Table 1 PLAN-A peer-supporter training intervention components, behaviour change techniques and behavioural mediators targeted
Training session/activity/tasks | Behaviour change technique [31] | Behavioural mediators |
|---|---|---|
Physical activity content | ||
Physical activity knowledge: examining pre-existing knowledge, exploring PA myths, interactive tasks to find out what counts as PA, PA recommendations and levels of PA in adolescent girls. | • Provide information on consequences of behaviour in general • Provide normative information on others’ behaviour • Goal setting (outcome) | Knowledge, competence |
Fitting physical activity in: peer-supporters analyse ‘a day in their life’, identify existing PA and sedentary time and places and means by which to add in PA. Working with others to support them to identify how to fit PA into daily life and practical activities to reduce sedentary time in a range of situations. | • Barrier identification/problem solving • Provide information on where and when to perform the behaviour • Prompting focus on past success • Prompting generalisation of a target behaviour • Plan social support/social change • Time management | Autonomy, competence, relatedness |
Busting barriers: identification and discussion of barriers adolescent girls face to being active. Problem solving tasks to ‘bust’ the barriers. | • Barrier identification/problem solving • Prompting focus on past success • Plan social support/social change • Prompt identification as role model/position advocate | Autonomy, competence, relatedness |
Confidence and competence: watching a short video about girls’ physical activity stereotypes, discussing beliefs in groups and empowering through focussing on self-esteem and past success | • Barrier identification/problem solving • Prompting focus on past success | Autonomy, competence, relatedness, self-esteem |
Goal setting: learning how to set ‘SMART goals’ and planning two peer-supporter/activity goals. | • Goal setting (outcome) • Action planning • Prompt identification as role model/position advocate | Autonomy, competence |
Peer-supporter content | ||
Identifying personal peer-supporter attributes: self-reflection on personal skills and interests which may make them a good peer-supporter. | • Prompt identification as role model/position advocate | Competence, self-esteem |
Identifying peer-supporter skills: group work to develop a list and then pyramid of the most important peer-supporter skills. | • Plan social support/social change • Prompt identification as role model/position advocate | Competence, autonomy |
When, where, who? Activity to identify the timing, situations and social circumstances in which to give peer-support. | • Action planning • Provide information on where and when to perform the behaviour • Plan social support/social change | Competence, relatedness |
Listening skills: interactive games to highlight key skills related to listening to peers about being active. | • Plan social support/social change • General communication skills training | Competence, relatedness |
Communication skills: written and practical role play activities building awareness of communication skills and practicing their use. | • Provide rewards contingent on successful behaviour • Prompt identification as role model/position advocate • General communication skills training | Competence, relatedness |
Peer-supporter role play: reinforcement of key physical activity information/learning and combination with simple role plays using sentence starters (e.g. ‘I was at this training the other day…’ | • Plan social support/social change • General communication skills training • Prompt identification as role model/position advocate | Autonomy, competence, relatedness |