Table 1 STAK-D programme content and theoretical underpinning
Weeks | Intervention content | Theoretical underpinning |
|---|---|---|
1–6 | Activity diary for children: physical activity advice for children with T1DM, recommendations (five ‘pieces’ of activity a day), safety information, physical activity log and step-count diary. | Knowledge Persuasion (education) Self-regulation; goal-setting, self-monitoring Mastery experience |
1–6 | Pedometer: tool to promote goal-setting and self-monitoring. | Self-regulation (self-monitoring and goal setting) Mastery experience |
1–6 | STAK street dance DVD: developed for the original STAK programme [16] and teaches children a street dance routine in 28 × 10-min sessions. | Vicarious reinforcement (role models) Mastery experience Social support |
1–6 | Group activity sessions: circuit training-style group activity session in a leisure room situated in the hospital supervised by STAK-D volunteers. Children given option to bring friend/sibling. | Vicarious reinforcement Mastery experience Social support Verbal persuasion |
1, 3, 6 | Motivational Interview (MI) and goal-setting: 1:1 session with the researcher at the child’s home to explore children’s perceptions and understanding of physical activity, readiness to change and goal-setting. | Readiness to change Social support Self-regulation (self-monitoring and goal setting) |
1–6 | Parents' Booklet: physical activity advice for safe participation aiming to educate and encourage parental involvement. | Social support Observational learning (role models) |