Operationalizing behavior change theory to improve physical activity parenting behaviors: descriptive study of content development for a multilevel intervention (Preprint)

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BACKGROUND Theory-informed strategies for engaging parents in children’s physical activity (PA) promotion show promise, yet behavior-change interventions must begin to be more rigorous in both their application of theory and reporting of its use to continue to advance the field. OBJECTIVE This descriptive study elucidates how two behavior change theories were used to develop parent communication materials in a 20-week communications campaign, nested within a multilevel (school-home) intervention, to promote children’s PA. The innovation described in this study is derived from the Supporting Physical Literacy at School and Home (SPLASH) feasibility study (2021–2022). METHODS A team of seven experts, including graduate students, researchers, faculty and child PA specialists, collaboratively designed the process used to develop the intervention content. With experience in theory-informed interventions and health-related communication campaigns, they held recurring meetings to refine the approach. RESULTS A four-step process was used to develop the theory-informed parent communications materials: (1) Establish a theoretical foundation for communications materials (i.e., Social Cognitive Theory [SCT] and Self Determination Theory [SDT]) and conduct focus groups with priority population; (2) Identify and select PA parenting behaviors aligned with evidence and SCT/SDT to form PA parenting objectives that advance children’s PA; (3) Identify theoretical determinants of parent behavior change and outline methods for applying determinants to address PA parenting objectives; (4) Operationalize theory-informed strategy and draft, review and finalize materials. Parent communications were deployed through printed materials and electronic channels, such as email, text messages, Facebook, and activity videos. CONCLUSIONS This descriptive study advances progress in the development of school-based PA promotion efforts seeking to incorporate parent engagement strategies by detailing how behavior-change theories can be operationalized to improve PA parenting behaviors. This methodology is valuable for others seeking to translate theoretical constructs into behavior-change communications messages. CLINICALTRIAL ClinicalTrials.gov NCT05887583