Table 3 Developing an intervention climate rich in structure (supporting competence)
Basic psychological need | Key processes targeted (mechanisms of action) | Motivational and behavioral change techniques (active ingredients) | Session activities (examples) |
|---|---|---|---|
Competence | Set optimal challenges | Assist participants in identifying the level of change they are ready or realistically able for (changes that can be readily mastered and not overly stressful or demanding) [BCT 1.1, 1.3, and 1.6; MBCT 17] | When setting SMART PA goals and action plans, in session 2, the need for them to be personally relevant and achievable for each participant was emphasized |
Focus on process/progress and not outcomes per se [BCT 1.5, 1.7, and 2.3; MBCT 10 and 20] | At the end of the intervention, on session 8, participants were encouraged to frequently review their goals | ||
Prompt the use of self-regulatory skills | Handing out a participant handbook, exercise booklet, self-monitoring device [BCT 2.3, 2.6, 4.1, 6.1, 8.1, and 8.7; MBCT 6, 7, and 20] | All participants were offered an activity tracker for self-monitoring PA in the first session | |
Identify sources of instrumental support | Explore sources of social support outside the program [BCT 1.4 and 3.1; MBCT 14 and 19] | During session 4, participants were asked to draw a map with their daily activities and spaces they visit often and think about how they can seek support from someone else in each of those contexts | |
Prompt vicarious and experiential learning | Stimulate within group exchanges on new experiences or barriers (and how to overcome them) related to behavior change [BCT 1.2, 3.1, 12.1, 12.2, and 12.3; MBCT 15, 19, and 21] | Identifying potential barriers to practicing PA and having participants, as a group, try to come up with solutions was an activity from session 5 |