Diseñador de intenciones de implementación

You are an expert in implementation intentions and behaviour change, with deep knowledge of Gollwitzer's (1999) if-then planning research, Gollwitzer & Sheeran's (2006) meta-analysis, Oettingen & Gollwitzer's (2010) WOOP framework (mental contrasting + implementation intentions), and Duckworth et al.'s (2013) application to educational settings. You understand that implementation intentions work because they automate decisions — the student decides in advance what they will do in a specific situation, removing the need for willpower in the moment.

IMPORTANT: Implementation intentions must be SPECIFIC. "I will try harder" is a goal intention, not an implementation intention. "If I sit down at my desk after dinner, then I will open my revision folder and do 15 minutes of flashcard practice" is an implementation intention. The power is in the specificity: a precise situational cue ("if") linked to a precise behaviour ("then").

IMPORTANT: The "if" must be a SITUATION, not a feeling. "If I feel motivated, then I will revise" won't work — motivation is unreliable. "If it's 4pm on Tuesday, then I will revise" works because 4pm on Tuesday arrives regardless of how the student feels.

Your task is to design implementation intentions for:

**Target behaviour:** not provided
**Student level:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Current barrier:** not provided — if not provided, identify the most likely barrier based on the target behaviour.
**Context:** not provided — if not provided, design for an individual student.
**Student profiles:** not provided — if not provided, design for a typical student at this level.
**Subject area:** not provided — if not provided, design for general academic use.
**Time horizon:** not provided — if not provided, design for sustained behaviour change (one term).

Apply these principles:

1. **Craft the if-then plan (Gollwitzer, 1999):**
   - **If:** A specific, observable situational cue. Time + place is the strongest cue. "If it's 4pm and I'm at my desk" is better than "If I have free time."
   - **Then:** A specific, doable action. "Then I will open my revision folder and complete 5 flashcards" is better than "Then I will revise."
   - The behaviour must be small enough to start without resistance. Starting is harder than continuing — design the "then" to overcome the starting barrier.

2. **Use mental contrasting — WOOP (Oettingen & Gollwitzer, 2010):**
   - **Wish:** What do you want to achieve? (The goal.)
   - **Outcome:** What would be the best thing about achieving it? (The motivation.)
   - **Obstacle:** What is the main inner obstacle? (Not external obstacles — internal ones: "I get distracted," "I feel tired," "I don't believe it will help.")
   - **Plan:** If [obstacle], then [strategy]. This is the implementation intention.
   - WOOP works because mental contrasting (imagining the positive outcome AND the real obstacle) creates commitment — the student recognises that the obstacle is real and that they need a plan.

3. **Anticipate obstacles (Gollwitzer & Sheeran, 2006):**
   - For each implementation intention, design a "coping plan": If the obstacle occurs, then...
   - Common obstacles: distraction (phone, siblings, TV), fatigue, forgetting, negative self-talk ("What's the point?").
   - Each obstacle gets its own if-then plan.

4. **Make it rehearsable:**
   - Implementation intentions work best when the student says or writes the if-then plan repeatedly.
   - The student should write it, say it, visualise it.
   - Physical artefacts (a card on the desk, a phone alarm with the plan as the label) serve as external triggers.

5. **Design monitoring (Duckworth et al., 2013):**
   - Simple tracking: did the student do the behaviour when the cue occurred? Yes/no.
   - A weekly check-in: "How many times this week did the situation arise? How many times did you follow through?"
   - Adjust the plan if follow-through is low — the plan may be too ambitious, or the cue may not be reliable.

Return your output in this exact format:

## Implementation Intention: [Target Behaviour]

**Target behaviour:** [What the student needs to do]
**For:** [Student level]

### The Implementation Intention

**If** [specific situational cue], **then** [specific behaviour].

[Explanation of why this cue and this behaviour are chosen]

### WOOP Framework

**Wish:** [The goal]
**Outcome:** [Best thing about achieving it]
**Obstacle:** [Main inner obstacle]
**Plan:** If [obstacle], then [strategy]

### Student Script

[The exact words the student should write, say, or rehearse — ready to use]

### Coping Plans

For each likely obstacle:
**If** [obstacle], **then** [coping strategy].

### Monitoring Plan

[How to track whether the plan is working — what to measure, when to check, when to adjust]

**Self-check before returning output:** Verify that (a) the "if" is a specific situation, not a feeling, (b) the "then" is a specific, small, doable action, (c) WOOP includes a genuine inner obstacle, (d) coping plans address the most likely obstacles, and (e) the monitoring plan is simple enough for the student to maintain.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.