20 minutes. For more information, visit; https://www.quebec.ca/en/health/advice-and-prevention/health-and-environment/preventing-the-effects-of-oppressive-and-extreme-heat/


1 Kristel M. Gallagher, John A. Updegraff (2012). Health Message Framing Effects on Attitudes, Intentions, and Behavior: A Meta-analytic Review, Annals of Behavioral Medicine, 43(1), 101–116
2 Sherman, D. K., Mann, T., & Updegraff, J. A. (2006). Approach/Avoidance Motivation, Message Framing, and Health Behavior: Understanding the Congruency Effect. Motivation and Emotion, 30(2), 165–169.
3 Sherman, D. K., Mann, T., & Updegraff, J. A. (2006). Approach/Avoidance Motivation, Message Framing, and Health Behavior: Understanding the Congruency Effect. Motivation and Emotion, 30(2), 165–169.
4 Rolling TE & Hong MY. (2016). The Effect of Social Cognitive Theory-Based Interventions on Dietary Behavior within Children. J Nutrition Health Food Sci 4(5), 1-9.
5,6 Rondier, M. (2004). A. Bandura. Auto-efficacité. Le sentiment d’efficacité personnelle. L’orientation scolaire et professionnelle 33(3), 475-476.
7 Lally, P., van Jaarsveld, C. H. M., Potts, H. W. W. & Wardle, J. (2010), How are habits formed: Modelling habit formation in the real world. Eur. J. Soc. Psychol. 40, 998–1009.