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Investigating theoretical explanations for behaviour change: the case study of ProActive

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Investigating theoretical explanations for behaviour change: the case study of ProActive. / Michie, Susan; Hardeman, Wendy; Fanshawe, Thomas et al.
In: Psychology and Health, Vol. 23, No. 1, 2008, p. 25-39.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Michie, S, Hardeman, W, Fanshawe, T, Prevost, T, Taylor, L & Kinmonth, A-L 2008, 'Investigating theoretical explanations for behaviour change: the case study of ProActive', Psychology and Health, vol. 23, no. 1, pp. 25-39. https://doi.org/10.1080/08870440701670588

APA

Michie, S., Hardeman, W., Fanshawe, T., Prevost, T., Taylor, L., & Kinmonth, A-L. (2008). Investigating theoretical explanations for behaviour change: the case study of ProActive. Psychology and Health, 23(1), 25-39. https://doi.org/10.1080/08870440701670588

Vancouver

Michie S, Hardeman W, Fanshawe T, Prevost T, Taylor L, Kinmonth A-L. Investigating theoretical explanations for behaviour change: the case study of ProActive. Psychology and Health. 2008;23(1):25-39. doi: 10.1080/08870440701670588

Author

Michie, Susan ; Hardeman, Wendy ; Fanshawe, Thomas et al. / Investigating theoretical explanations for behaviour change : the case study of ProActive. In: Psychology and Health. 2008 ; Vol. 23, No. 1. pp. 25-39.

Bibtex

@article{dc19225eeac54474b34e54a9af84346e,
title = "Investigating theoretical explanations for behaviour change: the case study of ProActive",
abstract = "Developing more effective behavioural interventions requires an understanding of the mechanisms of behaviour change, and methods to rigorously test their theoretical basis. The delivery and theoretical basis of an intervention protocol were assessed in ProActive, a UK trial of an intervention to increase the physical activity of those at risk of Type 2 diabetes (N = 365). In 108 intervention sessions, behaviours of facilitators were mapped to four theories that informed intervention development and behaviours of participants were mapped to 17 theoretical components of these four theories. The theory base of the intervention specified by the protocol was different than that delivered by facilitators, and that received by participants. Of the intervention techniques delivered, 25% were associated with theory of planned behaviour (TPB), 42% with self-regulation theory (SRT), 24% with operant learning theory (OLT) and 9% with relapse prevention theory (RPT). The theoretical classification of participant talk showed a different pattern, with twice the proportion associated with OLT (48%), 21% associated with TPB, 31% with SRT and no talk associated with RPT. This study demonstrates one approach to assessing the extent to which the theories used to guide intervention development account for any changes observed.",
keywords = "Theory, behaviour change , process evaluation , behavioural interventions , physical activity",
author = "Susan Michie and Wendy Hardeman and Thomas Fanshawe and Toby Prevost and Lyndsey Taylor and Ann-Louise Kinmonth",
year = "2008",
doi = "10.1080/08870440701670588",
language = "English",
volume = "23",
pages = "25--39",
journal = "Psychology and Health",
issn = "0887-0446",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Investigating theoretical explanations for behaviour change

T2 - the case study of ProActive

AU - Michie, Susan

AU - Hardeman, Wendy

AU - Fanshawe, Thomas

AU - Prevost, Toby

AU - Taylor, Lyndsey

AU - Kinmonth, Ann-Louise

PY - 2008

Y1 - 2008

N2 - Developing more effective behavioural interventions requires an understanding of the mechanisms of behaviour change, and methods to rigorously test their theoretical basis. The delivery and theoretical basis of an intervention protocol were assessed in ProActive, a UK trial of an intervention to increase the physical activity of those at risk of Type 2 diabetes (N = 365). In 108 intervention sessions, behaviours of facilitators were mapped to four theories that informed intervention development and behaviours of participants were mapped to 17 theoretical components of these four theories. The theory base of the intervention specified by the protocol was different than that delivered by facilitators, and that received by participants. Of the intervention techniques delivered, 25% were associated with theory of planned behaviour (TPB), 42% with self-regulation theory (SRT), 24% with operant learning theory (OLT) and 9% with relapse prevention theory (RPT). The theoretical classification of participant talk showed a different pattern, with twice the proportion associated with OLT (48%), 21% associated with TPB, 31% with SRT and no talk associated with RPT. This study demonstrates one approach to assessing the extent to which the theories used to guide intervention development account for any changes observed.

AB - Developing more effective behavioural interventions requires an understanding of the mechanisms of behaviour change, and methods to rigorously test their theoretical basis. The delivery and theoretical basis of an intervention protocol were assessed in ProActive, a UK trial of an intervention to increase the physical activity of those at risk of Type 2 diabetes (N = 365). In 108 intervention sessions, behaviours of facilitators were mapped to four theories that informed intervention development and behaviours of participants were mapped to 17 theoretical components of these four theories. The theory base of the intervention specified by the protocol was different than that delivered by facilitators, and that received by participants. Of the intervention techniques delivered, 25% were associated with theory of planned behaviour (TPB), 42% with self-regulation theory (SRT), 24% with operant learning theory (OLT) and 9% with relapse prevention theory (RPT). The theoretical classification of participant talk showed a different pattern, with twice the proportion associated with OLT (48%), 21% associated with TPB, 31% with SRT and no talk associated with RPT. This study demonstrates one approach to assessing the extent to which the theories used to guide intervention development account for any changes observed.

KW - Theory

KW - behaviour change

KW - process evaluation

KW - behavioural interventions

KW - physical activity

U2 - 10.1080/08870440701670588

DO - 10.1080/08870440701670588

M3 - Journal article

VL - 23

SP - 25

EP - 39

JO - Psychology and Health

JF - Psychology and Health

SN - 0887-0446

IS - 1

ER -