Table 2 List of Behavior Change Techniques utilized in RUFIT-NZ and FFIT by grouping (BCT Taxonomy v1) [44]
BCT Grouping | BCT | BCTs utilised by RUFIT-NZa and FFIT | |
|---|---|---|---|
RUFIT-NZ | FFIT | ||
1. Goals and planning | 1. Goal setting (behavior) | âś“ | âś“ |
2. Goat setting (outcome) | âś“ | âś“ | |
3. Behavioral contract | âś“ | âś“ | |
4. Commitment | âś“ | âś“ | |
5. Action planning (includes Implementation intentions) | âś“ | âś“ | |
6. Review behavior goals | âś“ | âś“ | |
7. Review outcome goal(s) | âś“ | âś“ | |
8. Discrepancy between current behavior and goal | âś“ | âś“ | |
9. Problem solving (includes Relapse prevention) | âś“ | âś“ | |
2. Feedback and monitoring | 2.1. Feedback on behavior | âś“ | âś“ |
2.2 Monitoring of behavior by others (coaches) without feedback | âś“ | âś— | |
2.3. Feedback on outcome(s) of behavior | âś— | âś“ | |
2.4. Self-monitoring of behavior | âś“ | âś“ | |
2.5. Self-monitoring of outcome(s) of behavior | âś“ | âś“ | |
3. Social support | 3.1. Social support (unspecified) | âś“ | âś“ |
3.2. Social support (practical) | âś“ | âś— | |
3.3. Social support (emotional) | âś“ | âś“ | |
4. Shaping knowledge | 4.1. Information about antecedents | âś“ | âś“ |
4.2. Re-attribution | âś“ | âś“ | |
4.3. Instruction on how to perform a behavior | âś“ | âś“ | |
5. Natural consequences | 5.1. Information about health consequences | âś“ | âś“ |
5.2. Salience of consequences | âś“ | âś“ | |
5.3. Monitoring of emotional consequences | âś— | âś“ | |
5.4. Information about emotional consequences | âś“ | âś“ | |
6. Comparison of behavior | 6.1. Social comparison | âś“ | âś“ |
6.2. Demonstration of the behavior | âś“ | âś“ | |
7. Comparison of outcomes | 7.1. Persuasive source | âś“ | âś“ |
8. Repetition and substitution | 8.1. Behavioral practice/rehearsal | âś“ | âś“ |
8.2. Habit formation | âś“ | âś“ | |
8.3. Behavior substitution | âś“ | âś“ | |
8.4. Generalisation of a target behavior | âś“ | âś“ | |
8.5. Graded tasks | âś“ | âś“ | |
8.6. Habit reversal | âś“ | âś— | |
9. Regulation | 9.1. Reduce negative emotions | âś“ | âś“ |
10. Antecedents | 10.1. Avoidance/reducing exposure to cues for the behavior | âś“ | âś“ |
10.2. Adding objects to the environment | âś“ | âś“ | |
10.3. Restructuring the social environment | âś“ | âś“ | |
11. Identity | 11.1. Identification of self as a role model | âś“ | âś— |
11.2. Framing/reframing | âś“ | âś“ | |
12. Self-belief | 12.1. Verbal persuasion about capability | âś“ | âś“ |
12.2. Focus on past successes | âś“ | âś“ | |
13. Covert learning | 13.1 Vicarious consequences | âś— | âś“ |