Table 2.
Intervention program strategies. Behavioral phase.
| Strategies | Description | TTM/SDT | Primary Target |
|---|---|---|---|
| Choice of activities | Participants are given the option to choose different physical activities | SDT | Autonomy |
| Teamwork environment | Instructor focuses on teamwork | SDT | Relatedness |
| Progression in physical activity practice | Progression from simple to more complex skills and activities | SDT | Competence |
| Task climate | Provide a task-oriented climate during physical activity practice. Use positive reinforcement to recognize effort and progress | SDT | Competence |
| Group cooperation | Group participation in a popular race organized by the city council | SDT | Relatedness |
| Self-monitoring of behavior | Self-monitoring of outcome, providing informational feedback (use APPtiva) | SDT | Motivation |
| Support and encouragement | Send messages (WhatsApp) to provide feedback and advice | SDT | Motivation |
| Encourage physical activity practice alternatives during the weekend | Create programs and challenges for the weekend | SDT | Motivation |
We acknowledge that the three needs are interrelated, and thus, strategies may support more than one need. However, we have highlighted the primary need to be targeted. Abbreviations: Trantheoretical Model (TTM); Self-determination Theory (SDT).