Determinant | Methoda | Theoretical/empirical foundation | Parameter for use | Practical application |
---|---|---|---|---|
Motivational phase | Â | Â | Â | Â |
 Awareness | Descriptive and evaluative feedback | [41] | Feedback to raise awareness should be followed by increase in problem solving ability and self-efficacy | Written message reflecting the recipient’s health behavior Graphic indicating whether the recipient adheres to the norm of the health behavior (traffic light system) |
 Knowledge | Active learning | [82] | Time, information and skills | Written facts about fruit, vegetables, snacks or PA Interactive element included |
 Attitude | Arguments | The arguments should be new to the individuals | Written messages providing arguments for the goal behavior An image of a credible role model is used | |
 Self-efficacy | Barrier identification and advice on how to deal with barriers | [66] | Target group should identify high-risk situations: List with difficult situations (barriers) in the assessment tool from which the target group can choose | Written advice on how to deal with difficult situations |
 | Modeling | [86] | Attention, remembrance, skills, reinforcement; the source, method and channel should be credible | Role model stories and an image of a role model |
 Social influence | Resistance to social pressure | [87] | Commitment to intention is required, psychological inoculation against pressure | Written messages to stimulate the recipient to resist social pressure |
 | Stimulate communication to mobilize social support | [88] | Support should be available in the environment | Written messages to stimulate the recipient to ask for support in their environment |
Volitional phase | Â | Â | Â | Â |
 Evaluation of progress | Iterative feedback | [67] | - | Written message reflecting whether behavior change was achieved Graphics indicating whether the recipient adheres to the norm of the health behavior (traffic light system), and whether there was a change |
 Goal setting | Goal setting | [45] | Target group should be committed to the goal, and goals should be difficult but feasible | List of goals from which the recipient can choose a personal goal |
 Action planning | Planning | [66] | Target group should have decided to make a change and have the intention to change | List of planning strategies the recipient can follow Planning tool: Recipients can plan for every day of the week when they want to perform the goal behavior |