Application of the behaviour change technique taxonomy (BCTTv1) to an inclusive physical literacy-based sport program for children and youth

Abstract

Coaches play a critical role in shaping the sporting experiences of children and youth. In introductory-level grassroots sport programs, the coaching strategies used can greatly influence children’s and youths’ physical literacy development. This study identified behaviour change techniques (BCTs) used by coaches in an inclusive physical literacy-based grassroots sport program for children and youth. Specifically, the study aimed to assess the type and frequency of BCTs reported by coaches in their weekly one-on-one coaching session logs. This study focused on a community-based program (Igniting Fitness Possibilities) that supports children and youth with varied abilities in becoming engaged in local physical activity opportunities. 162 weekly coaching logs from 13 coaches (n = 8 females) were coded using Michie and colleagues’ (2013) BCT Taxonomy (BCTTv1) consisting of 93 different BCTs. A codebook was developed in accordance with the BCTTv1 to assist in identifying BCTs used within the Igniting Fitness Possibilities context. Thirty-six BCTs were identified across the coaching logs, with an average of 3.62 (SD = 2.43) different BCTs coded per log. The most commonly coded BCTs were ‘demonstration of the behaviour’ (146 codings), ‘instruction on how to perform the behaviour’ (145 codings), and ‘behavioural practice/rehearsal’ (137 codings). The findings support the applicability of the BCTTv1 to a paediatric inclusive grassroots context and provide insight into BCTs that might be most relevant to target for physical literacy development in this setting. BCT identification can also promote reflective coaching practices, help identify gaps in training, and provide a foundation for evaluating the effectiveness of coaching strategies.

Identifying opportunity, capability and motivation of Sri Lankan 5th grade schoolteachers to implement in-classroom physical activity breaks: A qualitative study

“…Nevertheless, physical capability of the teachers such as age, dress code, and mask wearing rules due to COVID-19 might hinder the successful implementation of IcPAB interventions. However, behaviour change techniques can be applied to address the physical capability barriers of the teachers [ 20 , 32 , 47 ]. For example, similar to previous intervention practices [ 17 , 18 , 48 ], the intervention design may provide credible written materials and videos of how previous IcPAB practices are conducted despite teachers’ age and dress (BCT 4.2—information about antecedents; BCT 5.3—information about social and environmental consequence; and BCT 9.1—credible source).…”

Proactive Behavior Change Techniques (ProBCTs) in Physical Activity and Healthy Eating

“…Regarding age, we found only weak evidence for negative relationships with one ProBCT in the PA domain (ProBCT 14) and three ProBCTs in the NUT domain (ProBCTs 3, 12, and 14). This does not preclude the possibility that correlations or differences might become apparent in studies specifically designed to test for age effects, for example in studies that directly aim to identify which ProBCTs are particularly effective for certain age groups (for BCTs such studies already exist, e.g., [82][83][84]).…”

Mapping the behaviour change potential of meal kits to positively influence parental food literacy

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