Table 2

Behaviour support sessions
Session* Session title Session learning goals
By the end of the session participants should have:
1 Introduction to the program · Learned about the gymnasium / fitness facility;
· Learned how to monitor intensity using the Borg Scale;
· Learned how to properly stretch;
· Learned about the PAL Study objectives;
· Learned how to complete the daily PA Diary.
2 Exercising properly · Learned what to wear when doing PA;
· Learned the basics of proper hydration;
· Learned about safety when doing PA.
3 Goal setting and planning · Understood the importance of setting goals;
· Learned how to create short and long term goals based on the SMART principle;
· Learned how to create action steps to achieve a PA goal.
4 Pedometers and walking · Learned about the health benefits of walking;
· Learned how to use a pedometer;
· Create a plan to increase the amount of steps per day.
5 Benefits of physical activity and overcoming barriers to physical activity · Understood the benefits of PA to the general population;
· Learned more about the benefits of PA specific to people with lung cancer;
· Identified what their personal barriers to PA are;
· Worked through and brainstormed ideas how to overcome these barriers.
6 Environmental scan · Learned what PA opportunities exist in their local environment;
· Learned how to make use of indoor fitness facilities or sports stores.
7 Social support and having fun with physical activity · Learned the importance of social support for maintaining a PA program;
· Identified what social support they may be able to utilise;
· Identified what makes PA fun for them;
· Brainstormed how to increase their enjoyment of PA.
8 Stimulus control and decision balance sheet · Learned what stimulus control is and how it affects behaviour;
· Learned how to establish appropriate stimuli;
· Understood the benefits of using a decision balance sheet;
· Learned how to create and use a decision balance sheet for themselves.

* Order of behaviour change session delivery can be tailored to suit the most pressing educational and behavioural needs of participants.

Dhillon et al.

Dhillon et al. BMC Cancer 2012 12:572   doi:10.1186/1471-2407-12-572

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