Table 2.

Correspondence between social cognitive theory constructs and behaviour change techniques in the Move More for Life intervention

Construct	Evidence-based intervention strategies	Move More for Life examples
Self-efficacy
Confidence in ability to engage in PA (task self-efficacy) and to overcome barriers to PA (barrier self-efficacy)	• Facilitate action planning [35]	• Activity at the end of each newsletter prompting participants to be specific about what, when and who they will be active with each week
	• Provide specific instructions [35]
	• Reinforce efforts or progress towards goal behaviour [35]
	• Provide feedback on participants past behaviour [36,37]	• Graphs in each newsletter displaying PA relative to the guidelines and past behaviour
	• Promote vicarious experience [37]
		• Testimonial illustrating success
Environment
External factors that influence (either positively or negatively) the PA behaviour of an individual	• Help secure social support in ways meaningful to individuals (note: planning social support and social change has been associated with lowering self-efficacy [35])	• Written advice encouraging participants to think of 1 or 2 people in their immediate circle they could share their physical activity plan with (to increase encouragement and opportunities for practical help).
	• Teach behaviour change skills that help individuals cope with environmental barriers e.g. time management [35]	• Provision of contact details for breast cancer specific PA groups
		• Encouragement to form a concrete plan
	• Provide individuals with PA resources and encourage links with the community [38]
Behavioural capability
Knowledge of what PA to perform and possession of PA skills necessary to perform those activities	• Inform breast cancer survivors of PA guidelines [39]	• Written feedback about whether or not participants are meeting the guidelines
	• Provide instructions on how to perform specific activities (e.g. stretching) [35]	• A3 poster illustrating stretches and resistance-based exercises
Expectations
Expected effects of PA behaviour	• Address misconceptions about the benefits of PA and promote outcomes that have functional meaning for the individual (e.g. reducing fatigue, managing weight) [35].	• Provide overview of scientific evidence for the benefits of physical activity
		• Provide overview of how much other breast cancer survivors are exercising
		• Testimonial illustrating success
	• Facilitate social comparison [35]
Self-control
Personal regulation of goal-directed PA behaviour, includes activities such as goal setting, self-monitoring, problem solving and self-reward	• Promote self-regulation behaviours [40]	• A3 activity planner
	• Encourage participants to set PA challenges for themselves
	• Encourage self-monitoring [36]
Observational learning
Learning from the experience of others, by watching the actions and outcomes of others PA behaviour	• Provide opportunities for vicarious experience via credible role models [34]	• Expert advice sections from exercise physiologist and behavioural scientist
		• Testimonial from breast cancer survivor