Table 1 List of intervention components and associated dosage, behavior change strategies, and hypothesized mediators
Intervention components | Dose | Description | Behavior Change techniques using Michie et al.’s [40] taxonomy | Hypothesized mediators |
|---|---|---|---|---|
1. Interactive workshop | Ten 30-min biweekly sessions | Storytelling will be the critical teaching strategy for the workshops. There will be different stories and themes for each of the workshop; for instance, the key concepts of SDT and the ‘SAAFE’ teaching principle, the importance and benefits of the routinizing physical activity. A strong focus will be on ways to increase parent’s need support and reduce controlling behaviors, in which the differences between supportive and controlling behaviors will be illustrated with real-life examples. | - Goals and planning - Feedback and monitoring - Social support - Shaping knowledge - Natural consequences - Repetition and substitution - Identity | - Need support/ controlling behaviors - Competence - Autonomy - Relatedness - Autonomous motivation |
2. Activity session | Ten 60-min biweekly sessions | Parents and children will attend activity sessions together. Sessions include rough and tumble play, and FMS training. | - Feedback and monitoring - Social support - Shaping knowledge - Comparison of behavior - Repetition and substitution | - Need support/ controlling behaviors - Competence - Autonomy - Relatedness - Autonomous motivation |
3. Parent-child physical activity homework | Weekly parent-child physical activity sessions outside the program (accumulate at least 30 min) | Parents and children are encouraged to plan, set goals regarding parent-child physical activities and spend at least 30 min (accumulative) per week to engage in any kind of physical activities together. | - Goals and planning - Feedback and monitoring - Social support - Repetition and substitution - Self-belief | - Competence - Autonomy |
4. Activity planning consultation | Two 15-min session during intervention period | The MVPA and FMS measurement results and feedback will be sent to the participants via WhatsApp. A trained research assistant will help families identify gaps in time to fit in family activities, and overcome barriers they may have encountered. | - Goals and planning - Feedback and monitoring - Social support - Repetition and substitution - Self-belief | - Competence - Autonomy |
5. Easy sports equipment | One set per family | A set of equipment including skipping rope, soft volleyball, sponge flying disc, etc. | - Antecedents - Self-belief | - Competence - Autonomy |
6. Online materials | Participants can view the online resources with their gadgets any time anywhere they want. | Descriptions about the required FMS in various kinds of sports will be provided. Participants can easily make comparisons between different sports and reflect on their own strengths and weaknesses. |