Strategies | Theoretical constructs |
---|---|
Provide parents with evidence-based guidelines for sedentary behaviour | SCT: Knowledge |
Provide parents with ideas for minimising sedentary behaviour (e.g. changing activities such as drawing or painting from sitting down to standing up, setting screen time rules, removing screens from bedrooms, leading by example) | SCT: Self-efficacy CALO-RE: Provide instruction on how to perform the behaviour CALO-RE: Environmental restructuring CALO-RE: Prompt identification as role model/position advocate |
Provide parents with alternatives to sedentary behaviour (e.g. new activities to try, providing practical ideas for entertaining children when cooking dinner) | SCT: Knowledge SCT: Self-efficacy SCT: Access CALO-RE: Provide information on where and when to perform the behaviour CALO-RE: Provide instruction on how to perform the behaviour |
Assist parents to set goals to reduce screen time and overall sitting time (e.g. to limit their child’s screen time to 30 min per day) | SCT: Goal setting CALO-RE: Goal setting (behaviour) |
Educate parents about benefits of reducing sedentary behaviour and increasing active play (e.g. detrimental effects of screen time on sleep, benefits of active play on development) | SCT: Knowledge CALO-RE: Provide information on consequences of behaviour in general |
Provide parents with a goal-checking magnet to monitor their progress with their goals | CALO-RE: Prompt self-monitoring of behaviour |
Send weekly goal-check SMS | CALO-RE: Prompt review of behavioural goals |
Provide parents with positive reinforcement and suggest rewards (e.g. an afternoon in the park with their child) when goals are met | CALO-RE: Prompt rewards contingent on effort or progress towards behaviour SCT: Reinforcement |