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Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity

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Published on: March 7, 2019

Content Development for a Multilevel Intervention to Operationalize Behavior Change Theory and Improve Parenting

Breanne C Wilhite¹, Erin Hennessy¹, Christina Economos¹

¹The Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy, Tufts University, 150 Harrison Ave, Boston, MA, 02111, United States, 1 7815046421.

JMIR Pediatrics and Parenting

|August 26, 2025

Summary

This study details a four-step process for developing theory-informed parent communication materials to promote children's physical activity (PA). It operationalizes behavior change theories to improve PA parenting behaviors, enhancing intervention strategies.

Keywords:

behavior change theory communication material design multilevel intervention physical activity parenting school-based physical activity theory-informed design

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Area of Science:

Public Health
Behavioral Science
Health Communication

Background:

Theory-informed strategies show promise for promoting children's physical activity (PA) through parent engagement.
Advancing the field requires more rigorous application and reporting of theory in behavior-change interventions.

Purpose of the Study:

To explain how two behavior change theories were applied to create parent communication materials for a children's PA intervention.
To detail the development process within the Supporting Physical Literacy at School and Home (SPLASH) study.

Main Methods:

A four-step process was used by a team of 7 experts to develop theory-informed parent communication materials.
This involved establishing a theoretical foundation (social cognitive theory, self-determination theory), identifying PA parenting behaviors, and operationalizing theoretical determinants.
Communication materials were delivered via print, email, text messages, Facebook, and activity videos.

Main Results:

Parent communication materials were developed using social cognitive theory and self-determination theory.
Specific PA parenting behaviors and their theoretical determinants were identified and addressed.
A comprehensive process for translating theory into practical communication messages was established.

Conclusions:

This descriptive study provides a methodology for operationalizing behavior-change theories to enhance PA parenting behaviors.
The detailed process is valuable for researchers and practitioners aiming to translate theory into effective parent engagement strategies for children's PA promotion.
This work contributes to advancing school-based PA promotion efforts through improved parent engagement.