Behavior change technique (BCTv1) | Motivation - Automatic | Motivation - Reflective | Capability - Psychological | Capability - Physical | Opportunity - Physical | Opportunity - Social | Implementation strategy | |
---|---|---|---|---|---|---|---|---|
Goal setting (behavior) | Enablement | Â | Â | Â | Â | Â | Goal setting plans and workbooks to facilitate goal setting in practice | |
1.255–57,59 | Problem-solving | Enablement |  | Enablement |  |  |  | Evidence-based practical solutions to problems that come up in consultation, such as how to introduce the topic and address common concerns |
Goal setting (outcome) | Â | Â | Â | Enablement | Â | Â | Provide resources to support collaborative goal setting | |
Action planning | Â | Â | Â | Enablement | Â | Â | Provide resources to support collaborative action planning | |
1.6 [55] | Discrepancy between current behavior and goal | Enablement | Â | Â | Enablement | Â | Â | Provide examples outlining the difference between successful and unsuccessful behavioral change conversations on physical activity and offer supporting education opportunities to address common problems recognized by clinicians Provide a mechanism to assess physical activity levels for comparison to national recommendations Identify disease-specific requirements of best practice |
2.355–57,59 | Self-monitoring of behavior |  | Education | Enablement |  | Enablement |  | Encourage reflective practice on the frequency of physical activity conversations Provide self-monitoring tools and materials for healthcare professionals to use |
Instruction on how to perform a behavior | Â | Â | Training | Training | Â | Â | Demonstration on how to use physical activity resources. Include direction and supporting training capability on how to improve conversations on physical activity | |
Information about health consequences | Â | Education and persuasion | Education | Â | Â | Â | Provide education on the benefits of physical activity on the prevention and treatment of disease Present comparably to other medical resources and report their evidence base Customize resources by disease area and focus on symptomatic benefits | |
Information about social and environmental consequences | Â | Education and persuasion | Education | Â | Â | Â | Give information on the global burden of physical inactivity and the role of healthcare in addressing this Demonstrate the impact of physical activity counselling on general wellbeing and crossover benefits for conversations with patients and colleagues regarding other healthcare issues Include quotes from patients and other professionals | |
Social comparison | Â | Persuasion | Â | Â | Â | Â | Develop assets relaying positive messages around the importance of physical activity conversations from patients, influential clinicians and professional bodies | |
Demonstration of the behavior | Modelling | Â | Training | Training | Â | Â | Provide supporting training materials demonstrating real-life conversational skills between healthcare professionals and members of the public in routine clinical practice Identify things to include and things to avoid when talking about physical activity to promote positive interactions | |
6.3 | Information about others’ approval | Persuasion | Education, Persuasion | Education |  |  |  | Develop and disseminate in collaboration with affiliated professional bodies to provide credibility and alternate avenues for education Facilitate the development of an ambassador network of engaged and like-minded individuals to take on local leadership roles Include quotes from patients and other professionals |
Prompts/cues | Environmental restructuring | Â | Â | Â | Environmental restructuring | Environmental restructuring | Provide resources such as leaflets, posters and digital assets, for instance, screensavers and email for display to improve visibility, awareness and prompt both healthcare professionals and members of the public to initiate physical activity conversations Align with mandatory components of incentivized practise such as brief advice in established guidelines and care pathways | |
Behavioral practice/ rehearsal | Â | Â | Training | Â | Â | Â | Advocate reflective practice and provide access to training resources | |
9.1 [58] | Credible source | Persuasion | Persuasion | Â | Â | Â | Â | Develop a trusted and recognizable source of information on physical activity in clinical practice Peer approval and communication through collaboration and development with professional bodies |
9.2 [58] | Pros and cons | Â | Â | Enablement | Â | Â | Â | Explain the pros and cons of person-centered approaches to conversations on physical activity, citing relevant literature and fundamental concepts of behavioral change |
12.1 | Restructuring the physical environment | Â | Â | Â | Â | Enablement | Â | Form a recognizable an open access, internet-based single point of access to disease-specific information on physical activity in the management of long-term conditions for healthcare professionals to access wherever they work |
12.2 [56] | Restructuring the social environment | Environmental restructuring and enablement | Â | Â | Â | Environmental restructuring | Environmental restructuring | Help define social norms around physical activity behaviors Offer time-saving options for busy clinicians Encourage patient-led initiation of physical activity conversations and give access to educational resources that colleagues can share Provide an online community to support learning and facilitate sharing of good practice across workplaces |
Adding objects to the environment | Environmental restructuring | Â | Enablement | Enablement | Environmental restructuring and enablement | Â | Provide resources to be displayed, for instance, in waiting areas, to prompt discussion and awareness amongst members of the public Provide an online forum for interprofessional communication Make all resources freely available online | |
13.1 | Identification of self as a role model | Persuasion | Persuasion | Enablement | Â | Â | Â | Share information on the importance of clinician behavior on influencing good practice amongst their patients and colleagues |
15.3 | Focus on past success | Â | Persuasion | Â | Â | Â | Â | Provide resources and educational strategies to help clinicians reflect on positive conversations they may have had with patients about physical activity in the past and suggest theoretical reasons why they may have worked to help build self-efficacy |
Self-talk | Â | Â | Â | Training | Â | Â | Encourage users to rehearse their conversational approach with patients |