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

From: Theory-and evidence-based development and process evaluation of the Move More for Lifeprogram: a tailored-print intervention designed to promote physical activity among post-treatment breast cancer survivors

Construct Evidence-based intervention strategies Move More for Life examples
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
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
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]  
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