Table 3. Relationships between physical activity (PA) parenting objectives and theoretical constructs of children’s PA.

PA parenting behavioral objective	Theoretical basis for children’s behavior change (related theory)
Parents serve as role models for their children’s PA	Observing parents (as influential role models) successfully performing the behavior can improve children’s self-efficacy (SCTa) and promote feelings of relatedness (SDTb) and competence (SDT), while shifting outcome expectations (SCT).
Parents will provide instrumental and informational support, including provision of choices, for their children’s PA	Providing activity choices and a rationale for all prescribed activities supports the development of autonomy (SDT) and knowledge (SCT) of engaging in PA for the children. Development of familial support (SCT) for the children can encourage feelings of relatedness (SDT).
Parents will provide praise and encouragement for their children’s PA	Positive feedback from parents supports the development of self-efficacy (SCT) and perceptions of competence (SDT) in the children. Process goals that are moderate and focus attention on the task (rather than performance relative to others) support autonomy (SDT), perceived competence (SDT), and self-efficacy (SCT).

^aSCT: social cognitive theory.

^bSDT: self-determination theory.