Table 1 M-PAC components and behavioral change techniques involved in the FMSPPOC
Approach | Time | Target objects | M-PAC components | Behavioral change techniques (BCT) addressed | Examples |
|---|---|---|---|---|---|
Briefing sessions & Education materials | Week 1, 2, 12 & 13 | Parents and children | Perceived capability; Instrumental attitude; Perceived opportunity; Affective attitude | - Instruction on how to perform a behavior (4.1) - Information about health consequences (5.1) - Information about social and environmental consequences (5.3 & 5.6) - Information on others’ approval (6.3) - Restructuring the physical environment (12.1) - Prompts/cues (7.1) - Feedback on behavior (2.2) | Introducing the benefits of participating in PA regularly, and the negative consequences of physical inactive; Introducing the importance of FMSs, especially for obese children; Introducing the feasible and pragmatic approaches (e.g., PA) to develop FMSs; Introducing the nature and content of the FMSPPOC program |
School-based PA sessions delivered by PE teachers | Week 1–12 | Children | Perceived capability; Instrumental attitude; Perceived opportunity; Affective attitude | - Instruction on how to perform a behavior (4.1) - Behavioral practice (8.1) - Feedback on behavior (2.2) - Verbal persuasion (15.1) - Social comparison (6.2) - Prompts/cues (7.1) | PE teachers will teach participants how to play the ball games, guide them to practice, and provide them with immediate feedback; Participants will learn and practice the PA sessions; Group activities will be implemented during the PA sessions; PE teachers and peers will provide verbal encouragement; A weekly peer role model will be selected by participants and teachers |
Family-based PA assignments completed by both parents and children | Week 1–12 | Parents, children, and other social networks | Perceived opportunity; Affective attitude; Behavioral regulation | - Restructuring the physical environment (12.1) - Prompts/cues (7.1) - Behavioral practice (8.1) - Feedback on behavior (2.2) - Practical support (3.2) - Emotional support (3.3) - Problem solving (1.2) - Action planning (1.4) - Goal setting (behavior) (1.1) - Self-monitoring of behavior (2.3) | Parents will be taught how to establish a favorable PA environment at home; Parent–child co-activity will be implemented; Parents will be asked to provide their child/children with verbal encouragement; A short-term goal and a long-term goal will be set; Incentive will be provided based on the engagement of family-based PA assignment; Ranking games will be implemented; Parents will be asked to monitor the child/children’s PA performance and upload on the website |
Online and offline workshops | Week 14, 16, 18, 20, 22 & 24 | Parents and children | Perceived capability; Instrumental attitude; Perceived opportunity; Affective attitude; Behavioral regulation; Identity; Habit | - Information about health consequences (5.1) - Information about social and environmental consequences (5.3 & 5.6) - Information on others’ approval - Behavioral practice (8.1) - Feedback on behavior (2.2) - Problem solving (1.2) - Review about goals (1.5) - Self-monitoring of behavior (2.3) - Behavioral substitution (8.2) - Habit formation (8.3) - Unspecified support (3.1) - Practical support (3.2) - Emotional support (3.3) - Prompts/cues (7.1) | Relevant knowledge such as long-term development of FMSs, benefits and consequences of healthy lifestyles, and potential risks of FMSs development will be delivered; Acute PA practice will be implemented; Problems will be discussed during the workshops and solutions will be confirmed by experts, PE teachers, parents and child/children on consensus; Feedback on behaviors and goals will be provided by PE teachers, experts and parents; Values and meaning of the activity as well as other tactics (e.g., visual and tactile symbols) of the new identity will be emphasized |