Table 1 Stepping Out program topics and the theoretical constructs addressed by each one
Mode of deliverya | Topic | Content | Constructs addressed |
|---|---|---|---|
Walking guide; one-on-one consultations | Provide opportunities and social support; correct misperceptions | Provide tips on finding opportunities in the environment for walking; Discuss barriers to doing the program and ways to overcome them in the future; Discuss walking as an activity readily available (e.g., can walk anyway, inexpensive); Suggest that friends or family be asked to provide encouragement and support for doing the program. | Environment |
Walking guide; one-on-one consultations | Provide opportunities for experiencing benefits and learning what to expect from changing behaviour | Address health benefits of walking and other physical activities for OA sufferers; Explain normal bodily responses to starting a walking program; Provide warning signs of excessive exercise. | Outcome expectations |
Walking guide | Rewarding for behaviour change | Discuss positive impact of walking on OA symptoms; Describe physiological benefits of walking as rewards for increasing walking behaviour. | Reinforcement |
Walking guide; one-one-one consultations | Behavioural capability Mastery learning Observational learning | Discuss and demonstrate proper walking techniques pertaining to posture, arm motion, taking a step, walking stride, and pace; Discuss 'safe' walking; Advice on selecting walking shoes; Discuss the use of short bouts (1500 steps) of walking to improve health and OA symptoms; Instruct to increase steps at own rate; Display stretching exercises. | Self-efficacy |
Walking guide; pedometer; log sheets; weekly planners; one-one consultations | Self-regulation and self-monitoring | Provide use of a pedometer for 12 weeks; Advice on and review of setting step goals; Guide in writing weekly step goals on log sheet and request a copy be sent to researchers weekly; Guide in monitoring step counts of each program walk with log sheet and request a copy be sent to researchers weekly. Guide in planning walks (specifying time, place and steps to walk) using a weekly planner. | Self-control |
Walking guide; one-on-one consultations | Self-talk | Provide techniques for replacing negative self-statements with positive ones. | Emotional-coping responses |