Table 4. Theory-informed strategy for achieving physical activity (PA) parenting behavioral objectives.

Objective	Theoretical determinants of parent behavior change	Methods for addressing determinants
Parents will serve as role models for their children’s PA	1. Improving knowledge (SCTa) about the role parents play in children’s PA can influence realistic outcome expectations (SCT) for parents and encourage them to be role models. 2. Giving families opportunities (SCT) for observational learning (SCT) can enhance parents’ behavioral skills (SCT) for role modeling behaviors. 3. Providing enactive mastery experiences can enhance parents’ self-efficacy (SCT) and perceived competence (SDTb) for role modeling behaviors.	1. Parents receive information on the importance of their role in their children’s PA. 2. Parents are given instructions and ideas for how to model activities with their children. 3. Parents are encouraged to lead their children’s PA by modeling activities with supportive and accessible prompts.
Support for their children’s PA	1. Sharing new and enjoyable opportunities (SCT) for family activities can enhance parents’ autonomy (SDT) for providing instrumental support for their children’s PA. 2. Giving parents suggestions for how to reduce barriers (SCT) to PA can enhance parents’ self-efficacy (SCT) for providing informational support and provision of choices for their children’s PA.	1. Parents are given activity choices, with a clear description of each, and prompted to do the activities with their children. 2. Parents are provided with guidance on how to overcome common barriers to engaging in PA with their children, such as space or time constraints.
Parents will provide praise and encouragement for their children’s PA	1. Providing information and examples about the role of encouragement and praise in their children’s PA can improve parents’ knowledge (SCT) and self-efficacy (SCT) for encouraging and praising their children’s PA. 2. The act of self-monitoring and setting goals (SCT) or intentions (SCT) as a family and reinforcing (SCT) them every week throughout the program can improve parents’ perceived competence (SDT) for encouraging and praising their children’s PA.	1. Parents receive background information and user-friendly prompts to give frequent, specific, and positive praise for their children’s PA behaviors. 2. Materials reference and discuss the use of process goals for parents to use to encourage their children’s PA.

^aSCT: social cognitive theory.

^bSDT: self-determination theory.