Table 2. Summary of social cognitive theory and self-determination theory supporting evidence for children’s physical activity (PA) behavior change.

Overview of theory	Behavior change mechanisms	Evidence for children’s PA	Long-term maintenance of behavior changes	Application to intervention design
Social cognitive theory (SCT)
Learning occurs in a social context through dynamic, reciprocal interactions between cognitive, behavioral, and environmental factors [48].	Behavior change is bidirectional and shaped by interactions between individuals and their environment, including others [49].	Observational learning, goal setting, and reinforcement are key to effective family-based interventions for increasing children’s PA [50].	For long-term maintenance of behavior, SCT emphasizes the importance of a supportive environment [45].	SCT effectively supports school-based interventions by engaging parents and extending children’s PA support across school and home environments.
Self-determination theory (SDT)
Three innate and universal human needs underlie growth: autonomy, competence, and relatedness [51].	Behavior change relies on motivation and occurs when an individual’s psychological and physiological needs are met [51].	A motivational climate that fosters effort, personal growth, and decision-making opportunities significantly improves children’s PA outcomes [47].	For long-term maintenance of behavior, SDT emphasizes the importance of sustained intrinsic motivation for the behavior [45].	SDT is ideal for PA interventions that enhance children’s intrinsic motivation by fostering enjoyment and interest [52].