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Table 1 Behavior change training program structure and content

From: Evaluating the effects of behavior change training on the knowledge, confidence and skills of sport and exercise science students

Section Time spent Section learning outcomes Sample content and materials
Behavior change theory, and mechanisms of action 3 h 1. Apply a systematic behavior change design process
2. Use the Behavior Change Wheel (BCW) to support the design process
3. Diagnose what needs to change to allow the targeted behavior to occur
4. Use the Theoretical Domains Framework (TDF) to support behavioral diagnosis
1. Information provided on behavior change interventions, and the challenges in changing people’s behavior.
2. Information provided on the important of theoretical frameworks (e.g., BCW) in designing interventions, and how to target mechanisms of action (e.g., TDF).
3. Personal reflection on students’ experience in attempting to change their own behavior.
4. Group discussions on students’ awareness of the conditions required to change behavior.
5. Case studies completed in groups to practice behavioral diagnosis for physical activity in various populations.
6. Interactive quizzes to reinforce components of the BCW and the TDF.
Behavior change techniques 3 h 1. Define a behavior change technique
2. Select appropriate behavior change techniques for an intervention
3. Identify behavior change techniques within intervention descriptions
4. Apply behavior change techniques in a real-world situation
1. Information provided on behavior change techniques and their role within behavior change interventions.
2. Information provided on the range of behavior change techniques within the Behavior Change Taxonomy V1 (Michie et al., 2013), and the evidence for their use with physical activity.
3. Personal reflection on students’ experience in using selected behavior change techniques.
4. Both individual and group activities using the online training tool (https://www.bct-taxonomy.com/) to identify behavior change techniques within interventions.
5. Group discussions on how students’ can select and use behavior change techniques within an intervention targeting physical activity.
Client-centred communication 3 h 1. Describe a client centred communication approach
2. Apply a client centre communication style in a real-world situation
3. Critically reflect on their application of SDT-based communication strategies
1. Information provided on the importance on client-centred communication within behavior change interventions.
2. Information provided on the needs supportive SDT-based communication strategies to facilitate client behavior change, and the evidence for their use with physical activity.
3. Personal reflection on students’ experience of a needs supportive or needs thwarting communication style from an authority figure.
4. Observation and comment on video interactions between an allied health professional and a client.
5. Group discussion on the barriers and enablers to using a needs supportive communication style.
6. Multiple role plays to practice the use of needs supportive communication strategies with peer and facilitator feedback.
Intervention evaluation 1.5 h 1. Define intervention fidelity
2. Recognise the five domains of fidelity
3. Apply fidelity assessment techniques within a behavior change intervention
1. Information provided on the importance on assessing fidelity within behavior change interventions.
2. Group discussion on the barriers and enablers to assessing fidelity within behavior change interventions.
3. Case studies completed in groups to practice the assessment of intervention fidelity for physical activity interventions.
4. Interactive quiz to identify different intervention fidelity strategies.
Materials Brief PowerPoint lectures; Pre-reading materials for each session; Videos; Group activities, Case studies; Interactive quizzes (www.kahoot.it); Session handouts