Table 2 Correspondence between social cognitive theory constructs and behaviour change techniques in the Move More for Life intervention

Self-efficacy

Confidence in ability to engage in PA (task self-efficacy) and to overcome barriers to PA (barrier self-efficacy)

• Facilitate action planning [35]

• Activity at the end of each newsletter prompting participants to be specific about what, when and who they will be active with each week

• Provide specific instructions [35]

• Reinforce efforts or progress towards goal behaviour [35]

• Provide feedback on participants past behaviour [36, 37]

• Graphs in each newsletter displaying PA relative to the guidelines and past behaviour

• Promote vicarious experience [37]

• Testimonial illustrating success

Environment

External factors that influence (either positively or negatively) the PA behaviour of an individual

• Help secure social support in ways meaningful to individuals (note: planning social support and social change has been associated with lowering self-efficacy [35])

• Written advice encouraging participants to think of 1 or 2 people in their immediate circle they could share their physical activity plan with (to increase encouragement and opportunities for practical help).

• Teach behaviour change skills that help individuals cope with environmental barriers e.g. time management [35]

• Provision of contact details for breast cancer specific PA groups

• Encouragement to form a concrete plan

• Provide individuals with PA resources and encourage links with the community [38]

Behavioural capability

Knowledge of what PA to perform and possession of PA skills necessary to perform those activities

• Inform breast cancer survivors of PA guidelines [39]

• Written feedback about whether or not participants are meeting the guidelines

• Provide instructions on how to perform specific activities (e.g. stretching) [35]

• A3 poster illustrating stretches and resistance-based exercises

Expectations

Expected effects of PA behaviour

• Address misconceptions about the benefits of PA and promote outcomes that have functional meaning for the individual (e.g. reducing fatigue, managing weight) [35].

• Provide overview of scientific evidence for the benefits of physical activity

• Provide overview of how much other breast cancer survivors are exercising

• Testimonial illustrating success

• Facilitate social comparison [35]

Self-control

Personal regulation of goal-directed PA behaviour, includes activities such as goal setting, self-monitoring, problem solving and self-reward

• Promote self-regulation behaviours [40]

• A3 activity planner

• Encourage participants to set PA challenges for themselves

• Encourage self-monitoring [36]

Observational learning

Learning from the experience of others, by watching the actions and outcomes of others PA behaviour

• Provide opportunities for vicarious experience via credible role models [34]

• Expert advice sections from exercise physiologist and behavioural scientist

• Testimonial from breast cancer survivor