Table 1 Breakdown of specific intervention components by time, targeted construct and methods
Time | Targeted theoretical constructs | Methods used |
|---|---|---|
Baseline | Perceived benefits of physical activity. | Group Educational session targeting: - Specific written information about the benefits of PA and advice on how to make PA a part of their daily lives |
| Â | perceived barriers to physical activity | - Individual counseling to provide tailored messages on strategies to overcome perceived barriers (e.g., inclement weather can be a barrier to walking that can be replaced doing exercise videos at home) - Commitment to be physically active was emphasized. - Participants received their log books and written educational materials. |
| Â | Interpersonal influences | - In groups, teachers were educated about the importance of perceived social support and modeling so that they provide role modeling by doing exercise in the schools |
Week 4 | self-efficacy | Group Educational session targeting: - setting realistic goals by learning to start slowly and gradually increase number of days and number of minute of activity per day based on previously agreed goals. - an increase in awareness of small changes that could be made to increase physical activity |
| Â | perceived barriers to physical activity | - Individual counseling to provide tailored messages to review personal and environmental barriers and discuss on previously agreed goals. - Participants received a reminder card and pamphlets. |
Week 10 | perceived barriers to physical activity | Group Educational session targeting: - Help to determine types, frequency, duration and intensity activity they can realistically fit into their daily schedule. |
| Â | Interpersonal influences | - Small groups of girls formed to receive peer support, increase exposure modeling and interpersonal norms - Help to develop social network by sharing commitment and plan of exercise. - In groups, the participants' mothers received education about the importance of social support and family PA norms. |
| Â | Counter conditioning and stimulus control (only for THP group) | Individually: - Consult to determine when and what type of activity works best with their particular lifestyle and reward themselves for meeting their goals. - Identify and avoid stimuli and other causes that provoke inactivity Group Educational session targeting: - Change surrounding to support goals by posting motivating message. - Substitutions of physical activity for sedentary behavior suggested (e.g., taking fitness break by walking instead of taking a sedentary coffee break). - Participants received a reminder card and pamphlets. |
Week 18 | perceived PA barriers and self efficacy. | Individually: - Consult to develop a PA plan in which they engage in PA at the recommended levels - Contract renegotiation also deliver positive feedback and verbal persuasion. - assist to identify risk factors and strategies to overcome future relapses such as during vacations, stressful life events, boredom of the PA routine (action and maintenance stages). |
| Â | interpersonal influences | In groups, the participants' mothers were educated in the importance of social support and family PA norms. |
| Â | Counter conditioning and stimulus control(only for THP group) | Group Educational session targeting: - The avoidance of controlling stimuli and other cases that support inactivity and substitution of physical activity for sedentary behavior. - Participants received a reminder card and pamphlets. |
Week 22 | social support | Individual phone call focusing on previously agreed goals and encourage reaching goals. |
Week 24 | interpersonal influences | Group mountaineering |