Table 1 Working Definitions of Key Concepts within the PAMF and PAMC
Concept | Working definition | Example(s) |
|---|---|---|
Concepts relating to Section 1: Who, when, what, how and why? | ||
Target audience | The intended recipient(s) of the message | Older adults, individuals working from home |
Context [13] | The time of year and the geographical, epidemiological, socio-cultural, socio-economic, ethical, legal and political context at the time of messaging | During the winter; at New Year; during a global pandemic |
Outcomes [14] | Changes expected as a result of messaging | Awareness, understanding, motivation, physical activity behaviour |
Pathway [14] | The sequential process from the delivery of the message through to outcome. In other words, how a message works. This may encompass multiple mechanisms or processes. | Education, persuasion, encouraging habit formation, targeting beliefs about capabilities |
Formative research/evaluation [15] | Evaluation or research used to help inform message development and to assess whether the message is needed, appropriate and acceptable before it is implemented. | Focus groups or interviews with members of the target population to investigate message salience, relevant and importance |
Co-production (Smith B, Williams O, Bone L: Co-producing research in the sport, physical activity and exercise sciences: A resource to guide co-production, forthcoming). | Bringing together citizens with those working in research, policy and industry, and/or practice in an attempt to form equitable partnerships throughout message development | Involving individuals from the target audience in message development |
Concepts relating to Section 2: Message content | ||
‘What to do’ information | Information regarding the amount or type of physical activity that is recommended | 150 min of moderate physical activity per week; 10,000 steps per day; a mixture of aerobic and strength activity |
‘Why to do it’ information | Information regarding benefits (or consequences) of physical activity (or inactivity) | Physical health, mental health, appearance, environment |
‘How to do it’ information | Information providing guidance on how to be more active or signposting to opportunities for physical activity. | Guidance on when to be active, where to be active or who to be active with |
Use of gain- or loss- framing [16] | The use of framing a message to highlight either the benefits of taking part in physical activity (gain-framed) or the consequences of not taking part (loss-framed). | Gain-framed: “Walking regularly can make you happier” Loss-framed: “Not walking regularly can increase your risk of depression” |
Tailoring [17] | Information based on individual data | Specific feedback on pre-established goals such as step counts |
Targeting [17] | Information designed to be relevant to a specific group | Information relevant to inactive individuals or people with Diabetes |
Personalisation [17] | The use of static, individual-specific information in a message | Messages involving name or home address |
Language and choice of words | The dialect(s) and selection of specific wording used in the message | English, Spanish, use of slang, use of lay-audience friendly language |
Message tone | The tone adopted by the message | Threatening, persuasive, encouraging |
Concepts relating to Section 3: Message format and delivery | ||
Text (message format) | The use of words to convey information in a message | Text on posters or social media posts |
Images or video (message format) | The use of images and videos to convey information in a message. | Images or footage of individuals being active |
Audio (message format) | The use of audio to convey information in a message. | Music, voiceovers, sound effects |
Media, mode or channel of delivery | The type of media through which the message is being communicated | Emails, posters, social media posts, radio/television adverts |
Message volume or length | The volume or the length of the message relating to the number of words in a message or the amount of time it takes to listen to a message. | 100 words, 20 s audio/video clip |
Provider or source | The provider or source of the message | Doctor, journalist, reporter, friends/family |
Setting | The setting in which the message will be received by the intended recipient | Doctor’s waiting room, home, work, school |
Frequency, time of day and duration | How often the message is delivered, at what time, and for how long. Together these contribute to the overall dose of message delivered. | Emails sent in the morning 3 times a week for 4 weeks |