EmpowerBP
type: Ontology
comment: The Behaviour Change Technique Taxonomy

actorHomeProvince
type: DatatypeProperty
sub property of: topDataProperty
type: FunctionalProperty
domain: Patient
range: integer
comment: The Canadian province or territory a patient currently lives in. 1=Alberta 2=British Columbia 3=Manitoba 4=New Brunswick 5=Newfoundland and Labrador 6=Nova Scotia 7=Ontario 8=Prince Edward Island 9=Quebec 10=Saskatchewan 11=Northwest Territories 12=Nunavut 13=Yukon

actorName
type: DatatypeProperty
type: FunctionalProperty
domain: Actor
range: string
comment: An actor's preferred name.

age
type: DatatypeProperty
sub property of: non-modifiableElement
type: FunctionalProperty
range: nonNegativeInteger
comment: Age in years.

appropriateForAutomaticMotivation
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The minimum user AutomaticMotivation score at which this InterventionItem will be suggested

appropriateForLocation
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The Canadian province or territory an InterventionItem should be suggested in (default 0) 0 = Any 1=Alberta 2=British Columbia 3=Manitoba 4=New Brunswick 5=Newfoundland and Labrador 6=Nova Scotia 7=Ontario 8=Prince Edward Island 9=Quebec 10=Saskatchewan 11=Northwest Territories 12=Nunavut 13=Yukon

appropriateForPhysicalCapability
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The minimum user PhysicalCapability score at which this InterventionItem will be suggested

appropriateForPhysicalOpportunity
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The minimum user PhysicalOpportunity score at which this InterventionItem will be suggested

appropriateForPsychologicalCapability
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The minimum user PsychologicalCapability score at which this InterventionItem will be suggested

appropriateForReflectiveMotivation
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The minimum user ReflexiveMotivation score at which this InterventionItem will be suggested

appropriateForSocialOpportunity
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The minimum user SocialOpportunity score at which this InterventionItem will be suggested

assessmentFinalScore
type: DatatypeProperty
type: FunctionalProperty
domain: Assessment
range: integer
comment: Sum of all AssessmentItem itemScore in an Assessment.

assessmentItemExamples
type: DatatypeProperty
sub property of: assessmentItemElement
type: FunctionalProperty
domain: AssessmentItem
range: string
comment: Examples provided to the user when asked to rate an assessmentItem.

assessmentItemText
type: DatatypeProperty
sub property of: assessmentItemElement
type: FunctionalProperty
domain: AssessmentItem
range: string
comment: The text presented to a Patient during an Assessment.

canRepeat
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: Time (in weeks) after InterventionItem may be repeated

dailySodiumIntake
type: DatatypeProperty
sub property of: behaviourProfileElement
type: FunctionalProperty
range: integer
comment: Daily estimated sodium intake in milligrams per day, as calculated per BigLife Sodium Calculator

height
type: DatatypeProperty
sub property of: non-modifiableElement
type: FunctionalProperty
domain: Patient
range: double
comment: Height in centimetres.

itemName
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
domain: InterventionItem
range: string
comment: Name of an InterventionItem

itemText
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
domain: InterventionItem
range: string
comment: Text included in an InterventionItem

maximumUserAge
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The maximum user age at which this InterventionItem will be suggested (default 120)

minimumUserAge
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
range: integer
comment: The minimum user age at which this InterventionItem will be suggested (default 18)

physicalActivityLevel
type: DatatypeProperty
sub property of: behaviourProfileElement
type: FunctionalProperty
range: integer
comment: Moderate intensity, dynamic physical exercise (min/week).

provideJournal
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
domain: InterventionItem
range: boolean
comment: Boolean for whether or not InterventionItem should prompt user to write in reflection journal

provideLink
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
domain: InterventionItem
range: boolean
comment: Boolean for whether or not InterventionItem source should be provided to user

sourceURL
type: DatatypeProperty
sub property of: interventionItemElement
type: FunctionalProperty
domain: InterventionItem
range: string
comment: Source URL for an InterventionItem

weight
type: DatatypeProperty
sub property of: modifiableElement
type: FunctionalProperty
domain: Patient
range: double
comment: Weight in kilograms.

BehaviourChangeTechnique
type: Class
comment: The smallest components of a behaviour change intervention that on their own, in favourable circumstances, can bring about change.

Goals and planning
type: Class
subclass of: BehaviourChangeTechnique

Feedback and monitoring
type: Class
subclass of: BehaviourChangeTechnique

Social support
type: Class
subclass of: BehaviourChangeTechnique

Shaping knowledge
type: Class
subclass of: BehaviourChangeTechnique

Natural consequences
type: Class
subclass of: BehaviourChangeTechnique

Comparison of behavior
type: Class
subclass of: BehaviourChangeTechnique

Associations
type: Class
subclass of: BehaviourChangeTechnique

Repetition and substitution
type: Class
subclass of: BehaviourChangeTechnique

Comparison of outcomes
type: Class
subclass of: BehaviourChangeTechnique

Reward and threat
type: Class
subclass of: BehaviourChangeTechnique

Regulation
type: Class
subclass of: BehaviourChangeTechnique

Antecedents
type: Class
subclass of: BehaviourChangeTechnique

Identity
type: Class
subclass of: BehaviourChangeTechnique

Scheduled consequences
type: Class
subclass of: BehaviourChangeTechnique

Self-belief
type: Class
subclass of: BehaviourChangeTechnique

Covert learning
type: Class
subclass of: BehaviourChangeTechnique

AcquisitionGoal
type: Class
subclass of: InterventionGoal
comment: An InterventionGoal to acquire a behavior the patient currently does not do, or does not do to a criterion (e.g. physical activity).

Actor
type: Class
comment: Any individual involved in an intervention.

Assessment
type: Class
comment: A tool consisting of AssessmentItems. Used to evaluate some aspect of a Patient, in regards to a particular Construct. May be specific to particular InterventionGoal.

AssessmentItem
type: Class
comment: A specific question that makes up part of an Assessment.

AutomaticMotivationAssessment
type: Class
subclass of: COMBAssessment
comment: A tool to evaluate a Patient's automatic motivation with respect to a specific InterventionGoal.

COMBAssessment
type: Class
subclass of: Assessment
comment: A tool to evaluate one Construct of a Patient's COM-B profile with respect to a specific InterventionGoal.

COMBAssessmentItem
type: Class
subclass of: AssessmentItem
comment: A specific question that makes up part of an COMBAssessment.

COMBConstruct
type: Class
subclass of: Construct
comment: Constructs relating to the COM-B Model/Behaviour Change Wheel. These constructs must be present and developed for any behaviour to occur.

Capability
type: Class
subclass of: COMBConstruct
comment: Capability can be either ‘physical’ (having the physical skills, strength or stamina) to perform the behaviour or ‘psychological’ (having the knowledge, psychological skills, strength or stamina) to perform the behaviour.

CessationGoal
type: Class
subclass of: InterventionGoal
comment: An InterventionGoal to cease an undesirable behavior the patient currently engages in (e.g. smoking).

Construct
type: Class
comment: A variable, as defined by a Theory, which is not directly observable.

GradedHealthBehaviour
type: Class
subclass of: Task
comment: Tasks that are part of a series with gradual increase in difficulty. A user must complete preceeding tasks to progress to further ones.

InterventionFuction
type: Class
comment: Broad categories of means by which an intervention can change behaviour.

InterventionGoal
type: Class
comment: An overall goal of an intervention (e.g. physical activity promotion, smoking cessation).

InterventionItem
type: Class
subclass of: Thing
comment: Anything that can be provided as part of a counseling intervention (e.g., a recipe).

Motivation
type: Class
subclass of: COMBConstruct
comment: Motivation may be ‘reflective’ (involving self-conscious planning and evaluations (beliefs about what is good or bad) or ‘automatic’ (processes involving wants and needs, desires, impulses and reflex responses).

Obstacle
type: Class
comment: A common barrier to an InterventionGoal. Can be resolved with ObstacleTip.

ObstacleTip
type: Class
subclass of: Tip
comment: A Tip intended to address a particular Obstacle.

Opportunity
type: Class
subclass of: COMBConstruct
comment: Opportunity can be ‘physical’ (what the environment allows or facilitates in terms of time, triggers, resources, locations, physical barriers, etc.) or ‘social’ (including interpersonal influences, social cues and cultural norms).

Patient
type: Class
subclass of: Actor
comment: The individual who is the focus of the intervention.

PhysicalCapabilityAssessment
type: Class
subclass of: COMBAssessment
comment: A tool to evaluate a Patient's physical capability with respect to a specific InterventionGoal.

PhysicalOpportunityAssessment
type: Class
subclass of: COMBAssessment
comment: A tool to evaluate a Patient's physical opportunity with respect to a specific InterventionGoal.

PsychologicalCapabilityAssessment
type: Class
subclass of: COMBAssessment
comment: A tool to evaluate a Patient's psychologial capability with respect to a specific InterventionGoal.

ReflectiveMotivationAssessment
type: Class
subclass of: COMBAssessment
comment: A tool to evaluate a Patient's reflective motivation with respect to a specific InterventionGoal.

Resource
type: Class
subclass of: InterventionItem
comment: Matrial that can be provided to a patient as part of an intervention.

SocialOpportunityAssessment
type: Class
subclass of: COMBAssessment
comment: A tool to evaluate a Patient's social opportunity with respect to a specific InterventionGoal.

TDFDomain
type: Class
subclass of: Construct
comment: Key theoretical constructs used in relevant theories as developed in a collaboration between psychologists and implementation researchers.

Task
type: Class
subclass of: InterventionItem
comment: An action intended to be done by the patient, based on a BCT and promote a specific InterventionGoal

Tip
type: Class
subclass of: InterventionItem
comment: A message delivered as part of an intervention.

Action planning
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is most appropriate for intervention function: Enablement
comment: Examples: Encourage a plan to carry condoms when going out socially at weekends Prompt planning the performance of a particular physical activity (e.g. running) at a particular time (e.g. before work) on certain days of the week
comment: Prompt detailed planning of performance of the behaviour (must include at least one of context, frequency, duration and intensity). Context may be environmental (physical or social) or internal (physical, emotional or cognitive) (includes 'Implementation Intentions') Note: evidence of action planning does not necessarily imply goal setting, only code latter if sufficient evidence

Adding objects to the environment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Antecedents
is most appropriate for intervention function: Enablement
is most appropriate for intervention function: EnvironmentalRestructuring
comment: Add objects to the environment in order to facilitate performance of the behavior Note: Provision of information (e.g. written, verbal, visual) in a booklet or leaflet is insufficient. If this is accompanied by social support, also code 3.2, Social support (practical); if the environment is changed beyond the addition of objects, also code 12.1, Restructuring the physical environment
comment: Examples: Provide free condoms to facilitate safe sex Provide attractive toothbrush to improve tooth brushing technique

Anticipated regret
type: NamedIndividual
type: BehaviourChangeTechnique
type: Natural consequences
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Enablement
comment: Examples: Ask the person to assess the degree of regret they will feel if they do not quit smoking
comment: Induce or raise awareness of expectations of future regret about performance of the unwanted behavior Note: not including 5.6, Information aboutemotionalconsequences; if suggests adoption of a perspective or new perspective in order to change cognitions also code 13.2, Framing/reframing

Associative learning
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is appropriate for intervention funciton: EnvironmentalRestructuring
comment: Examples: Present repeatedly fatty foods with a disliked sauce to discourage the consumption of fatty foods
comment: Present a neutral stimulus jointly with a stimulus that already elicits the behavior repeatedly until the neutral stimulus elicits that behavior (includes ‘Classical/Pavlovian Conditioning’) Note: when a BCT involves reward or punishment, code one or more of: 10.2, Material reward (behavior); 10.3, Non- specific reward; 10.4, Social reward, 10.9, Self-reward; 10.10, Reward (outcome)

Avoidance-reducing exposure to cues for the behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Antecedents
is appropriate for intervention funciton: Enablement
comment: Advise on how to avoid exposure to specific social and contextual/physical cues for the behavior, including changing daily or weekly routines Note: this may also involve 12.1, Restructuring the physical environment and/or 12.2, Restructuring the social environment; if the BCT includes analysing the behavioral problem, only code 1.2, Problem solving
comment: Examples: Suggest to a person who wants to quit smoking that their social life focus on activities other than pubs and bars which have been associated with smoking

Behavior cost
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Coercion
comment: Arrange for withdrawal of something valued if and only if an unwanted behavior is performed (includes ‘Response cost’). Note if withdrawal of contingent reward code, 14.3, Remove reward
comment: Examples: Subtract money from a prepaid refundable deposit when a cigarette is smoked

Behavior substitution
type: NamedIndividual
type: BehaviourChangeTechnique
type: Repetition and substitution
is appropriate for intervention funciton: Enablement
comment: Examples: Suggest that the person goes for a walk rather than watches television
comment: Prompt substitution of the unwanted behavior with a wanted or neutral behavior Note: if this occurs regularly, also code 8.4, Habit reversal

Behavioral contract
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Incentivisation
comment: Create a written specification of the behaviour to be performed, agreed by the person, and witnessed by another Note: also code 1.1, Goal setting (behaviour)
comment: Examples: Sign a contract with the person e.g. specifying that they will not drink alcohol for one week

Behavioral experiments
type: NamedIndividual
type: BehaviourChangeTechnique
type: Shaping knowledge
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Training
comment: Advise on how to identify and test hypotheses about the behaviour, its causes and consequences, by collecting and interpreting data
comment: Examples: Ask a family physician to give evidence-based advice rather than prescribe antibiotics and to note whether the patients are grateful or annoyed

Behavioral practice-rehearsal
type: NamedIndividual
type: BehaviourChangeTechnique
type: Repetition and substitution
is most appropriate for intervention function: Training
comment: Examples: Prompt asthma patients to practice measuring their peak flow in the nurse’s consulting room
comment: Prompt practice or rehearsal of the performance of the behavior one or more times in a context or at a time when the performance may not be necessary, in order to increase habit and skill Note: if aiming to associate performance with the context, also code 8.3, Habit formation

Biofeedback
type: NamedIndividual
type: BehaviourChangeTechnique
type: Feedback and monitoring
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: Incentivisation
is appropriate for intervention funciton: Persuasion
is appropriate for intervention funciton: Training
comment: Examples: Inform the person of their blood pressure reading to improve adoption of health behaviors
comment: Provide feedback about the body (e.g. physiological or biochemical state) using an external monitoring device as part of a behaviour change strategy Note: if Biofeedback, code only 2.6, Biofeedback and not 2.2, Feedback on behaviour or 2.7, Feedback on outcome(s) of behaviour

Body changes
type: NamedIndividual
type: BehaviourChangeTechnique
type: Antecedents
is appropriate for intervention funciton: Enablement
comment: Alter body structure, functioning or support directly to facilitate behavior change
comment: Examples: Prompt strength training, relaxation training or provide assistive aids (e.g. a hearing aid)

Commitment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Incentivisation
comment: Ask the person to affirm or reaffirm statements indicating commitment to change the behaviour Note: if defined in terms of the behaviour to be achieved also code 1.1, Goal setting (behaviour)
comment: Examples: Ask the person to use an “I will” statement to affirm or reaffirm a strong commitment (i.e. using the words “strongly”, “committed” or “high priority”) to start, continue or restart the attempt to take medication as prescribed

Comparative imagining of future outcomes
type: NamedIndividual
type: BehaviourChangeTechnique
type: Comparison of outcomes
is appropriate for intervention funciton: Enablement
comment: Examples: Prompt the person to imagine and compare likely or possible outcomes following attending versus not attending a screening appointment
comment: Prompt or advise the imagining and comparing of future outcomes of changed versus unchanged behaviour

Conserving mental resources
type: NamedIndividual
type: BehaviourChangeTechnique
type: Regulation
is appropriate for intervention funciton: Enablement
comment: Advise on ways of minimising demands on mental resources to facilitate behavior change
comment: Examples: Advise to carry food calorie content information to reduce the burden on memory in making food choices

Credible source
type: NamedIndividual
type: BehaviourChangeTechnique
type: Comparison of outcomes
is most appropriate for intervention function: Persuasion
comment: Examples: Present a speech given by a high status professional to emphasise the importance of not exposing patients to unnecessary radiation by ordering x-rays for back pain
comment: Present verbal or visual communication from a credible source in favour of or against the behavior Note: code this BCT if source generally agreed on as credible e.g., health professionals, celebrities or words used to indicate expertise or leader in field and if the communication has the aim of persuading; if information about health consequences, also code 5.1, Information about health consequences, if about emotional consequences, also code 5.6, Information about emotional consequences; if about social, environmental or unspecified consequences also code 5.3, Information about social and environmental consequences

Cue signalling reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: EnvironmentalRestructuring
is appropriate for intervention funciton: Incentivisation
comment: Examples: Advise that a fee will be paid to dentists for a particular dental treatment of 6-8 year old, but not older, children to encourage delivery of that treatment (the 6- 8 year old children are the environmental stimulus)
comment: Identify an environmental stimulus that reliably predicts that reward will follow the behavior (includes ‘Discriminative cue’)

Demonstration of the behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Comparison of behavior
is most appropriate for intervention function: Modelling
is most appropriate for intervention function: Training
comment: Examples: Demonstrate to nurses how to raise the issue of excessive drinking with patients via a role- play exercise
comment: Provide an observable sample of the performance of the behaviour, directly in person or indirectly e.g. via film, pictures, for the person to aspire to or imitate (includes ‘Modelling’). Note: if advised to practice, also code, 8.1, Behavioural practice and rehearsal; If provided with instructions on how to perform, also code 4.1, Instruction on how to perform the behaviour

Discrepancy between current behavior and goal
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Incentivisation
comment: Draw attention to discrepancies between a person's current behaviour (in terms of the form, frequency, duration, or intensity of that behaviour) and the person's previously set outcome goals, behavioural goals or action plans (goes beyond self-monitoring of behaviour) Note: if discomfort is created only code 13.3, Incompatible beliefs and not 1.6, Discrepancy between current behaviour and goal; if goals are modified, also code 1.5, Review behaviour goal(s) and/or 1.7, Review outcome goal(s); if feedback is provided, also code 2.2, Feedback on behaviour
comment: Examples: Point out that the recorded exercise fell short of the goal set

Distraction
type: NamedIndividual
type: BehaviourChangeTechnique
type: Antecedents
is appropriate for intervention funciton: Enablement
comment: Advise or arrange to use an alternative focus for attention to avoid triggers for unwanted behaviour
comment: Examples: Suggest to a person who is trying to avoid between-meal snacking to focus on a topic they enjoy (e.g. holiday plans) instead of focusing on food

Exposure
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is appropriate for intervention funciton: EnvironmentalRestructuring
comment: Examples: Agree a schedule by which the person who is frightened of surgery will visit the hospital where they are scheduled to have surgery
comment: Provide systematic confrontation with a feared stimulus to reduce the response to a later encounter

Feedback on behaviour
type: NamedIndividual
type: BehaviourChangeTechnique
type: Feedback and monitoring
is most appropriate for intervention function: Coercion
is most appropriate for intervention function: Education
is most appropriate for intervention function: Incentivisation
is most appropriate for intervention function: Persuasion
is most appropriate for intervention function: Training
comment: Examples: Inform the person of how many steps they walked each day (as recorded on a pedometer) or how many calories they ate each day (based on a food consumption questionnaire).
comment: Monitor and provide informative or evaluative feedback on performance of the behaviour (e.g. form, frequency, duration, intensity) Note: if Biofeedback, code only 2.6, Biofeedback and not 2.2, Feedback on behaviour; if feedback is on outcome(s) of behaviour, code 2.7, Feedback on outcome(s) of behaviour; if there is no clear evidence that feedback was given, code 2.1, Monitoring of behaviour by others without feedback; if feedback on behaviour is evaluative e.g. praise, also code 10.4, Social reward

Focus on past success
type: NamedIndividual
type: BehaviourChangeTechnique
type: Self-belief
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Persuasion
comment: Advise to think about or list previous successes in performing the behavior (or parts of it)
comment: Examples: Advise to describe or list the occasions on which the person had ordered a non-alcoholic drink in a bar

Framing-reframing
type: NamedIndividual
type: BehaviourChangeTechnique
type: Identity
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Persuasion
comment: Examples: Suggest that the person might think of the tasks as reducing sedentary behavior (rather than increasing activity)
comment: Suggest the deliberate adoption of a perspective or new perspective on behavior (e.g. its purpose) in order to change cognitions or emotions about performing the behavior (includes ‘Cognitive structuring’) Note: If information about consequences then code 5.1, Information about health consequences, 5.6, Information about emotional consequences or 5.3, Information about social and environmental consequences instead of 13.2, Framing/reframing

Future punishment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
is appropriate for intervention funciton: Coercion
comment: Examples: Inform that continuing to consume 30 units of alcohol per day is likely to result in loss of employment if the person continues
comment: Inform that future punishment or removal of reward will be a consequence of performance of an unwanted behavior (may include fear arousal) (includes ‘Threat’)

Generalisation of target behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Repetition and substitution
is appropriate for intervention funciton: Enablement
comment: Advise to perform the wanted behaviour, which is already performed in a particular situation, in another situation
comment: Examples: Advise to repeat toning exercises learned in the gym when at home

Graded tasks
type: NamedIndividual
type: BehaviourChangeTechnique
type: Repetition and substitution
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Training
comment: Examples: Ask the person to walk for 100 yards a day for the first week, then half a mile a day after they have successfully achieved 100 yards, then two miles a day after they have successfully achieved one mile
comment: Set easy-to-perform tasks, making them increasingly difficult, but achievable, until behavior is performed

Habit formation
type: NamedIndividual
type: BehaviourChangeTechnique
type: Repetition and substitution
is appropriate for intervention funciton: Training
comment: Examples: Prompt patients to take their statin tablet before brushing their teeth every evening
comment: Prompt rehearsal and repetition of the behavior in the same context repeatedly so that the context elicits the behavior Note: also code 8.1, Behavioral practice/rehearsal

Habit reversal
type: NamedIndividual
type: BehaviourChangeTechnique
type: Repetition and substitution
is appropriate for intervention funciton: Training
comment: Examples: Ask the person to walk up stairs at work where they previously always took the lift
comment: Prompt rehearsal and repetition of an alternative behavior to replace an unwanted habitual behavior Note: also code 8.2, Behavior substitution

Identification of self as role model
type: NamedIndividual
type: BehaviourChangeTechnique
type: Identity
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Persuasion
comment: Examples: Inform the person that if they eat healthily, that may be a good example for their children
comment: Inform that one's own behavior may be an example to others

Identity associated with changed behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Identity
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Persuasion
comment: Advise the person to construct a new self- identity as someone who ‘used to engage with the unwanted behavior’
comment: Examples: Ask the person to articulate their new identity as an ‘ex-smoker’

Imaginary punishment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Covert learning
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Enablement
comment: Advise to imagine performing the unwanted behaviour in a real-life situation followed by imagining an unpleasant consequence (includes 'Covert sensitisation')
comment: Examples: Advise to imagine overeating and then vomiting

Imaginary reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Covert learning
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Incentivisation
comment: Advise to imagine performing the wanted behaviour in a real-life situation followed by imagining a pleasant consequence (includes 'Covert conditioning')
comment: Examples: Advise the health professional to imagine giving dietary advice followed by the patient losing weight and no longer being diabetic

Incompatible beliefs
type: NamedIndividual
type: BehaviourChangeTechnique
type: Identity
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Enablement
comment: Draw attention to discrepancies between current or past behavior and self-image, in order to create discomfort (includes ‘Cognitive dissonance’)
comment: Examples: Draw attention to a doctor’s liberal use of blood transfusion and their self-identification as a proponent of evidence-based medical practice

Information about antecedents
type: NamedIndividual
type: BehaviourChangeTechnique
type: Shaping knowledge
is appropriate for intervention funciton: Education
comment: Examples: Advise to keep a record of snacking and of situations or events occurring prior to snacking
comment: Provide information about antecedents (e.g. social and environmental situations and events, emotions, cognitions) that reliably predict performance of the behaviour

Information about emotional consequences
type: NamedIndividual
type: BehaviourChangeTechnique
type: Natural consequences
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: Persuasion
comment: Examples: Explain that quitting smoking increases happiness and life satisfaction
comment: Provide information (e.g. written, verbal, visual) about emotional consequences of performing the behavior Note: consequences can be related to emotional health disorders (e.g. depression, anxiety) and/or states of mind (e.g. low mood, stress); not including 5.5, Anticipated regret; consequences can be for any target, not just the recipient(s) of the intervention; if information about health consequences code 5.1, Information about health consequences; if about social, environmental or unspecified code 5.3, Information about social and environmental consequences

Information about health consequences
type: NamedIndividual
type: BehaviourChangeTechnique
type: Natural consequences
is most appropriate for intervention function: Education
is most appropriate for intervention function: Persuasion
comment: Examples: Explain that not finishing a course of antibiotics can increase susceptibility to future infection Present the likelihood of contracting a sexually transmitted infection following unprotected sexual behavior
comment: Provide information (e.g. written, verbal, visual) about health consequences of performing the behavior Note: consequences can be for any target, not just the recipient(s) of the intervention; emphasising importance of consequences is not sufficient; if information about emotional consequences, code 5.6, Information about emotional consequences; if about social, environmental or unspecified consequences code 5.3, Information about social and environmental consequences

Information about social and environmental consequences
type: NamedIndividual
type: BehaviourChangeTechnique
type: Natural consequences
is most appropriate for intervention function: Education
is most appropriate for intervention function: Persuasion
comment: Examples: Tell family physician about financial remuneration for conducting health screening Inform a smoker that the majority of people disapprove of smoking in public places
comment: Provide information (e.g. written, verbal, visual) about social and environmental consequences of performing the behavior Note: consequences can be for any target, not just the recipient(s) of the intervention; if information about health or consequences, code 5.1, Information about health consequences; if about emotional consequences, code 5.6, Information about emotional consequences; if unspecified, code 5.3, Information about social and environmental consequences

Instruction on how to perform the behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Shaping knowledge
is most appropriate for intervention function: Training
comment: Advise or agree on how to perform the behaviour (includes 'Skills training') Note: when the person attends classes such as exercise or cookery, code 4.1, Instruction on how to perform the behaviour, 8.1, Behavioural practice/rehearsal and 6.1, Demonstration of the behaviour
comment: Examples: Advise the person how to put a condom on a model of a penis correctly

Mental rehearsal of successful performance
type: NamedIndividual
type: BehaviourChangeTechnique
type: Self-belief
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Training
comment: Advise to practise imagining performing the behavior successfully in relevant contexts
comment: Examples: Advise to imagine eating and enjoying a salad in a work canteen

Monitoring of behavior by others without feedback
type: NamedIndividual
type: BehaviourChangeTechnique
type: Feedback and monitoring
is most appropriate for intervention function: Coercion
is most appropriate for intervention function: Incentivisation
comment: Examples: Watch hand washing behaviors among health care staff and make notes on context, frequency and technique used
comment: Observe or record behaviour with the person's knowledge as part of a behaviour change strategy Note: if monitoring is part of a data collection procedure rather than a strategy aimed at changing behaviour, do not code; if feedback given, code only 2.2, Feedback on behaviour, and not 2.1, Monitoring of behaviour by others without feedback; if monitoring outcome(s) code 2.5, Monitoring outcome(s) of behaviour by others without feedback; if self-monitoring behaviour, code 2.3, Self-monitoring of behaviour

Monitoring of emotional consequences
type: NamedIndividual
type: BehaviourChangeTechnique
type: Natural consequences
is appropriate for intervention funciton: Enablement
comment: Examples: Agree that the person will record how they feel after taking their daily walk
comment: Prompt assessment of feelings after attempts at performing the behavior

Non-specific incentive
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
comment: Examples: Identify an activity that the person values and inform them that this will happen if and only if they attend for health screening
comment: Inform that a reward will be delivered if and only if there has been effort and/or progress in performing the behavior (includes ‘Positive reinforcement’) Note: if incentive is material, code 10.1, Material incentive (behavior), if social, code 10.5, Social incentive and not 10.6, Non-specific incentive; if incentive is for outcome code 10.8, Incentive (outcome). If reward is delivered also code one of: 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self-reward; 10.10, Reward (outcome)

Non-specific reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
is appropriate for intervention funciton: Incentivisation
comment: Arrange delivery of a reward if and only if there has been effort and/or progress in performing the behavior (includes ‘Positive reinforcement’) Note: if reward is material, code 10.2, Material reward (behavior), if social, code 10.4, Social reward, and not 10.3, Non- specific reward; if reward is for outcome code 10.10, Reward (outcome). If informed of reward in advance of rewarded behaviour, also code one of: 10.1, Material incentive (behaviour); 10.5, Social incentive; 10.6, Non-specific incentive; 10.7, Self-incentive; 10.8, Incentive (outcome)
comment: Examples: Identify something (e.g. an activity such as a visit to the cinema) that the person values and arrange for this to be delivered if and only if they attend for health screening

Overcorrection
type: NamedIndividual
type: BehaviourChangeTechnique
type: Repetition and substitution
is appropriate for intervention funciton: Enablement
comment: Ask to repeat the wanted behavior in an exaggerated way following an unwanted behaviour
comment: Examples: Ask to eat only fruit and vegetables the day after a poor diet

Paradoxical instructions
type: NamedIndividual
type: BehaviourChangeTechnique
type: Regulation
is appropriate for intervention funciton: Incentivisation
comment: Advise to engage in some form of the unwanted behavior with the aim of reducing motivation to engage in that behaviour
comment: Examples: Advise a smoker to smoke twice as many cigarettes a day as they usually do Tell the person to stay awake as long as possible in order to reduce insomnia

Pharmacological support
type: NamedIndividual
type: BehaviourChangeTechnique
type: Regulation
is appropriate for intervention funciton: Enablement
comment: Examples: Suggest the patient asks the family physician for nicotine replacement therapy to facilitate smoking cessation
comment: Provide, or encourage the use of or adherence to, drugs to facilitate behavior change Note: if pharmacological support to reduce negative emotions (i.e. anxiety) then also code 11.2, Reduce negative emotions

Problem solving
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is most appropriate for intervention function: Enablement
comment: Analyse , or prompt the person to analyse, factors influencing the behaviour and generate or select strategies that include overcoming barriers and/or increasing facilitators (includes 'Relapse Prevention' and 'Coping Planning'). Note: barrier identification without solutions is not sufficient. If the BCT does not include analysing the behavioural problem, consider 12.3, Avoidance/changing exposure to cues for the behaviour, 12.1, Restructuring the physical environment, 12.2, Restructuring the social environment, or 11.2, Reduce negative emotions
comment: Examples: Identify specific triggers (e.g. being in a pub, feeling anxious) that generate the urge/want/need to drink and develop strategies for avoiding environmental triggers or for managing negative emotions, such as anxiety, that motivate drinking Prompt the patient to identify barriers preventing them from starting a new exercise regime e.g., lack of motivation, and discuss ways in which they could help overcome them e.g., going to the gym with a buddy

Prompts-cues
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is most appropriate for intervention function: Education
is most appropriate for intervention function: EnvironmentalRestructuring
comment: Examples: Put a sticker on the bathroom mirror to remind people to brush their teeth
comment: Introduce or define environmental or social stimulus with the purpose of prompting or cueing the behavior. The prompt or cue would normally occur at the time or place of performance Note: when a stimulus is linked to a specific action in an if-then plan including one or more of frequency, duration or intensity also code 1.4, Action planning.

Pros and cons
type: NamedIndividual
type: BehaviourChangeTechnique
type: Comparison of outcomes
is appropriate for intervention funciton: Enablement
comment: Advise the person to identify and compare reasons for wanting (pros) and not wanting to (cons) change the behavior (includes ‘Decisional balance’) Note: if providing information about health consequences, also code 5.1, Information about health consequences; if providing information about emotional consequences, also code 5.6, Information about emotional consequences; if providing information about social, environmental or unspecified consequences also code 5.3, Information about social and environmental consequences
comment: Examples: Advise the person to list and compare the advantages and disadvantages of prescribing antibiotics for upper respiratory tract infections

Punishment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Coercion
comment: Arrange for aversive consequence contingent on the performance of the unwanted behavior
comment: Examples: Arrange for the person to wear unattractive clothes following consumption of fatty foods

Re-attribution
type: NamedIndividual
type: BehaviourChangeTechnique
type: Shaping knowledge
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: Persuasion
comment: Elicit perceived causes of behavior and suggest alternative explanations (e.g. external or internal and stable or unstable)
comment: Examples: If the person attributes their over-eating to the frequent presence of delicious food, suggest that the ‘real’ cause may be the person’s inattention to bodily signals of hunger and satiety

Reduce negative emotions
type: NamedIndividual
type: BehaviourChangeTechnique
type: Regulation
is appropriate for intervention funciton: Enablement
comment: Advise on ways of reducing negative emotions to facilitate performance of the behavior (includes ‘Stress Management’) Note: if includes analysing the behavioural problem, also code 1.2, Problem solving
comment: Examples: Advise on the use of stress management skills, e.g. to reduce anxiety about joining Alcoholics Anonymous

Reduce prompts-cues
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is appropriate for intervention funciton: EnvironmentalRestructuring
comment: Examples: Reduce gradually the number of reminders used to take medication
comment: Withdraw gradually prompts to perform the behavior (includes ‘Fading’)

Reduce reward frequency
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Incentivisation
comment: Arrange for rewards to be made contingent on increasing duration or frequency of the behavior (includes ‘Thinning’) Note: also code one of 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self- reward; 10.10, Reward (outcome
comment: Examples: Arrange reward for each day without smoking, then each week, then each month, then every 2 months and so on

Remove access to the reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: EnvironmentalRestructuring
comment: Advise or arrange for the person to be separated from situations in which unwanted behavior can be rewarded in order to reduce the behavior (includes ‘Time out’)
comment: Examples: Arrange for cupboard containing high calorie snacks to be locked for a specified period to reduce the consumption of sugary foods in between meals

Remove aversive stimulus
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is appropriate for intervention funciton: EnvironmentalRestructuring
is appropriate for intervention funciton: Incentivisation
comment: Advise or arrange for the removal of an aversive stimulus to facilitate behavior change (includes ‘Escape learning’)
comment: Examples: Arrange for a gym-buddy to stop nagging the person to do more exercise in order to increase the desired exercise behaviour

Remove punishment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Incentivisation
comment: Arrange for removal of an unpleasant consequence contingent on performance of the wanted behavior (includes ‘Negative reinforcement’)
comment: Examples: Arrange for someone else to do housecleaning only if the person has adhered to the medication regimen for a week

Remove reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Coercion
comment: Arrange for discontinuation of contingent reward following performance of the unwanted behavior (includes ‘Extinction’)
comment: Examples: Arrange for the other people in the household to ignore the person every time they eat chocolate (rather than attending to them by criticising or persuading)

Restructuring the physical environment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Antecedents
is most appropriate for intervention function: Enablement
is most appropriate for intervention function: EnvironmentalRestructuring
comment: Change, or advise to change the physical environment in order to facilitate performance of the wanted behavior or create barriers to the unwanted behavior (other than prompts/cues, rewards and punishments) Note: this may also involve 12.3, Avoidance/reducing exposure to cues for the behavior; if restructuring of the social environment code 12.2, Restructuring the social environment; if only adding objects to the environment, code 12.5, Adding objects to the environment
comment: Examples: Advise to keep biscuits and snacks in a cupboard that is inconvenient to get to Arrange to move vending machine out of the school

Restructuring the social environment
type: NamedIndividual
type: BehaviourChangeTechnique
type: Antecedents
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: EnvironmentalRestructuring
comment: Change, or advise to change the social environment in order to facilitate performance of the wanted behavior or create barriers to the unwanted behavior (other than prompts/cues, rewards and punishments) Note: this may also involve 12.3, Avoidance/reducing exposure to cues for the behavior; if also restructuring of the physical environment also code 12.1, Restructuring the physical environment
comment: Examples: Advise to minimise time spent with friends who drink heavily to reduce alcohol consumption

Reward alternative behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Incentivisation
comment: Arrange reward for performance of an alternative to the unwanted behavior (includes ‘Differential reinforcement’) Note: also code one of 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self- reward; 10.10, Reward (outcome); consider also coding 1.2, Problem solving
comment: Examples: Reward for consumption of low fat foods but not consumption of high fat foods

Reward approximation
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Incentivisation
comment: Arrange for reward following any approximation to the target behavior, gradually rewarding only performance closer to the wanted behavior (includes ‘Shaping’)
comment: Examples: Arrange reward for any reduction in daily calories, gradually requiring the daily calorie count to become closer to the planned calorie intake

Reward incompatible behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Incentivisation
comment: Arrange reward for responding in a manner that is incompatible with a previous response to that situation (includes ‘Counter-conditioning’) Note: also code one of 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self- reward; 10.10, Reward (outcome)
comment: Examples: Arrange reward for ordering a soft drink at the bar rather than an alcoholic beverage

Rewarding completion
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Incentivisation
comment: Build up behavior by arranging reward following final component of the behavior; gradually add the components of the behavior that occur earlier in the behavioral sequence (includes ‘Backward chaining’) Note: also code one of 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self- reward; 10.10, Reward (outcome)
comment: Examples: Reward eating a supplied low calorie meal; then make reward contingent on cooking and eating the meal; then make reward contingent on purchasing, cooking and eating the meal

Salience of consequences
type: NamedIndividual
type: BehaviourChangeTechnique
type: Natural consequences
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Persuasion
comment: Examples: Produce cigarette packets showing pictures of health consequences e.g. diseased lungs, to highlight the dangers of continuing to smoke
comment: Use methods specifically designed to emphasise the consequences of performing the behaviour with the aim of making them more memorable (goes beyond informing about consequences) Note: if information about consequences, also code 5.1, Information about health consequences, 5.6, Information about emotional consequences or 5.3, Information about social and environmental consequences

Satiation
type: NamedIndividual
type: BehaviourChangeTechnique
type: Associations
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: EnvironmentalRestructuring
comment: Advise or arrange repeated exposure to a stimulus that reduces or extinguishes a drive for the unwanted behavior
comment: Examples: Arrange for the person to eat large quantities of chocolate, in order to reduce the person’s appetite for sweet foods

Self-incentive
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
comment: Examples: Encourage to provide self with material (e.g., new clothes) or other valued objects if and only if they have adhered to a healthy diet
comment: Plan to reward self in future if and only if there has been effort and/or progress in performing the behavior Note: if self-reward is material, also code 10.1, Material incentive (behavior), if social, also code 10.5, Social incentive, if unspecified, also code 10.6, Non-specific incentive; if incentive is for outcome code 10.8, Incentive (outcome). If reward is delivered also code one of: 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self- reward; 10.10, Reward (outcome)

Self-monitoring of behaviour
type: NamedIndividual
type: BehaviourChangeTechnique
type: Feedback and monitoring
is most appropriate for intervention function: Coercion
is most appropriate for intervention function: Education
is most appropriate for intervention function: Enablement
is most appropriate for intervention function: Incentivisation
is most appropriate for intervention function: Training
comment: Establish a method for the person to monitor and record their behaviour(s) as part of a behaviour change strategy Note: if monitoring is part of a data collection procedure rather than a strategy aimed at changing behaviour, do not code; if monitoring of outcome of behaviour, code 2.4, Self-monitoring of outcome(s) of behaviour; if monitoring is by someone else (without feedback), code 2.1, Monitoring of behaviour by others without feedback
comment: Examples: Ask the person to record daily, in a diary, whether they have brushed their teeth for at least two minutes before going to bed Give patient a pedometer and a form for recording daily total number of steps

Self-reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Incentivisation
is appropriate for intervention funciton: Training
comment: Examples: Encourage to reward self with material (e.g., new clothes) or other valued objects if and only if they have adhered to a healthy diet
comment: Prompt self-praise or self-reward if and only if there has been effort and/or progress in performing the behavior Note: if self-reward is material, also code 10.2, Material reward (behavior), if social, also code 10.4, Social reward, if unspecified, also code 10.3, Non-specific reward; if reward is for outcome code 10.10, Reward (outcome). If informed of reward in advance of rewarded behaviour, also code one of: 10.1, Material incentive (behaviour); 10.5, Social incentive; 10.6, Non-specific incentive; 10.7, Self- incentive; 10.8, Incentive (outcome)

Self-talk
type: NamedIndividual
type: BehaviourChangeTechnique
type: Self-belief
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Training
comment: Examples: Prompt the person to tell themselves that a walk will be energising
comment: Prompt positive self-talk (aloud or silently) before and during the behavior

Situation-specific reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Scheduled consequences
is appropriate for intervention funciton: Incentivisation
comment: Arrange for reward following the behavior in one situation but not in another (includes ‘Discrimination training’) Note: also code one of 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self- reward; 10.10, Reward (outcome)
comment: Examples: Arrange reward for eating at mealtimes but not between meals

Social comparison
type: NamedIndividual
type: BehaviourChangeTechnique
type: Comparison of behavior
is appropriate for intervention funciton: Persuasion
comment: Draw attention to others’ performance to allow comparison with the person’s own performance Note: being in a group setting does not necessarily mean that social comparison is actually taking place
comment: Examples: Show the doctor the proportion of patients who were prescribed antibiotics for a common cold by other doctors and compare with their own data

Social incentive
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
comment: Examples: Inform that they will be congratulated for each day they eat a reduced fat diet
comment: Inform that a verbal or non-verbal reward will be delivered if and only if there has been effort and/or progress in performing the behavior (includes ‘Positive reinforcement’) Note: if incentive is material, code 10.1, Material incentive (behavior), if unspecified code 10.6, Non-specific incentive, and not 10.5, Social incentive; if incentive is for outcome code 10.8, Incentive (outcome). If reward is delivered also code one of: 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self-reward; 10.10, Reward (outcome)

Social reward
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
is appropriate for intervention funciton: Incentivisation
comment: Arrange verbal or non-verbal reward if and only if there has been effort and/or progress in performing the behavior (includes ‘Positive reinforcement’) Note: if reward is material, code 10.2, Material reward (behavior), if unspecified code 10.3, Non-specific reward, and not 10.4, Social reward; if reward is for outcome code 10.10, Reward (outcome). If informed of reward in advance of rewarded behaviour, also code one of: 10.1, Material incentive (behaviour); 10.5, Social incentive; 10.6, Non-specific incentive; 10.7, Self-incentive; 10.8, Incentive (outcome)
comment: Examples: Congratulate the person for each day they eat a reduced fat diet

Valued self-identify
type: NamedIndividual
type: BehaviourChangeTechnique
type: Identity
is appropriate for intervention funciton: Enablement
comment: Advise the person to write or complete rating scales about a cherished value or personal strength as a means of affirming the person’s identity as part of a behavior change strategy (includes ‘Self- affirmation’)
comment: Examples: Advise the person to write about their personal strengths before they receive a message advocating the behavior change

Verbal persuasion about capability
type: NamedIndividual
type: BehaviourChangeTechnique
type: Self-belief
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Persuasion
comment: Examples: Tell the person that they can successfully increase their physical activity, despite their recent heart attack.
comment: Tell the person that they can successfully perform the wanted behavior, arguing against self-doubts and asserting that they can and will succeed

Vicarious consequences
type: NamedIndividual
type: BehaviourChangeTechnique
type: Covert learning
is appropriate for intervention funciton: Enablement
comment: Examples: Draw attention to the positive comments other staff get when they disinfect their hands regularly
comment: Prompt observation of the consequences (including rewards and punishments) for others when they perform the behaviour Note: if observation of health consequences, also code 5.1, Information about health consequences; if of emotional consequences, also code 5.6, Information about emotional consequences, if of social, environmental or unspecified consequences, also code 5.3, Information about social and environmental consequences

Feedback on outcome(s) of behavior
type: NamedIndividual
type: BehaviourChangeTechnique
type: Feedback and monitoring
is most appropriate for intervention function: Coercion
is most appropriate for intervention function: Education
is most appropriate for intervention function: Incentivisation
is most appropriate for intervention function: Persuasion
is most appropriate for intervention function: Training
comment: Examples: Inform the person of how much weight they have lost following the implementation of a new exercise regime
comment: Monitor and provide feedback on the outcome of performance of the behaviour Note: if Biofeedback, code only 2.6, Biofeedback and not 2.7, Feedback on outcome(s) of behaviour; if feedback is on behaviour code 2.2, Feedback on behaviour; if there is no clear evidence that feedback was given code 2.5, Monitoring outcome(s) of behaviour by others without feedback; i ffeedback on behaviour is evaluative e.g. praise, also code 10.4, Social reward

Goal setting (behavior)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is most appropriate for intervention function: Enablement
comment: Examples: Agree on a daily walking goal (e.g. 3 miles) with the person and reach agreement about the goal Set the goal of eating 5 pieces of fruit per day as specified in public health guidelines
comment: Set or agree a goal defined in terms of the behaviour to be achieved. Note: only code g goal-setting if there is sufficient evidence that goal set as part of intervention; if goal unspecified or a behavioural outcome, code 1.3, Goal setting (outcome); if the goal defines a specific context, frequency, duration or intensity for the behaviour, also code 1.4, Action planning

Goal setting (outcome)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is most appropriate for intervention function: Enablement
comment: Examples: Set a weight loss goal (e.g. 0.5 kilogram over one week) as an outcome of changed eating patterns
comment: Set or agree a goal defined in terms of a positive outcome of wanted behaviour Note: only code guidelines if set as a goal in an intervention context; if goal is a behaviour, code 1.1, Goal setting (behaviour); if goal unspecified code 1.3, Goal setting (outcome)

Incentive (outcome)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
is appropriate for intervention funciton: Incentivisation
comment: Examples: Inform the person that they will receive money if and only if a certain amount of weight is lost
comment: Inform that a reward will be delivered if and only if there has been effort and/or progress in achieving the behavioural outcome (includes ‘Positive reinforcement’) Note: this includes social, material, self- and non-specific incentives for outcome; if incentive is for the behavior code 10.5, Social incentive, 10.1, Material incentive (behavior), 10.6, Non-specific incentive or 10.7, Self-incentive and not 10.8, Incentive (outcome). If reward is delivered also code one of: 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self-reward; 10.10, Reward (outcome)

Information about others' approval
type: NamedIndividual
type: BehaviourChangeTechnique
type: Comparison of behavior
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: Persuasion
comment: Examples: Tell the staff at the hospital ward that staff at all other wards approve of washing their hands according to the guidelines
comment: Provide information about what other people think about the behavior. The information clarifies whether others will like, approve or disapprove of what the person is doing or will do

Material incentive (behavior)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
comment: Examples: Inform that a financial payment will be made each month in pregnancy that the woman has not smoked
comment: Inform that money, vouchers or other valued objects will be delivered if and only if there has been effort and/or progress in performing the behavior (includes ‘Positive reinforcement’) Note: if incentive is social, code 10.5, Social incentive if unspecified code 10.6, Non-specific incentive, and not 10.1, Material incentive (behavior); if incentive is for outcome, code 10.8, Incentive (outcome). If reward is delivered also code one of: 10.2, Material reward (behavior); 10.3, Non-specific reward; 10.4, Social reward, 10.9, Self-reward; 10.10, Reward (outcome)

Material reward (behavior)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
is appropriate for intervention funciton: Incentivisation
comment: Arrange for the delivery of money, vouchers or other valued objects if and only if there has been effort and/or progress in performing the behavior (includes ‘Positive reinforcement’) Note: If reward is social, code 10.4, Social reward, if unspecified code 10.3, Non- specific reward, and not 10.1, Material reward (behavior); if reward is for outcome, code 10.10, Reward (outcome). If informed of reward in advance of rewarded behaviour, also code one of: 10.1, Material incentive (behaviour); 10.5, Social incentive; 10.6, Non-specific incentive; 10.7, Self-incentive; 10.8, Incentive (outcome)
comment: Examples: Arrange for the person to receive money that would have been spent on cigarettes if and only if the smoker has not smoked for one month

Monitoring of outcome(s) of behavior without feedback
type: NamedIndividual
type: BehaviourChangeTechnique
type: Feedback and monitoring
is most appropriate for intervention function: Coercion
is most appropriate for intervention function: Incentivisation
comment: Examples: Record blood pressure, blood glucose, weight loss, or physical fitness
comment: Observe or record outcomes of behaviour with the person's knowledge as part of a behaviour change strategy Note: if monitoring is part of a data collection procedure rather than a strategy aimed at changing behaviour, do not code; if feedback given, code only 2.7, Feedback on outcome(s) of behaviour; if monitoring behaviour code 2.1, Monitoring of behaviour by others without feedback; if self-monitoring outcome(s), code 2.4, Self-monitoring of outcome(s) of behaviour

Review behavior goal(s)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is most appropriate for intervention function: Enablement
comment: Examples: Examine how well a person’s performance corresponds to agreed goals e.g. whether they consumed less than one unit of alcohol per day, and consider modifying future behavioral goals accordingly e.g. by increasing or decreasing alcohol target or changing type of alcohol consumed
comment: Review behaviour goal(s) jointly with the person and consider modifying goal(s) or behaviour change strategy in light of achievement. This may lead to re-setting the same goal, a small change in that goal or setting a new goal instead of (or in addition to) the first, or no change Note: if goal specified in terms of behaviour, code 1.5, Review behaviour goal(s), if goal unspecified, code 1.7, Review outcome goal(s); if discrepancy created consider also 1.6, Discrepancy between current behaviour and goal

Review outcome goal(s)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Goals and planning
is most appropriate for intervention function: Enablement
comment: Examples: Examine how much weight has been lost and consider modifying outcome goal(s) accordingly e.g., by increasing or decreasing subsequent weight loss targets
comment: Review outcome goal(s) jointly with the person and consider modifying goal(s) in light of achievement. This may lead to re-setting the same goal, a small change in that goal or setting a new goal instead of, or in addition to the first Note: if goal specified in terms of behaviour, code 1.5, Review behaviour goal(s), if goal unspecified, code 1.7, Review outcome goal(s); if discrepancy created consider also 1.6, Discrepancy between current behaviour and goal

Reward (outcome)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Reward and threat
comment: Arrange for the delivery of a reward if and only if there has been effort and/or progress in achieving the behavioral outcome (includes ‘Positive reinforcement’) Note: this includes social, material, self- and non-specific rewards for outcome; if reward is for the behavior code 10.4, Social reward, 10.2, Material reward (behavior), 10.3, Non-specific reward or 10.9, Self-reward and not 10.10, Reward (outcome). If informed of reward in advance of rewarded behaviour, also code one of: 10.1, Material incentive (behaviour); 10.5, Social incentive; 10.6, Non-specific incentive; 10.7, Self- incentive; 10.8, Incentive (outcome)
comment: Examples: Arrange for the person to receive money if and only if a certain amount of weight is lost

Self-monitoring of outcome(s) of behaviour
type: NamedIndividual
type: BehaviourChangeTechnique
type: Feedback and monitoring
is appropriate for intervention funciton: Coercion
is appropriate for intervention funciton: Education
is appropriate for intervention funciton: Enablement
is appropriate for intervention funciton: Incentivisation
is appropriate for intervention funciton: Training
comment: Establish a method for the person to monitor and record the outcome(s) of their behaviour as part of a behaviour change strategy Note: if monitoring is part of a data collection procedure rather than a strategy aimed at changing behaviour, do not code ; if monitoring behaviour, code 2.3, Self-monitoring of behaviour; if monitoring is by someone else (without feedback), code 2.5, Monitoring outcome(s) of behaviour by others without feedback
comment: Examples: Ask the person to weigh themselves at the end of each day, over a two week period, and record their daily weight on a graph to increase exercise behaviors

Social support (emotional)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Social support
is appropriate for intervention funciton: Enablement
comment: Advise on, arrange, or provide emotional social support (e.g. from friends, relatives, colleagues, 'buddies' or staff) for performance of the behaviour Note: if practical, code 3.2, Social support (practical); if unspecified, code 3.1, Social support (unspecified)
comment: Examples: Ask the patient to take a partner or friend with them to their colonoscopy appointment

Social support (practical)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Social support
is most appropriate for intervention function: Enablement
comment: Advise on, arrange, or provide practical help (e.g. from friends, relatives, colleagues, 'buddies' or staff) for performance of the behaviour Note: if emotional, code 3.3, Social support (emotional); if general or unspecified, code 3.1, Social support (unspecified) If only restructuring the physical environment or adding objects to the environment, code 12.1, Restructuring the physical environment or 12.5, Adding objects to the environment; attending a group or class and/or mention of follow-up' does not necessarily apply this BCT, support must be explicitly mentioned.
comment: Examples: Ask the partner of the patient to put their tablet on the breakfast tray so that the patient remembers to take it

Social support (unspecified)
type: NamedIndividual
type: BehaviourChangeTechnique
type: Social support
is most appropriate for intervention function: Enablement
comment: Advise on, arrange or provide social support (e.g. from friends, relatives, colleagues,' buddies' or staff) or non-contingent praise or reward for performance of the behaviour. It includes encouragement and counselling, but only when it is directed at the behaviour Note: attending a group class and/ or mention of 'follow-up' does not necessarily apply this BCT, support must be explicitly mentioned; if practical, code 3.2, Social support (practical); if emotional, code 3.3, Social support (emotional) (includes 'Motivational interviewing' and 'Cognitive Behavioural Therapy')
comment: Examples: Advise the person to call a ‘buddy’ when they experience an urge to smoke Arrange for a housemate to encourage continuation with the behavior change programme Give information about a self- help group that offers support for the behaviour

AgeObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: BeliefsAboutCapability
has relevant TDF: Knowledge
has relevant TDF: Optimism
has relevant TDF: PhysicalSkill
comment: Feels "too old" to perform activity.

AutomaticMotivation
type: NamedIndividual
type: COMBConstruct
type: Construct
type: Motivation
is related to TDF: Emotion
is related to TDF: Reinforcement
comment: Processes involving wants and needs, desires, impulses and reflex responses

BehaviouralRegulation
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Education
has effective intervention function: Enablement
has effective intervention function: Modelling
has effective intervention function: Training
is related to COMB: PsychologicalCapability
comment: Anything aimed at managing or changing objectively observed or measured actions

BeliefsAboutCapability
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Education
has effective intervention function: Enablement
has effective intervention function: Modelling
has effective intervention function: Persuasion
is related to COMB: ReflectiveMotivation
comment: Acceptance of the truth, reality, or validity about an ability, talent, or facility that a person can put to constructive use

BeliefsAboutConsequences
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Education
has effective intervention function: Modelling
has effective intervention function: Persuasion
is related to COMB: ReflectiveMotivation
comment: Acceptance of the truth, reality, or validity about outcomes of a behaviour in a given situation

Coercion
type: NamedIndividual
type: InterventionFuction
has common BCT: Anticipated regret
has common BCT: Behavior cost
has common BCT: Behavioral contract
has common BCT: Biofeedback
has common BCT: Commitment
has common BCT: Discrepancy between current behavior and goal
has common BCT: Future punishment
has common BCT: Imaginary punishment
has common BCT: Incompatible beliefs
has common BCT: Punishment
has common BCT: Remove access to the reward
has common BCT: Remove reward
has common BCT: Self-monitoring of outcome(s) of behaviour
has most common BCT: Feedback on behaviour
has most common BCT: Monitoring of behavior by others without feedback
has most common BCT: Self-monitoring of behaviour
has most common BCT: Feedback on outcome(s) of behavior
has most common BCT: Monitoring of outcome(s) of behavior without feedback
is effective for TDF domain: Emotion
is effective for TDF domain: Goals
is effective for TDF domain: Intentions
is effective for TDF domain: Reinforcement
comment: Creating an expectation of punishment or cost.

CognitiveInterpersonalSkills
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Training
is related to COMB: PsychologicalCapability
comment: Cognitive or interpersonal abilities or proficiencies acquired through practice

ConfidenceObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: BeliefsAboutCapability
has relevant TDF: Emotion
has relevant TDF: Knowledge
has relevant TDF: Optimism
has relevant TDF: PhysicalSkill
comment: Lacks confidence in ability to perform activity.

ConvenienceObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: BehaviouralRegulation
has relevant TDF: BeliefsAboutConsequences
has relevant TDF: Environmental Context and Resources
has relevant TDF: Goals
has relevant TDF: Reinforcement
comment: Feels that activity is too inconvenient. Having time to do the activity is not an issue (see TimeObstacle).

EMAM1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: AutomaticMotivation
is specific to goal: ExerciseMore
assessment item examples: • Learn how to feel more of a sense of pleasure or satisfaction from exercising.
assessment item ID: EMAM1
assessment item text: It would help if I could increase my drive or desire to be more active.
comment: It would help if I could increase my drive or desire to be more active.

EMAM2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: AutomaticMotivation
is specific to goal: ExerciseMore
assessment item examples: • Learn how to care more about the negative consequences of not exercising regularly.
assessment item ID: EMAM2
assessment item text: It would help if I could make being active feel more important to me.
comment: It would help if I could make being active feel more important to me.

EMAM3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: AutomaticMotivation
is specific to goal: ExerciseMore
assessment item examples: • Get into a pattern of exercising regularly without having to think about it.
assessment item ID: EMAM3
assessment item text: It would help if I could develop a habit of being physically active.
comment: It would help if I could develop a habit of being physically active.

EMPO1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalOpportunity
is specific to goal: ExerciseMore
assessment item examples: • Learn how to create time in my day for physical exercise. • Learn how to fit physical exercise into my busy schedule.
assessment item ID: EMPO1
assessment item text: It would help if I had more time to be active.
comment: It would help if I had more time to be active.

EMPO2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalOpportunity
is specific to goal: ExerciseMore
assessment item examples: • Learn how to be physically active with the equipment and clothing that I have. • Learn how I can get more exercise without spending money.
assessment item ID: EMPO2
assessment item text: It would help if I had better equipment to exercise with.
comment: It would help if I had better equipment to exercise with.

EMPO3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalOpportunity
is specific to goal: ExerciseMore
assessment item examples: • Learn where to go to exercise. • Learn how to be active at home and at work.
assessment item ID: EMPO3
assessment item text: It would help if I had more places where I could be active.
comment: It would help if I had more places where I could be active.

EMPhC1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalCapability
is specific to goal: ExerciseMore
assessment item examples: • Learn what counts as physical activity. • Learn different types of exercises.
assessment item ID: EMPhC1
assessment item text: It would help if I knew more ways to be physically active.
comment: It would help if I knew more ways to be physically active.

EMPhC2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalCapability
is specific to goal: ExerciseMore
assessment item examples: • Learn how to properly start walking or running regularly. • Learn how to safely do physical activities.
assessment item ID: EMPhC2
assessment item text: It would help if I learned how to properly perform different physical activities.
comment: It would help if I learned how to properly perform different physical activities.

EMPhC3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalCapability
is specific to goal: ExerciseMore
assessment item examples: • Learn how to build up strength and endurance for physical activity.
assessment item ID: EMPhC3
assessment item text: It would help if I increased my physical strength and stamina.
comment: It would help if I increased my physical strength and stamina.

EMPsC1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PsychologicalCapability
is specific to goal: ExerciseMore
assessment item examples: • Have a better understanding of the benefits of exercise and the risks of not being regularly active.
assessment item ID: EMPsC1
assessment item text: It would help if I knew more about why physical activity is important.
comment: It would help if I knew more about why physical activity is important.

EMPsC2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PsychologicalCapability
is specific to goal: ExerciseMore
assessment item examples: • Learn more about the “proper mindset” to get regular physical exercise. • Learn how to concentrate on my goals of being more active.
assessment item ID: EMPsC2
assessment item text: It would help if I changed the way I thought about exercise and being active.
comment: It would help if I changed the way I thought about exercise and being active.

EMPsC3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PsychologicalCapability
is specific to goal: ExerciseMore
assessment item examples: • Learn how to reduce unwanted urges or feelings about physical exercise. • Learn how exercise regularly even when life is stressful.
assessment item ID: EMPsC3
assessment item text: It would help if I improved my mental strength and stamina.
comment: It would help if I improved my mental strength and stamina.

EMRM1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: ReflectiveMotivation
is specific to goal: ExerciseMore
assessment item examples: • Learn how to weigh the pros and cons of exercising.
assessment item ID: EMRM1
assessment item text: It would help if could focus more on the reasons to change and not on what is keeping me from changing.
comment: It would help if could focus more on the reasons to change and not on what is keeping me from changing.

EMRM2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: ReflectiveMotivation
is specific to goal: ExerciseMore
assessment item examples: • Make clear and thought out plans for exercising more.
assessment item ID: EMRM2
assessment item text: It would help if I had better plans for being more active.
comment: It would help if I had better plans for being more active.

EMRM3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: ReflectiveMotivation
is specific to goal: ExerciseMore
assessment item examples: • Become more confident in my ability to exercise regularly.
assessment item ID: EMRM3
assessment item text: It would help if I had more self-confidence in my ability to be more active.
comment: It would help if I had more self-confidence in my ability to be more active.

EMSO1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: SocialOpportunity
is specific to goal: ExerciseMore
assessment item examples: • Have regular reminders to exercise at strategic times. • Learn how to change my home and work environment to support exercising more.
assessment item ID: EMSO1
assessment item text: It would help if I had more cues to encourage me to exercise.
comment: It would help if I had more cues to encourage me to exercise.

EMSO2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: SocialOpportunity
is specific to goal: ExerciseMore
assessment item examples: • Find groups or teams who have similar exercise goals as me.
assessment item ID: EMSO2
assessment item text: It would help if I had more people around me who were physically active.
comment: It would help if I had more people around me who were physically active.

EMSO3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: SocialOpportunity
is specific to goal: ExerciseMore
assessment item examples: • Learn how to have my friends and family help me reach my exercise goals.
assessment item ID: EMSO3
assessment item text: It would help if I had more people around me supporting my goals.
comment: It would help if I had more people around me supporting my goals.

Education
type: NamedIndividual
type: InterventionFuction
has common BCT: Behavioral experiments
has common BCT: Biofeedback
has common BCT: Cue signalling reward
has common BCT: Information about antecedents
has common BCT: Information about emotional consequences
has common BCT: Re-attribution
has common BCT: Satiation
has common BCT: Information about others' approval
has common BCT: Self-monitoring of outcome(s) of behaviour
has most common BCT: Feedback on behaviour
has most common BCT: Information about health consequences
has most common BCT: Information about social and environmental consequences
has most common BCT: Prompts-cues
has most common BCT: Self-monitoring of behaviour
has most common BCT: Feedback on outcome(s) of behavior
is effective for TDF domain: BehaviouralRegulation
is effective for TDF domain: BeliefsAboutCapability
is effective for TDF domain: BeliefsAboutConsequences
is effective for TDF domain: Goals
is effective for TDF domain: Intentions
is effective for TDF domain: Knowledge
is effective for TDF domain: Optimism
is effective for TDF domain: Professional/Social Role and Identity
comment: Increasing knowledge or understanding.

Emotion
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Coercion
has effective intervention function: Enablement
has effective intervention function: Incentivisation
has effective intervention function: Modelling
has effective intervention function: Persuasion
is related to COMB: AutomaticMotivation
comment: A complex reaction pattern, involving experiential, behavioral, and physiological elements, by which the individual attempts to deal with a personally significant matter or event

Enablement
type: NamedIndividual
type: InterventionFuction
has common BCT: Anticipated regret
has common BCT: Avoidance-reducing exposure to cues for the behavior
has common BCT: Behavior substitution
has common BCT: Behavioral contract
has common BCT: Behavioral experiments
has common BCT: Body changes
has common BCT: Commitment
has common BCT: Comparative imagining of future outcomes
has common BCT: Conserving mental resources
has common BCT: Discrepancy between current behavior and goal
has common BCT: Distraction
has common BCT: Focus on past success
has common BCT: Framing-reframing
has common BCT: Generalisation of target behavior
has common BCT: Graded tasks
has common BCT: Identification of self as role model
has common BCT: Identity associated with changed behavior
has common BCT: Imaginary punishment
has common BCT: Imaginary reward
has common BCT: Incompatible beliefs
has common BCT: Mental rehearsal of successful performance
has common BCT: Monitoring of emotional consequences
has common BCT: Overcorrection
has common BCT: Pharmacological support
has common BCT: Pros and cons
has common BCT: Reduce negative emotions
has common BCT: Restructuring the social environment
has common BCT: Salience of consequences
has common BCT: Self-reward
has common BCT: Self-talk
has common BCT: Valued self-identify
has common BCT: Verbal persuasion about capability
has common BCT: Vicarious consequences
has common BCT: Self-monitoring of outcome(s) of behaviour
has common BCT: Social support (emotional)
has most common BCT: Action planning
has most common BCT: Adding objects to the environment
has most common BCT: Problem solving
has most common BCT: Restructuring the physical environment
has most common BCT: Self-monitoring of behaviour
has most common BCT: Goal setting (behavior)
has most common BCT: Goal setting (outcome)
has most common BCT: Review behavior goal(s)
has most common BCT: Review outcome goal(s)
has most common BCT: Social support (practical)
has most common BCT: Social support (unspecified)
is effective for TDF domain: BehaviouralRegulation
is effective for TDF domain: BeliefsAboutCapability
is effective for TDF domain: Emotion
is effective for TDF domain: Environmental Context and Resources
is effective for TDF domain: Goals
is effective for TDF domain: Memory, Attention, and Decision Processes
is effective for TDF domain: Optimism
is effective for TDF domain: SocialInfluences
comment: Increasing means/reducing barriers to increase capability (beyond education and training) or opportunity (beyond environmental restructuring). E.g. Behavioural support for smoking cessation, medication for cognitive deficits, surgery to reduce obesity, prostheses to promote physical activity.

EnergyObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: Environmental Context and Resources
has relevant TDF: Goals
has relevant TDF: PhysicalSkill
comment: Does not have the energy to perform activity.

EnjoymentObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: Emotion
has relevant TDF: Environmental Context and Resources
has relevant TDF: Goals
has relevant TDF: Intentions
has relevant TDF: Reinforcement
comment: Feels that activity is unenjoyable or boring.

Environmental Context and Resources
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Enablement
has effective intervention function: EnvironmentalRestructuring
has effective intervention function: Restriction
has effective intervention function: Training
is related to COMB: PhysicalOpportunity
comment: Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence, and adaptive behavior

EnvironmentalRestructuring
type: NamedIndividual
type: InterventionFuction
has common BCT: Associative learning
has common BCT: Cue signalling reward
has common BCT: Exposure
has common BCT: Reduce prompts-cues
has common BCT: Remove access to the reward
has common BCT: Remove aversive stimulus
has common BCT: Restructuring the social environment
has common BCT: Satiation
has most common BCT: Adding objects to the environment
has most common BCT: Prompts-cues
has most common BCT: Restructuring the physical environment
is effective for TDF domain: Environmental Context and Resources
is effective for TDF domain: Memory, Attention, and Decision Processes
is effective for TDF domain: Reinforcement
is effective for TDF domain: SocialInfluences
comment: Changing the physical or social context.

Goals
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Coercion
has effective intervention function: Education
has effective intervention function: Enablement
has effective intervention function: Incentivisation
has effective intervention function: Modelling
has effective intervention function: Persuasion
is related to COMB: ReflectiveMotivation
comment: Mental representation of outcomes or end states that an individual wants to achieve

"Be Active!" Quiz
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: "Be Active!" Quiz
item text: Take the Public Health Agency of Canada "Be Active!" quiz.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: http://www.phac-aspc.gc.ca/app/pag-gap/facebook/beactive/
comment: Take the Public Health Agency of Canada "Be Active!" quiz.

Sodium Content of Some Common Foods
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavioral experiments
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 52
item name: Sodium Content of Some Common Foods
item text: Sodium Content of Some Common Foods Spend a few minutes looking at the chart on the linked page. Itlists how much sodium can be found in some foods and, can help you to choose foods that are lower in sodium. Are you surprised by the amount of sodium in any of the listed foods?
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: http://www.dietitians.ca/getattachment/ff62244f-1300-4ba5-bebd-208c3db61adc/FACTSHEET-Food-Sources-of-Sodium.pdf.aspx
comment: Sodium Content of Some Common Foods Spend a few minutes looking at the chart on the linked page. Itlists how much sodium can be found in some foods and, can help you to choose foods that are lower in sodium. Are you surprised by the amount of sodium in any of the listed foods?

Hypertension Canada Sodium Quiz
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: Hypertension Canada Sodium Quiz
item text: How much do you know about sodium and your health? Take the quiz and discover if you’re sodium savvy!
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: https://www.hypertension.ca/images/2014_EducationalResources/2014_SodiumQuizPaper_P1021_EN.pdf
comment: How much do you know about sodium and your health? Take the quiz and discover if you’re sodium savvy!

Sodium101 Video
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 52
item name: Sodium101 Video
item text: Watch this short 3-minute video from the Canadian Stroke Network on how you can take control of your daily sodium intake.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: https://www.youtube.com/watch
comment: Watch this short 3-minute video from the Canadian Stroke Network on how you can take control of your daily sodium intake.

Sodium Detector
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: Sodium Detector
item text: Learn how much sodium is in the foods that you eat. Use the Sodium Interactive Tool to find out how much sodium is in processed foods, ingredients high in sodium that are added during cooking and at the table, and foods with naturally occurring sodium.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: http://www.healthycanadians.gc.ca/eating-nutrition/healthy-eating-saine-alimentation/nutrients-nutriments/sodium/detector-depisteur-eng.php
comment: Learn how much sodium is in the foods that you eat. Use the Sodium Interactive Tool to find out how much sodium is in processed foods, ingredients high in sodium that are added during cooking and at the table, and foods with naturally occurring sodium.

Create a personalized food guide
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Prompts-cues
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 52
item name: Create a personalized food guide
item text: My Food Guide is an interactive tool that customizes Canada's Food Guide just for you. Follow the link to the site and create your personalized guide. It takes about five minutes. You can then print it and stick it on your fridge for quick and easy reference!
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: http://www.healthycanadians.gc.ca/eating-nutrition/healthy-eating-saine-alimentation/food-guide-aliment/my-guide-mon-guide/mfg_p1-eng.php
comment: My Food Guide is an interactive tool that customizes Canada's Food Guide just for you. Follow the link to the site and create your personalized guide. It takes about five minutes. You can then print it and stick it on your fridge for quick and easy reference!

Nearby Gyms
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 6
appropriate for physical opportunity: 6
appropriate for psychological capability: 6
appropriate for reflective motivation: 6
appropriate for social opportunity: 6
can repeat: 52
item name: Nearby Gyms
item text: Joining a gym can encourage people to become more regularly active. Gyms can be a great place to learn new ways to be active, and professionals are available to offer advice on fitness and exercise. Have you considered joining a gym? Why or why not? Try searching online for gyms near you.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: https://www.google.ca/
comment: Joining a gym can encourage people to become more regularly active. Gyms can be a great place to learn new ways to be active, and professionals are available to offer advice on fitness and exercise. Have you considered joining a gym? Why or why not? Try searching online for gyms near you.

Resources
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 8
item name: Resources
item text: Take 15 minutes to look through your Resources! Find an interesting resource and read or explore the content.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: <<internal link to Resources>>
comment: Take 15 minutes to look through your Resources! Find an interesting resource and read or explore the content.

Resources
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 8
item name: Resources
item text: Take 15 minutes to look through your Resources! Find an interesting resource and read or explore the content.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: <<internal link to Resources>>
comment: Take 15 minutes to look through your Resources! Find an interesting resource and read or explore the content.

Healthy Snack
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 6
appropriate for physical opportunity: 6
appropriate for psychological capability: 6
appropriate for reflective motivation: 6
appropriate for social opportunity: 6
can repeat: 4
item name: Healthy Snack
item text: Pick up a healthy snack! Head to http://www.cookspiration.com and use the site to look up dietician-approved snack ideas. Is there something that you can add to your next grocery list?
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.cookspiration.com
comment: Pick up a healthy snack! Head to http://www.cookspiration.com and use the site to look up dietician-approved snack ideas. Is there something that you can add to your next grocery list?

Healthy Meal
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 6
appropriate for physical opportunity: 6
appropriate for psychological capability: 6
appropriate for reflective motivation: 6
appropriate for social opportunity: 6
can repeat: 4
item name: Healthy Meal
item text: Plan a healthy meal sometime this week! Head to http://www.cookspiration.com and use the site to look up dietician-approved meal ideas. Is there something that you can make at home this week?
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.cookspiration.com
comment: Plan a healthy meal sometime this week! Head to http://www.cookspiration.com and use the site to look up dietician-approved meal ideas. Is there something that you can make at home this week?

Physical Activity Tips for Adults
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: Physical Activity Tips for Adults
item text: Read the Public Health Agency of Canada's "Physical activity tips for older adults".
maximum user age: 64
minimum user age: 18
provide journal: false
provide link: true
source URL: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/07paap-eng.php
comment: Read the Public Health Agency of Canada's "Physical activity tips for older adults".

Healthy Meal
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 6
appropriate for physical opportunity: 6
appropriate for psychological capability: 6
appropriate for reflective motivation: 6
appropriate for social opportunity: 6
can repeat: 4
item name: Healthy Meal
item text: Plan a healthy meal sometime this week! Follow the link to find healhty recipes for every season, submitted by other Canadians. Is there something that you can make at home this week?
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/eat-well-recipes.html
comment: Plan a healthy meal sometime this week! Follow the link to find healhty recipes for every season, submitted by other Canadians. Is there something that you can make at home this week?

Physical Activity Tips for Older Adults
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: Physical Activity Tips for Older Adults
item text: Read the Public Health Agency of Canada's "Physical activity tips for adults".
maximum user age: 120
minimum user age: 65
provide journal: false
provide link: true
source URL: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/08paap-eng.php
comment: Read the Public Health Agency of Canada's "Physical activity tips for adults".

23 and 1/2 Hours
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: 23 and 1/2 Hours
item text: "23 and 1/2 hours: What is the single best thing we can do for our health?" Watch this 10 minute video by Dr. Mike Evans about the benefits of walking!
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: https://www.youtube.com/watch
comment: "23 and 1/2 hours: What is the single best thing we can do for our health?" Watch this 10 minute video by Dr. Mike Evans about the benefits of walking!

Head & Stoke Walkabout Video
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Social support (unspecified)
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 52
item name: Head & Stoke Walkabout Video
item text: Watch this 5 minute video from Heart & Stroke Walkabout about walking groups. Do you know of any walking groups in your area? Maybe you and your friends or coworkers could start one!
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: https://www.youtube.com/watch
comment: Watch this 5 minute video from Heart & Stroke Walkabout about walking groups. Do you know of any walking groups in your area? Maybe you and your friends or coworkers could start one!

CSEP Guidelines
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 52
item name: CSEP Guidelines
item text: Read "Canadian Physical Activity Guidelines" from the Canadian Society for Exercise Physiology
maximum user age: 64
minimum user age: 18
provide journal: false
provide link: true
source URL: http://csep.ca/CMFiles/Guidelines/CSEP_PAGuidelines_adults_en.pdf
comment: Read "Canadian Physical Activity Guidelines" from the Canadian Society for Exercise Physiology

CSEP Guidelines
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 52
item name: CSEP Guidelines
item text: Read "Canadian Physical Activity Guidelines" from the Canadian Society for Exercise Physiology
maximum user age: 120
minimum user age: 65
provide journal: false
provide link: true
source URL: http://csep.ca/CMFiles/Guidelines/CSEP_PAGuidelines_older-adults_en.pdf
comment: Read "Canadian Physical Activity Guidelines" from the Canadian Society for Exercise Physiology

Video: Sodium in your diet and how to use %DV
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: Video: Sodium in your diet and how to use %DV
item text: Click the link and watch the short video "Amanda discusses sodium in your diet and how to use %DV". It is the last video listed on the page.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: http://www.dietitians.ca/Your-Health/Videos/Videos-2013.aspx
comment: Click the link and watch the short video "Amanda discusses sodium in your diet and how to use %DV". It is the last video listed on the page.

Video: Impact of sodium on your health
type: NamedIndividual
type: InterventionItem
type: Task
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 52
item name: Video: Impact of sodium on your health
item text: Click the link and watch the short video "Amanda explains the impact of sodium on health and how to decrease your intake".
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: http://www.dietitians.ca/Your-Health/Videos/Videos-2012.aspx
comment: Click the link and watch the short video "Amanda explains the impact of sodium on health and how to decrease your intake".

Incentivisation
type: NamedIndividual
type: InterventionFuction
has common BCT: Behavioral contract
has common BCT: Biofeedback
has common BCT: Commitment
has common BCT: Cue signalling reward
has common BCT: Discrepancy between current behavior and goal
has common BCT: Imaginary reward
has common BCT: Non-specific reward
has common BCT: Paradoxical instructions
has common BCT: Reduce reward frequency
has common BCT: Remove aversive stimulus
has common BCT: Remove punishment
has common BCT: Reward alternative behavior
has common BCT: Reward approximation
has common BCT: Reward incompatible behavior
has common BCT: Rewarding completion
has common BCT: Self-reward
has common BCT: Situation-specific reward
has common BCT: Social reward
has common BCT: Incentive (outcome)
has common BCT: Material reward (behavior)
has common BCT: Self-monitoring of outcome(s) of behaviour
has most common BCT: Feedback on behaviour
has most common BCT: Monitoring of behavior by others without feedback
has most common BCT: Self-monitoring of behaviour
has most common BCT: Feedback on outcome(s) of behavior
has most common BCT: Monitoring of outcome(s) of behavior without feedback
is effective for TDF domain: Emotion
is effective for TDF domain: Goals
is effective for TDF domain: Intentions
is effective for TDF domain: Reinforcement
comment: Creating an expectation of reward.

InjuryObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: BeliefsAboutCapability
has relevant TDF: Environmental Context and Resources
has relevant TDF: Knowledge
has relevant TDF: Optimism
has relevant TDF: PhysicalSkill
comment: Unable to perform activity due to injury, or fears future/repeat injury.

Intentions
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Coercion
has effective intervention function: Education
has effective intervention function: Incentivisation
has effective intervention function: Modelling
has effective intervention function: Persuasion
is related to COMB: ReflectiveMotivation
comment: A conscious decision to perform a behavior or a resolve to act in a certain way

Knowledge
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Education
is related to COMB: PsychologicalCapability
comment: An awareness of the existence of something

LocationObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: Environmental Context and Resources
comment: Feels they do not have somewhere sto perform activity.

Memory, Attention, and Decision Processes
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Enablement
has effective intervention function: EnvironmentalRestructuring
has effective intervention function: Training
is related to COMB: PsychologicalCapability
comment: The ability to retain information, focus selectively on aspects of the environment, and choose between two or more alternatives

Modelling
type: NamedIndividual
type: InterventionFuction
has most common BCT: Demonstration of the behavior
is effective for TDF domain: BehaviouralRegulation
is effective for TDF domain: BeliefsAboutCapability
is effective for TDF domain: BeliefsAboutConsequences
is effective for TDF domain: Emotion
is effective for TDF domain: Goals
is effective for TDF domain: Intentions
is effective for TDF domain: Optimism
is effective for TDF domain: Professional/Social Role and Identity
is effective for TDF domain: SocialInfluences
comment: Providing an example for pepole to aspire to or imitate.

MoneyObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: Environmental Context and Resources
has relevant TDF: Knowledge
comment: Feels activity is too expensive.

MotivationObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: BeliefsAboutConsequences
has relevant TDF: Emotion
has relevant TDF: Goals
has relevant TDF: Intentions
has relevant TDF: Reinforcement
has relevant TDF: SocialInfluences
comment: Does not have motivation to perform activity.

WalkaboutNS Time Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Time Tip
item text: Make appointments for walking just like you would anything else. Remember that every 10 minute chunk of walking counts! Walking clears your mind and helps you to be more productive, so walking can save time in the end.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Make appointments for walking just like you would anything else. Remember that every 10 minute chunk of walking counts! Walking clears your mind and helps you to be more productive, so walking can save time in the end.

PHAC Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: PHAC Tip
item text: Is physical activity safe for everyone? The recommended level of physical activity applies to all adults aged 65 years and older who do not have a suspected or diagnosed medical condition. Consult a health professional if you are unsure about the types and amounts of physical activity most appropriate for you.
maximum user age: 120
minimum user age: 65
provide journal: false
provide link: false
source URL: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/index-eng.php
comment: Is physical activity safe for everyone? The recommended level of physical activity applies to all adults aged 65 years and older who do not have a suspected or diagnosed medical condition. Consult a health professional if you are unsure about the types and amounts of physical activity most appropriate for you.

Diabetes.ca Time Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Graded tasks
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Diabetes.ca Time Tip
item text: "I have no time" Every minute of physical activity has health benefits! Start with 5 to 10 minutes at a time; at different times throughout the day. This may be all you need to get going.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/exercise/overcoming-barriers-to-physical-activity
comment: "I have no time" Every minute of physical activity has health benefits! Start with 5 to 10 minutes at a time; at different times throughout the day. This may be all you need to get going.

Diabetes.ca Energy Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Non-specific incentive
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Diabetes.ca Energy Tip
item text: "I am too tired" Regular physical activity will give you more energy and help you sleep better. It may be hard to get started, but once you start, you’ll feel better. In the end, it will be worth the effort.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/exercise/overcoming-barriers-to-physical-activity
comment: "I am too tired" Regular physical activity will give you more energy and help you sleep better. It may be hard to get started, but once you start, you’ll feel better. In the end, it will be worth the effort.

Diabetes.ca Motivation Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Graded tasks
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Diabetes.ca Motivation Tip
item text: "I do not have the motivation" Start with five minutes of physical activity, and allow yourself to stop if you are not enjoying it. That way you can at least start, and once you are into it, you may want to keep going.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/exercise/overcoming-barriers-to-physical-activity
comment: "I do not have the motivation" Start with five minutes of physical activity, and allow yourself to stop if you are not enjoying it. That way you can at least start, and once you are into it, you may want to keep going.

Diabetes.ca Cost Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Diabetes.ca Cost Tip
item text: "It costs too much to join a gym" You do not need a gym membership or a personal trainer to be active. You can do simple things around the house or in your neighbourhood that do not cost money – go for a short walk or start a project in your yard.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/exercise/overcoming-barriers-to-physical-activity
comment: "It costs too much to join a gym" You do not need a gym membership or a personal trainer to be active. You can do simple things around the house or in your neighbourhood that do not cost money – go for a short walk or start a project in your yard.

Diabetes.ca Social Support Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Social support (unspecified)
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Diabetes.ca Social Support Tip
item text: "I cannot be physically active on my own" You may be surprised by the support you receive. Doing your activity with others can help to get you started and keep you going. Your local recreation centre may also be able to help you find activity partners.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/exercise/overcoming-barriers-to-physical-activity
comment: "I cannot be physically active on my own" You may be surprised by the support you receive. Doing your activity with others can help to get you started and keep you going. Your local recreation centre may also be able to help you find activity partners.

Diabetes.ca Injury Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Diabetes.ca Injury Tip
item text: "I am afraid of injury or re-injury" Take care of any injuries. It is difficult to be active if you are hurting. See your doctor or physiotherapist about any nagging pains that may limit your physical activity. Remember to take good care of your body and always wear proper equipment like foot wear.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/exercise/overcoming-barriers-to-physical-activity
comment: "I am afraid of injury or re-injury" Take care of any injuries. It is difficult to be active if you are hurting. See your doctor or physiotherapist about any nagging pains that may limit your physical activity. Remember to take good care of your body and always wear proper equipment like foot wear.

Time-Saving Kitchen Tips
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Time-Saving Kitchen Tips
item text: Easy tips to save time in the kitchen: • Chop extra fruit and vegetables when preparing meals so you have extra for lunches, snacks, and meals the next day. • Buy pre-cut vegetables such as broccoli, squash, and mushrooms. • Choose lower-sodium convenience foods to help speed up prep time. Try canned or bottled tomato-based pasta sauces, frozen or canned vegetables and fruit, canned tuna or salmon, and canned beans or lentils.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/time-saving-cooking-tips-healthy-meals.html
comment: Easy tips to save time in the kitchen: • Chop extra fruit and vegetables when preparing meals so you have extra for lunches, snacks, and meals the next day. • Buy pre-cut vegetables such as broccoli, squash, and mushrooms. • Choose lower-sodium convenience foods to help speed up prep time. Try canned or bottled tomato-based pasta sauces, frozen or canned vegetables and fruit, canned tuna or salmon, and canned beans or lentils.

Time-Saving Kitchen Tips
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Time-Saving Kitchen Tips
item text: Easy tips to save time in the kitchen: • Cook on the weekend. Make-then freeze-meals for the upcoming week like soups, stews, casseroles, pasta dishes, and chili. These will come in handy on busy weeknights. • Cook twice the chicken or ground beef you need and keep extras in the fridge to make chicken salad, enchiladas, chili, or spaghetti sauce the next day.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/time-saving-cooking-tips-healthy-meals.html
comment: Easy tips to save time in the kitchen: • Cook on the weekend. Make-then freeze-meals for the upcoming week like soups, stews, casseroles, pasta dishes, and chili. These will come in handy on busy weeknights. • Cook twice the chicken or ground beef you need and keep extras in the fridge to make chicken salad, enchiladas, chili, or spaghetti sauce the next day.

Time-Saving Kitchen Tips
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Time-Saving Kitchen Tips
item text: Easy tip to save time in the kitchen: • Invest in time-saving appliances. A slow cooker is a great way to come home to a warm meal. A hand blender can help you make quick and easy soups, sauces, and smoothies. Use a mini-chopper to dice up garlic and onions.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/time-saving-cooking-tips-healthy-meals.html
comment: Easy tip to save time in the kitchen: • Invest in time-saving appliances. A slow cooker is a great way to come home to a warm meal. A hand blender can help you make quick and easy soups, sauces, and smoothies. Use a mini-chopper to dice up garlic and onions.

WalkaboutNS Time Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Social support (practical)
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Time Tip
item text: Can't find time becasue you're too busy with your family? Make walking a family affair. Instead of carpooling, take turns walking your kids to school. Go for a family walk. Walk around the soccer field while the kids are playing. Make plans to incorporate walking into your everyday family activities.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Can't find time becasue you're too busy with your family? Make walking a family affair. Instead of carpooling, take turns walking your kids to school. Go for a family walk. Walk around the soccer field while the kids are playing. Make plans to incorporate walking into your everyday family activities.

Time-Saving Kitchen Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the social environment
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Time-Saving Kitchen Tip
item text: Ask the kids to help in the kitchen! By involving children in preparing food, they'll appreciate meals more and learn important life skills. Depending on their age, kids can wash and peel vegetables, tear up lettuce, mash potatoes, wash and cut fruit, drain and rinse canned beans or lentils, and stir a pot.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/time-saving-cooking-tips-healthy-meals.html
comment: Ask the kids to help in the kitchen! By involving children in preparing food, they'll appreciate meals more and learn important life skills. Depending on their age, kids can wash and peel vegetables, tear up lettuce, mash potatoes, wash and cut fruit, drain and rinse canned beans or lentils, and stir a pot.

Using Leftovers
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Using Leftovers
item text: Tired of eating the same meal twice? Get creative with these tips to transform leftovers into a whole new meal. Salmon: • Add salmon to a salad or sandwich for a quick lunch. • Add chunks of salmon to homemade macaroni and cheese. • Mash to make salmon cakes. Roast chicken: • Shred chicken for quick quesadillas. • Make your own chicken noodle soup with whole grain noodles, lower-sodium broth, and frozen peas and carrots. • Add chicken to a wholesome white bean chili. Chili: • Stuff peppers with chilli and bake. • Use as a topping for baked sweet potatoes. • Toss with whole grain pasta for a super speedy meal.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/time-saving-cooking-tips-healthy-meals.html
comment: Tired of eating the same meal twice? Get creative with these tips to transform leftovers into a whole new meal. Salmon: • Add salmon to a salad or sandwich for a quick lunch. • Add chunks of salmon to homemade macaroni and cheese. • Mash to make salmon cakes. Roast chicken: • Shred chicken for quick quesadillas. • Make your own chicken noodle soup with whole grain noodles, lower-sodium broth, and frozen peas and carrots. • Add chicken to a wholesome white bean chili. Chili: • Stuff peppers with chilli and bake. • Use as a topping for baked sweet potatoes. • Toss with whole grain pasta for a super speedy meal.

Using Leftovers
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Using Leftovers
item text: Tired of eating the same meal twice? Get creative with these tips to transform leftovers into a whole new meal. Pork tenderloin: • Use in tacos or grilled sandwiches. • Cook with lower sodium tomato sauce and frozen vegetables and serve over rice. Cooked vegetables: • Whip up leftover vegetables in an omelette. • Add to a pasta dish. • Top a whole-grain pizza. Chickpeas: • Stuff a whole wheat pita pocket. • Serve over baby spinach. • Mix with whole grain couscous.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/time-saving-cooking-tips-healthy-meals.html
comment: Tired of eating the same meal twice? Get creative with these tips to transform leftovers into a whole new meal. Pork tenderloin: • Use in tacos or grilled sandwiches. • Cook with lower sodium tomato sauce and frozen vegetables and serve over rice. Cooked vegetables: • Whip up leftover vegetables in an omelette. • Add to a pasta dish. • Top a whole-grain pizza. Chickpeas: • Stuff a whole wheat pita pocket. • Serve over baby spinach. • Mix with whole grain couscous.

Using Leftovers
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Using Leftovers
item text: Tired of eating the same meal twice? Get creative with these tips to transform leftovers into a whole new meal. Cooked brown rice: • Make a quick stir-fry with frozen vegetables. • Add to soups and stews. • Toss together a rice and lentil salad. Stir-fry: • Roll up leftover stir-fry in a whole wheat wrap. • Add stir-fry vegetables and tofu to soup.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/time-saving-cooking-tips-healthy-meals.html
comment: Tired of eating the same meal twice? Get creative with these tips to transform leftovers into a whole new meal. Cooked brown rice: • Make a quick stir-fry with frozen vegetables. • Add to soups and stews. • Toss together a rice and lentil salad. Stir-fry: • Roll up leftover stir-fry in a whole wheat wrap. • Add stir-fry vegetables and tofu to soup.

Herbs and Spices
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Herbs and Spices
item text: Cooking with herbs and spices instead of salt Flavour foods with herbs and spices instead of salt. Your taste buds will adjust to less salt in your food. Here are a few ideas to get you started: • Basil - tastes great with tomatoes and pasta • Cumin - adds flavour to soup, stews, and sauces • Curry powder - good with meat, poultry, soup, and stews • Dill - pairs well with fish, potatoes, and eggs • Oregano - perfect in pasta, soup, and salads • Paprika - good with seafood, vegetables, chicken, and eggs • Rosemary - delicious with chicken, lamb, and pork • Thyme - goes well with beef and chicken
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/nutrients/sodium/reducing-sodium-home.html
comment: Cooking with herbs and spices instead of salt Flavour foods with herbs and spices instead of salt. Your taste buds will adjust to less salt in your food. Here are a few ideas to get you started: • Basil - tastes great with tomatoes and pasta • Cumin - adds flavour to soup, stews, and sauces • Curry powder - good with meat, poultry, soup, and stews • Dill - pairs well with fish, potatoes, and eggs • Oregano - perfect in pasta, soup, and salads • Paprika - good with seafood, vegetables, chicken, and eggs • Rosemary - delicious with chicken, lamb, and pork • Thyme - goes well with beef and chicken

Help from Friends and Family
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the social environment
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Help from Friends and Family
item text: Reducing the sodium in your diet is a good idea for everyone! Get your whole household to help plan and create healthy, low-sodium meals. Challenge your friends to make healthy choices too, and share any recipes or tips you may find!
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/meal-planning-basics.html
comment: Reducing the sodium in your diet is a good idea for everyone! Get your whole household to help plan and create healthy, low-sodium meals. Challenge your friends to make healthy choices too, and share any recipes or tips you may find!

Five Simple Meal Planning Tips
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Five Simple Meal Planning Tips
item text: There's no right or wrong way to plan meals. Some people like to plan for the whole week ahead, while others plan for a couple of days. Do what works for you. Write down your meal and snack ideas on paper or use your Smartphone. Use these tips to help with your planning: • Follow Canada's Food Guide when planning what to eat. Look in your fridge, freezer, and pantry to see what foods you have on hand and what you need to buy. • Keep a grocery list and jot down items as you run out of them. Add foods based on your meal plan. • Encourage healthy habits by getting your children involved. Ask them to choose a favourite meal. Encourage your family to try a new food or recipe every now and then. • Flip through grocery store flyers to take advantage of specials and use coupons to save money. Get healthy recipe ideas from magazines, cookbooks, and websites. • Think about your family's schedule. A busy week filled with sports and other activities could mean planning fast and easy meals.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/meal-planning-basics.html
comment: There's no right or wrong way to plan meals. Some people like to plan for the whole week ahead, while others plan for a couple of days. Do what works for you. Write down your meal and snack ideas on paper or use your Smartphone. Use these tips to help with your planning: • Follow Canada's Food Guide when planning what to eat. Look in your fridge, freezer, and pantry to see what foods you have on hand and what you need to buy. • Keep a grocery list and jot down items as you run out of them. Add foods based on your meal plan. • Encourage healthy habits by getting your children involved. Ask them to choose a favourite meal. Encourage your family to try a new food or recipe every now and then. • Flip through grocery store flyers to take advantage of specials and use coupons to save money. Get healthy recipe ideas from magazines, cookbooks, and websites. • Think about your family's schedule. A busy week filled with sports and other activities could mean planning fast and easy meals.

Coupons and Healthy Eating
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Coupons and Healthy Eating
item text: It's possible to eat healthy for cheap! Flip through grocery store flyers to take advantage of specials and use coupons to save money. Get healthy recipe ideas from magazines, cookbooks, and websites.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/meal-planning-basics.html
comment: It's possible to eat healthy for cheap! Flip through grocery store flyers to take advantage of specials and use coupons to save money. Get healthy recipe ideas from magazines, cookbooks, and websites.

Ideas for planning snacks
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Ideas for planning snacks
item text: Snacks help keep your energy levels up between meals. Plan to have healthy snacks on hand so you can skip less healthy choices in vending machines or coffee shops. • Chop extra vegetables when cooking so you'll have some for snacks. Try different dips with your veggies like hummus, tzatziki, fresh salsa, nut butters, and yogurt. • Hard-boil eggs on the weekend. They will stay fresh in the fridge for up to one week with the shell on. Pair them with your favourite vegetable. • Stock up on easy to grab snacks: apples, pears, bananas, plums, grapes, fruit cups (packed in fruit juice), yogurt, granola bars with at least 4 grams of fibre, unsalted nuts, and small cans of low-sodium vegetable juice.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/meal-planning-basics.html
comment: Snacks help keep your energy levels up between meals. Plan to have healthy snacks on hand so you can skip less healthy choices in vending machines or coffee shops. • Chop extra vegetables when cooking so you'll have some for snacks. Try different dips with your veggies like hummus, tzatziki, fresh salsa, nut butters, and yogurt. • Hard-boil eggs on the weekend. They will stay fresh in the fridge for up to one week with the shell on. Pair them with your favourite vegetable. • Stock up on easy to grab snacks: apples, pears, bananas, plums, grapes, fruit cups (packed in fruit juice), yogurt, granola bars with at least 4 grams of fibre, unsalted nuts, and small cans of low-sodium vegetable juice.

Playing it Safe
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 9
appropriate for location: 0
appropriate for physical capability: 6
appropriate for physical opportunity: 6
appropriate for psychological capability: 6
appropriate for reflective motivation: 9
appropriate for social opportunity: 6
can repeat: 26
item name: Playing it Safe
item text: When adding physical activity into your daily routine, begin with light activities and progress to moderate and vigorous activities later, if you like. This will prevent or minimize any muscle soreness you might experience when you are starting out. • Use comfortable footwear that provides good cushioning and support • Wear comfortable clothing that suits your activity – and the weather! • Wear safety gear approved by the Canadian Standards Association (CSA) whenever appropriate (a helmet for cycling and in-line skating, along with knee, elbow, and wrist protectors; protective eye goggles for squash).
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: When adding physical activity into your daily routine, begin with light activities and progress to moderate and vigorous activities later, if you like. This will prevent or minimize any muscle soreness you might experience when you are starting out. • Use comfortable footwear that provides good cushioning and support • Wear comfortable clothing that suits your activity – and the weather! • Wear safety gear approved by the Canadian Standards Association (CSA) whenever appropriate (a helmet for cycling and in-line skating, along with knee, elbow, and wrist protectors; protective eye goggles for squash).

Self Motivation and Goal Setting
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Imaginary reward
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Self Motivation and Goal Setting
item text: Get motivated by tracking your progress. Think about rewards for reaching your goals. What is something you hope to gain by exercising more? Write it down in your Journal.
maximum user age: 120
minimum user age: 18
provide journal: true
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Get motivated by tracking your progress. Think about rewards for reaching your goals. What is something you hope to gain by exercising more? Write it down in your Journal.

Increasing Physical Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Increasing Physical Activity
item text: Some easy ways to be more active: • Park far away from your building or use public transportation. • Use a standing or walking desk. • Have walking meetings, instead of sitting in the conference room. • Take a brisk walk after lunch.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.heartandstroke.ca/get-healthy/stay-active/benefits-of-physical-activity
comment: Some easy ways to be more active: • Park far away from your building or use public transportation. • Use a standing or walking desk. • Have walking meetings, instead of sitting in the conference room. • Take a brisk walk after lunch.

Increasing Physical Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Increasing Physical Activity
item text: Some easy ways to be more active: • Rather than send an email, walk to your co-worker. • Stand during phone calls. • Drink enough water that you use the restroom often. • Play pool, go for a walk or play lawn games instead of watching TV.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.heartandstroke.ca/get-healthy/stay-active/benefits-of-physical-activity
comment: Some easy ways to be more active: • Rather than send an email, walk to your co-worker. • Stand during phone calls. • Drink enough water that you use the restroom often. • Play pool, go for a walk or play lawn games instead of watching TV.

Increasing Physical Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Increasing Physical Activity
item text: Here are some ways to fit phsyical activity into your day: • Join a weekday community running or walking group. • Go for a brisk walk around the block after dinner. • Take a dance class after work. • Bike or walk to work every day.
maximum user age: 64
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.csep.ca/cmfiles/guidelines/csep_guidelines_handbook.pdf
comment: Here are some ways to fit phsyical activity into your day: • Join a weekday community running or walking group. • Go for a brisk walk around the block after dinner. • Take a dance class after work. • Bike or walk to work every day.

Increasing Physical Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Increasing Physical Activity
item text: Here are some ways to fit phsyical activity into your day: • Rake the lawn, and then offer to do the same for a neighbour. • Train for and participate in a run or walk for charity! • Take up a favourite sport again or try a new sport. • Be active with the family on the weekend!
maximum user age: 64
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.csep.ca/cmfiles/guidelines/csep_guidelines_handbook.pdf
comment: Here are some ways to fit phsyical activity into your day: • Rake the lawn, and then offer to do the same for a neighbour. • Train for and participate in a run or walk for charity! • Take up a favourite sport again or try a new sport. • Be active with the family on the weekend!

Increasing Physical Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Increasing Physical Activity
item text: Here are some ways to fit physical activity into your day: • Join a community urban poling or mall walking group. • Go for a brisk walk around the block after lunch. • Take a dance class in the afternoon. • Train for and participate in a run or walk for charity!
maximum user age: 120
minimum user age: 65
provide journal: false
provide link: false
source URL: http://www.csep.ca/cmfiles/guidelines/csep_guidelines_handbook.pdf
comment: Here are some ways to fit physical activity into your day: • Join a community urban poling or mall walking group. • Go for a brisk walk around the block after lunch. • Take a dance class in the afternoon. • Train for and participate in a run or walk for charity!

Increasing Physical Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Increasing Physical Activity
item text: Here are some ways to fit physical activity into your day: • Take up a favourite sport again. • Be active with the family! Plan to have “active reunions”. • Go for a nature hike on the weekend. • Take the dog for a walk after dinner.
maximum user age: 120
minimum user age: 65
provide journal: false
provide link: false
source URL: http://www.csep.ca/cmfiles/guidelines/csep_guidelines_handbook.pdf
comment: Here are some ways to fit physical activity into your day: • Take up a favourite sport again. • Be active with the family! Plan to have “active reunions”. • Go for a nature hike on the weekend. • Take the dog for a walk after dinner.

Heart & Stroke Walkabout Routes
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 6
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Heart & Stroke Walkabout Routes
item text: Check out this website and find a place to walk near you! Enter your community in the search bar and click Search to find where people go to walk near you. Are there any places you are interested in trying?
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: true
source URL: http://walkaboutns.ca/routes/
comment: Check out this website and find a place to walk near you! Enter your community in the search bar and click Search to find where people go to walk near you. Are there any places you are interested in trying?

WalkaboutNS Energy Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Behavioral experiments
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Energy Tip
item text: Too tired to exercise? Walking regularly will increase your energy. When you feel tired, your body may benefit from a walk. Test it out! Next time you go for a walk, spend a moment after to think about how your body feels. You can about write it in a Journal entry.
maximum user age: 120
minimum user age: 18
provide journal: true
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Too tired to exercise? Walking regularly will increase your energy. When you feel tired, your body may benefit from a walk. Test it out! Next time you go for a walk, spend a moment after to think about how your body feels. You can about write it in a Journal entry.

WalkaboutNS Enjoyment Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Social support (practical)
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Enjoyment Tip
item text: Find exercise boring? Walking is a great way to spend time with family and friends. You can walk while you discuss business or chat with a friend. Connect with a local walking group here or start your own!
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Find exercise boring? Walking is a great way to spend time with family and friends. You can walk while you discuss business or chat with a friend. Connect with a local walking group here or start your own!

WalkaboutNS Enjoyment Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Enjoyment Tip
item text: Find exercise boring? Bring along a music player or audiobook to keep yourself entertained. Take notice of the area you are walking to appreciate your surroundings. Bring a camera and upload pictures from your walk to social media.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Find exercise boring? Bring along a music player or audiobook to keep yourself entertained. Take notice of the area you are walking to appreciate your surroundings. Bring a camera and upload pictures from your walk to social media.

WalkaboutNS Confidence Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Verbal persuasion about capability
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Confidence Tip
item text: Unsure of how to start being more active? Walking doesn’t require skill or expertise. Building a little more walking into your day, every day, is an easy way to shift into being active again. It can help you accomplish several things at once – run errands, walk your kids to school or meet a friend for coffee.
maximum user age: 120
minimum user age: 3
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Unsure of how to start being more active? Walking doesn’t require skill or expertise. Building a little more walking into your day, every day, is an easy way to shift into being active again. It can help you accomplish several things at once – run errands, walk your kids to school or meet a friend for coffee.

WalkaboutNS Age Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Verbal persuasion about capability
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Age Tip
item text: You’re never too old to increase your level of physical activity. Physical activity supports healthy, graceful aging. Many people notice they feel better almost immediately and find that getting around is easier.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: You’re never too old to increase your level of physical activity. Physical activity supports healthy, graceful aging. Many people notice they feel better almost immediately and find that getting around is easier.

WalkaboutNS Weather Tip
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: WalkaboutNS Weather Tip
item text: Worried about the weather? Dress for the weather. When you are prepared, you will enjoy being outdoors. If you don’t want to be outside, walk in your office building or go to a mall, arena or other covered location. Indoor tracks are also a great place to walk as well.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/inspiration/getting-over-barriers/
comment: Worried about the weather? Dress for the weather. When you are prepared, you will enjoy being outdoors. If you don’t want to be outside, walk in your office building or go to a mall, arena or other covered location. Indoor tracks are also a great place to walk as well.

Optimism
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Education
has effective intervention function: Enablement
has effective intervention function: Modelling
has effective intervention function: Persuasion
is related to COMB: ReflectiveMotivation
comment: The confidence that things will happen for the best, or that desired goals will be attained

Persuasion
type: NamedIndividual
type: InterventionFuction
has common BCT: Biofeedback
has common BCT: Focus on past success
has common BCT: Framing-reframing
has common BCT: Identification of self as role model
has common BCT: Identity associated with changed behavior
has common BCT: Information about emotional consequences
has common BCT: Re-attribution
has common BCT: Salience of consequences
has common BCT: Social comparison
has common BCT: Verbal persuasion about capability
has common BCT: Information about others' approval
has most common BCT: Credible source
has most common BCT: Feedback on behaviour
has most common BCT: Information about health consequences
has most common BCT: Information about social and environmental consequences
has most common BCT: Feedback on outcome(s) of behavior
is effective for TDF domain: BeliefsAboutCapability
is effective for TDF domain: BeliefsAboutConsequences
is effective for TDF domain: Emotion
is effective for TDF domain: Goals
is effective for TDF domain: Intentions
is effective for TDF domain: Optimism
is effective for TDF domain: Professional/Social Role and Identity
comment: Using communication to induce positive or negative feelings or stimulate action.

PhysicalCapability
type: NamedIndividual
type: COMBConstruct
type: Capability
type: Construct
is related to TDF: PhysicalSkill
comment: Having the physical skills, strength or stamina to perform a behaviour

PhysicalHealthObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: BeliefsAboutCapability
has relevant TDF: Environmental Context and Resources
has relevant TDF: PhysicalSkill
comment: Feels they are physically unable to perform activity.

PhysicalOpportunity
type: NamedIndividual
type: COMBConstruct
type: Construct
type: Opportunity
is related to TDF: Environmental Context and Resources
comment: What the environment allows or facilitates in terms of time, triggers, resources, locations, physical barriers, etc.

PhysicalSkill
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Training
is related to COMB: PhysicalCapability
comment: A physical ability or proficiency acquired through practice

Professional/Social Role and Identity
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Education
has effective intervention function: Modelling
has effective intervention function: Persuasion
is related to COMB: ReflectiveMotivation
comment: A coherent set of behaviors and displayed personal qualities of an individual in a social or work setting

PsychologicalCapability
type: NamedIndividual
type: COMBConstruct
type: Capability
type: Construct
is related to TDF: BehaviouralRegulation
is related to TDF: CognitiveInterpersonalSkills
is related to TDF: Knowledge
is related to TDF: Memory, Attention, and Decision Processes
comment: Having the knowledge, psychological skills, strength or stamina to perform a behaviour

Hike Canada
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ExerciseMore
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Hike Canada
item text: Looking for a place to place to go walking? Check out Hike Canada and look for a trail near you.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.hikecanada.org/en
comment: Looking for a place to place to go walking? Check out Hike Canada and look for a trail near you.

Government of Canada – Healthy Eating
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Government of Canada – Healthy Eating
item text: Health Canada provides tips for healthy eating, information on food allergies, safety standards and labels. Also learn about recalls and how Canada monitors and measures food consumption.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: https://www.canada.ca/en/services/health/healthy-eating.html
comment: Health Canada provides tips for healthy eating, information on food allergies, safety standards and labels. Also learn about recalls and how Canada monitors and measures food consumption.

My Food Guide Mobile App
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: My Food Guide Mobile App
item text: The My Food Guide mobile app gives you access to healthy eating information anytime, anywhere. Simply select your age, sex and food preferences to get your own customized Food Guide.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.healthycanadians.gc.ca/eating-nutrition/healthy-eating-saine-alimentation/food-guide-aliment/my-guide-mon-guide/index-eng.php
comment: The My Food Guide mobile app gives you access to healthy eating information anytime, anywhere. Simply select your age, sex and food preferences to get your own customized Food Guide.

Eat Well Recipes
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Eat Well Recipes
item text: Find healthy recipes for every season, submitted by other Canadians
maximum user age: 120
minimum user age: 18
provide link: true
source URL: https://www.canada.ca/en/health-canada/services/tips-healthy-eating/eat-well-recipes.html
comment: Find healthy recipes for every season, submitted by other Canadians

In Brief: DASH Diet
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: In Brief: DASH Diet
item text: An easy-to-read fact sheet about the DASH diet. Includes an overview of DASH research findings and suggestions on how to start and stay on the eating plan.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: https://www.nhlbi.nih.gov/health/resources/heart/hbp-dash-in-brief-html
comment: An easy-to-read fact sheet about the DASH diet. Includes an overview of DASH research findings and suggestions on how to start and stay on the eating plan.

BigLife Sodium Calculator
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: BigLife Sodium Calculator
item text: All salt has a lot of sodium and it is in most of the foods we eat – a lot in some and a little in others. Answering the following questions will help you determine how much sodium you consume each day.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.projectbiglife.ca/sodium/
comment: All salt has a lot of sodium and it is in most of the foods we eat – a lot in some and a little in others. Answering the following questions will help you determine how much sodium you consume each day.

Hike Nova Scotia
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ExerciseMore
appropriate for automatic motivation: 3
appropriate for location: 6
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Hike Nova Scotia
item text: Looking for a place to place to go walking? Check out Hike Nova Scotia and look for a trail near you.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.hikenovascotia.ca
comment: Looking for a place to place to go walking? Check out Hike Nova Scotia and look for a trail near you.

Cookspiration
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Cookspiration
item text: Need help planning a healthy meal? Find dietitian-approved recipes on the Cookspiration web site with recipe ideas to suite your mood and schedule. Also available as a mobile app!
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.cookspiration.com
comment: Need help planning a healthy meal? Find dietitian-approved recipes on the Cookspiration web site with recipe ideas to suite your mood and schedule. Also available as a mobile app!

Sodium Sense at Home
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Sodium Sense at Home
item text: The facts on sodium with tips on making lower sodium choices when eating out and at home
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.dietitians.ca/Downloads/Public/sodium_adults_may2012.aspx
comment: The facts on sodium with tips on making lower sodium choices when eating out and at home

Sodium Sense at the Market
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Sodium Sense at the Market
item text: The facts on sodium with tips on making lower sodium choices when shopping for food and at home
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.dietitians.ca/Downloads/Public/sodium_parents_may2012.aspx
comment: The facts on sodium with tips on making lower sodium choices when shopping for food and at home

Sodium Sense and Canada's Food Guide
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Sodium Sense and Canada's Food Guide
item text: The facts on sodium with tips on making lower sodium food choices
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.dietitians.ca/Downloads/Public/sodium_seniors_may2012.aspx
comment: The facts on sodium with tips on making lower sodium food choices

Sodium Sense Eating Out
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Sodium Sense Eating Out
item text: The facts on sodium with tips on making healthier choices when eating out.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.dietitians.ca/Downloads/Public/sodium_teens_may2012.aspx
comment: The facts on sodium with tips on making healthier choices when eating out.

Sodium 101
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Sodium 101
item text: Created by the Canadian Stroke Network and now managed by Hypertension Canada, Sodium101 is a website that provides information on how to reduce sodium intake.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: http://www.sodium101.ca
comment: Created by the Canadian Stroke Network and now managed by Hypertension Canada, Sodium101 is a website that provides information on how to reduce sodium intake.

Government of Canada – Sodum
type: NamedIndividual
type: InterventionItem
type: Resource
is appropriate for intervention goal: ReduceSaltIntake
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
item name: Government of Canada – Sodum
item text: Health Canada provides information about sodium, how to lower your intake and a tool for learning how much sodium is in the foods you eat.
maximum user age: 120
minimum user age: 18
provide link: true
source URL: https://www.canada.ca/en/health-canada/services/nutrients/sodium.html
comment: Health Canada provides information about sodium, how to lower your intake and a tool for learning how much sodium is in the foods you eat.

RSAM1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: AutomaticMotivation
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to feel more of a sense of pleasure or satisfaction from healthy eating.
assessment item ID: RSAM1
assessment item text: It would help if I could increase my drive or desire to eat less sodium.
comment: It would help if I could increase my drive or desire to eat less sodium.

RSAM2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: AutomaticMotivation
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to care more about the negative consequences of eating too much sodium.
assessment item ID: RSAM2
assessment item text: It would help if I could make being active feel more important to me.
comment: It would help if I could make being active feel more important to me.

RSAM3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: AutomaticMotivation
is specific to goal: ReduceSaltIntake
assessment item examples: • Get into a pattern of choosing low-sodium foods regularly without having to think about it.
assessment item ID: RSAM3
assessment item text: It would help if I could develop a habit of eating healthier.
comment: It would help if I could develop a habit of eating healthier.

RSPO1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalOpportunity
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to make quick and simple low-sodium recipes. • Learn how to fit healthy eating into to my busy schedule.
assessment item ID: RSPO1
assessment item text: It would help if I had more time to make healthier choices.
comment: It would help if I had more time to make healthier choices.

RSPO2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalOpportunity
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to be make healthy meals with the equipment that I have. • Learn how I can make low-sodium choices without spending extra money.
assessment item ID: RSPO2
assessment item text: It would help if I had more money or appliances to cook with.
comment: It would help if I had more money or appliances to cook with.

RSPO3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalOpportunity
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn where to go to find low-sodium options. • Learn about common low-sodium options for home and when eating out.
assessment item ID: RSPO3
assessment item text: It would help if I had more places where I could go to find low-sodium choices.
comment: It would help if I had more places where I could go to find low-sodium choices.

RSPhC1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalCapability
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn where the sodium in my diet comes from. • Learn how to find out about the sodium in the foods I eat.
assessment item ID: RSPhC1
assessment item text: It would help if I knew more about the sodium in my diet currently.
comment: It would help if I knew more about the sodium in my diet currently.

RSPhC2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalCapability
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to find and make low-sodium recipes at home. • Learn about low-sodium food choices at the store or when eating out.
assessment item ID: RSPhC2
assessment item text: It would help if I learned about ways of reducing the sodium in my diet.
comment: It would help if I learned about ways of reducing the sodium in my diet.

RSPhC3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PhysicalCapability
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to find easy and healthy recipes for beginners.
assessment item ID: RSPhC3
assessment item text: It would help if I had better cooking skills.
comment: It would help if I had better cooking skills.

RSPsC1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PsychologicalCapability
is specific to goal: ReduceSaltIntake
assessment item examples: • Have a better understanding of the benefits of eating healthy and the risks of having too much sodium.
assessment item ID: RSPsC1
assessment item text: It would help if I knew more about why a low-sodium diet is important.
comment: It would help if I knew more about why a low-sodium diet is important.

RSPsC2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PsychologicalCapability
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn more about the “proper mindset” to making healthy eating choices. • Learn how to concentrate on my goals of eating less sodium.
assessment item ID: RSPsC2
assessment item text: It would help if I changed the way I thought about eating healthier.
comment: It would help if I changed the way I thought about eating healthier.

RSPsC3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: PsychologicalCapability
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to reduce unwanted urges or feelings about healthy eating. • Learn how to find and make healthy choices even when life is stressful.
assessment item ID: RSPsC3
assessment item text: I would like to improve my mental strength and stamina.
comment: I would like to improve my mental strength and stamina.

RSRM1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: ReflectiveMotivation
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to weigh the pros and cons of eating less sodium.
assessment item ID: RSRM1
assessment item text: It would help if could focus more on the reasons to change and not on what is keeping me from changing.
comment: It would help if could focus more on the reasons to change and not on what is keeping me from changing.

RSRM2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: ReflectiveMotivation
is specific to goal: ReduceSaltIntake
assessment item examples: • Make clear and thought out plans to limit the amount of sodium in my diet.
assessment item ID: RSRM2
assessment item text: It would help if I had better plans to eat healthier.
comment: It would help if I had better plans to eat healthier.

RSRM3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: ReflectiveMotivation
is specific to goal: ReduceSaltIntake
assessment item examples: • Become more confident in my ability to make low-sodium food choices.
assessment item ID: RSRM3
assessment item text: It would help if I had more self-confidence in my ability to eat healthier.
comment: It would help if I had more self-confidence in my ability to eat healthier.

RSSO1
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: SocialOpportunity
is specific to goal: ReduceSaltIntake
assessment item examples: • Have regular reminders to make low-sodium choices at strategic times. • Learn how to change my home and work environment to support eating healthier.
assessment item ID: RSSO1
assessment item text: It would help if I had more cues to encourage me to eat healthier.
comment: It would help if I had more cues to encourage me to eat healthier.

RSSO2
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: SocialOpportunity
is specific to goal: ReduceSaltIntake
assessment item examples: • Find groups or teams who have similar healthy eating goals as me.
assessment item ID: RSSO2
assessment item text: It would help if I had more people around me who were eating healthy.
comment: It would help if I had more people around me who were eating healthy.

RSSO3
type: NamedIndividual
type: AssessmentItem
type: COMBAssessmentItem
can assess COMB construct: SocialOpportunity
is specific to goal: ReduceSaltIntake
assessment item examples: • Learn how to have my friends and family help me reach my healthy eating goals.
assessment item ID: RSSO3
assessment item text: It would help if I had more people around me supporting my goals.
comment: It would help if I had more people around me supporting my goals.

ReflectiveMotivation
type: NamedIndividual
type: COMBConstruct
type: Construct
type: Motivation
is related to TDF: BeliefsAboutCapability
is related to TDF: BeliefsAboutConsequences
is related to TDF: Goals
is related to TDF: Intentions
is related to TDF: Optimism
is related to TDF: Professional/Social Role and Identity
comment: Self-concious planning and evaluations (beliefs about what is good or bad)

Reinforcement
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Coercion
has effective intervention function: EnvironmentalRestructuring
has effective intervention function: Incentivisation
has effective intervention function: Training
is related to COMB: AutomaticMotivation
comment: Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus

Restriction
type: NamedIndividual
type: InterventionFuction
is effective for TDF domain: Environmental Context and Resources
is effective for TDF domain: SocialInfluences
comment: Using rules to reduce the opportunity to engage in the target behaviour (or to increase the target behaviour by reducing the opportunity to engage in competing behaviours).

SocialInfluences
type: NamedIndividual
type: Construct
type: TDFDomain
has effective intervention function: Enablement
has effective intervention function: EnvironmentalRestructuring
has effective intervention function: Modelling
has effective intervention function: Restriction
is related to COMB: SocialOpportunity
comment: Those interpersonal processes that can cause an individual to change their thoughts, feelings, or behaviors

SocialOpportunity
type: NamedIndividual
type: COMBConstruct
type: Construct
type: Opportunity
is related to TDF: SocialInfluences
comment: What is allowed by interpersonal influences, social cues and cultural norms

SocialSupportObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: SocialInfluences
comment: Lack of social support (family, friends).

Risks of Inactivity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Risks of Inactivity
item text: Being inactive is linked to a higher risk of heart disease, stroke and the many disabilities they can cause. In addition, lack of activity may increase your risk for: • high blood pressure • high cholesterol • type 2 diabetes • osteoporosis • certain types of cancer • obesity • falls and injuries • depression
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.heartandstroke.ca/get-healthy/stay-active/benefits-of-physical-activity
comment: Being inactive is linked to a higher risk of heart disease, stroke and the many disabilities they can cause. In addition, lack of activity may increase your risk for: • high blood pressure • high cholesterol • type 2 diabetes • osteoporosis • certain types of cancer • obesity • falls and injuries • depression

Sodium and Blood Pressure
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Comparative imagining of future outcomes
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium and Blood Pressure
item text: Too much sodium in your diet can lead to high blood pressure • One of five Canadians have high blood pressure. • High blood pressure may raise your risk of heart attack, heart failure, stroke and kidney disease. • If you have high blood pressure, you may be able to lower it by cutting back on sodium. • A healthy, low-sodium diet will also help your blood pressure medications work better
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: Too much sodium in your diet can lead to high blood pressure • One of five Canadians have high blood pressure. • High blood pressure may raise your risk of heart attack, heart failure, stroke and kidney disease. • If you have high blood pressure, you may be able to lower it by cutting back on sodium. • A healthy, low-sodium diet will also help your blood pressure medications work better

How much sodium do you need each day?
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: How much sodium do you need each day?
item text: • Aim to have a daily sodium intake of less than 1500 milligrams (mg). This is equal to the amount of sodium that you would find in 2/3 teaspoon of table salt. • Most Canadians eat almost double the recommended amount of sodium each day. • Too much sodium can lead to high blood pressure.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: • Aim to have a daily sodium intake of less than 1500 milligrams (mg). This is equal to the amount of sodium that you would find in 2/3 teaspoon of table salt. • Most Canadians eat almost double the recommended amount of sodium each day. • Too much sodium can lead to high blood pressure.

Healthy Low-Sodium Diets
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Demonstration of the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Healthy Low-Sodium Diets
item text: A healthy, low-sodium diet includes: • Lots of vegetables and fruits • Low-fat milk products or alternatives • Whole grains • Lean meats, fish, legumes (beans) and nuts
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: A healthy, low-sodium diet includes: • Lots of vegetables and fruits • Low-fat milk products or alternatives • Whole grains • Lean meats, fish, legumes (beans) and nuts

Dietary Sodium
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Information about social and environmental consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Dietary Sodium
item text: Where does the sodium in your diet come from? 1. Most of the sodium in your diet comes from processed foods and restaurant or take-out meals. • Breads, breakfast cereals, crackers, sweets and bakery products can contain high levels of sodium even though they may not taste salty. 2. Small amounts of sodium also occur naturally in healthy, unprocessed foods. 3. Another source of sodium is the salt and seasonings added during cooking and when you eat. • All types of salt are high in sodium, including Kosher salt, sea salt, fleur de sel, gourmet salt and smoked salt. They are not healthier choices.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: Where does the sodium in your diet come from? 1. Most of the sodium in your diet comes from processed foods and restaurant or take-out meals. • Breads, breakfast cereals, crackers, sweets and bakery products can contain high levels of sodium even though they may not taste salty. 2. Small amounts of sodium also occur naturally in healthy, unprocessed foods. 3. Another source of sodium is the salt and seasonings added during cooking and when you eat. • All types of salt are high in sodium, including Kosher salt, sea salt, fleur de sel, gourmet salt and smoked salt. They are not healthier choices.

Sodium at the Grocery Store
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium at the Grocery Store
item text: Thinking of sodium at the grocery store: • Buy fresh or frozen unprocessed foods most often. • Choose breads, crackers, baked goods, snack foods, sauces, soups, dressings and “healthy choice” items with the lowest sodium per serving. • Read food labels to choose packaged foods with the lowest sodium.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: Thinking of sodium at the grocery store: • Buy fresh or frozen unprocessed foods most often. • Choose breads, crackers, baked goods, snack foods, sauces, soups, dressings and “healthy choice” items with the lowest sodium per serving. • Read food labels to choose packaged foods with the lowest sodium.

Nutrition Facts Label
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Nutrition Facts Label
item text: The Nutrition Facts label can help you choose foods lower in sodium • Check the serving size and note the amount of sodium. • Choose foods with less than 120 mg sodium per serving. • Choose foods with sodium that has a % Daily Value (DV) of 5% or less.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: The Nutrition Facts label can help you choose foods lower in sodium • Check the serving size and note the amount of sodium. • Choose foods with less than 120 mg sodium per serving. • Choose foods with sodium that has a % Daily Value (DV) of 5% or less.

Sodium at Home
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium at Home
item text: Thinking of sodium when eating at home: • Prepare and eat more unprocessed and home made foods. • Avoid adding salt when cooking and baking. • Use lemon juice, lime, herbs and spices to add flavour without sodium. • Use less ketchup, mustard, soy sauce, pickles, olives, prepared gravies, sauces and salad dressings.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: Thinking of sodium when eating at home: • Prepare and eat more unprocessed and home made foods. • Avoid adding salt when cooking and baking. • Use lemon juice, lime, herbs and spices to add flavour without sodium. • Use less ketchup, mustard, soy sauce, pickles, olives, prepared gravies, sauces and salad dressings.

Sodium at Home
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium at Home
item text: Thinking of sodium when eating at home: • Avoid cured and deli meats. • Remove the salt shaker from where you eat. • Use diluted tomato paste instead of tomato sauce, powdered bouillon or canned soup in recipes. • Do not use sea salt, fleur de sel or flavoured salts (onion, garlic, celery, BBQ etc.) in recipes; they are also high in sodium
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: Thinking of sodium when eating at home: • Avoid cured and deli meats. • Remove the salt shaker from where you eat. • Use diluted tomato paste instead of tomato sauce, powdered bouillon or canned soup in recipes. • Do not use sea salt, fleur de sel or flavoured salts (onion, garlic, celery, BBQ etc.) in recipes; they are also high in sodium

Sodium on the Go
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium on the Go
item text: Thinking of sodium when eating restaurant or take-out meals: • Choose dishes made from fresh, low-sodium ingredients. • Ask for less salt and other seasonings, like MSG (monosodium glutamate), to be added to your food. • Ask for gravy, sauces and salad dressings “on the side”, and use lightly. • Check the nutrition information of menu items to help you order and choose foods with less sodium. This information may be on a menu, poster or pamphlet at the restaurant or on their website.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: Thinking of sodium when eating restaurant or take-out meals: • Choose dishes made from fresh, low-sodium ingredients. • Ask for less salt and other seasonings, like MSG (monosodium glutamate), to be added to your food. • Ask for gravy, sauces and salad dressings “on the side”, and use lightly. • Check the nutrition information of menu items to help you order and choose foods with less sodium. This information may be on a menu, poster or pamphlet at the restaurant or on their website.

Sodium Facts
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Facts
item text: Information about Sodium • Sodium is a mineral found in salt. All salts are high in sodium. • Sodium is needed by the body to control blood pressure. It also helps with muscle and nerve function. • Eating too much sodium can lead to health problems. These include high blood pressure, heart disease, stroke and kidney disease.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Your-Health/Nutrition-A-Z/Minerals/Food-Sources-of-Sodium.aspx
comment: Information about Sodium • Sodium is a mineral found in salt. All salts are high in sodium. • Sodium is needed by the body to control blood pressure. It also helps with muscle and nerve function. • Eating too much sodium can lead to health problems. These include high blood pressure, heart disease, stroke and kidney disease.

Benefits of Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Imaginary reward
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Benefits of Activity
item text: You may see benefits of exercise within the first week of regular activity. For example, your blood pressure may improve and you could start to feel more energetic and relaxed. After three months, you may experience better health, improved posture and balance, stronger muscles and bones, more confidence and a more positive outlook on life.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.heartandstroke.ca/get-healthy/stay-active/benefits-of-physical-activity
comment: You may see benefits of exercise within the first week of regular activity. For example, your blood pressure may improve and you could start to feel more energetic and relaxed. After three months, you may experience better health, improved posture and balance, stronger muscles and bones, more confidence and a more positive outlook on life.

Lower sodium options!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Lower sodium options!
item text: Cut the sodium, keep your health! Choose more of fresh fruits and vegetables, unsalted popcorn, or unsalted nuts. Choose less of chips, salted pretzels, or other salty snacks
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Cut the sodium, keep your health! Choose more of fresh fruits and vegetables, unsalted popcorn, or unsalted nuts. Choose less of chips, salted pretzels, or other salty snacks

Lower sodium options!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Lower sodium options!
item text: Cut the sodium, keep your health! Choose more of frice cooked in water or low sodium broth. Choose less of rice cooked in salty broth.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Cut the sodium, keep your health! Choose more of frice cooked in water or low sodium broth. Choose less of rice cooked in salty broth.

Lower sodium options!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Lower sodium options!
item text: Cut the sodium, keep your health! Choose more of sandwiches made with roasted meat or poultry, fresh or low sodium canned fish, eggs or natural peanut butter. Choose less of sandwiches made with canned or deli meats or high sodium canned fish.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Cut the sodium, keep your health! Choose more of sandwiches made with roasted meat or poultry, fresh or low sodium canned fish, eggs or natural peanut butter. Choose less of sandwiches made with canned or deli meats or high sodium canned fish.

Lower sodium options!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Lower sodium options!
item text: Cut the sodium, keep your health! Choose more of fresh or dried herbs and spices, garlic, ginger, onion, vinegar, lemon and lime juice. Choose less of salt, kosher salt, sea salt, fleur de sel, gourmet salt, smoked salt, celery salt, garlic salt, or onion salt.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Cut the sodium, keep your health! Choose more of fresh or dried herbs and spices, garlic, ginger, onion, vinegar, lemon and lime juice. Choose less of salt, kosher salt, sea salt, fleur de sel, gourmet salt, smoked salt, celery salt, garlic salt, or onion salt.

Sodium Sense for Eating Out
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense for Eating Out
item text: Make healthy choices when eating out! • Order smaller portions or share with someone • Ask for gravy, sauces, and salad dressings "on the side" and use only small amounts. • Balance out your day. If you ate a higher sodium restaurant meal, eat a lower sodium meal at home. • Ask for meals to be cooked without salt or monosodium glutamate (MSG), as seasoning that is very high in sodium. • Many restaurants provide product nutrition information online. Look for the Informed Dining Program at the food establishments you visit. Choose foods with less sodium.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Make healthy choices when eating out! • Order smaller portions or share with someone • Ask for gravy, sauces, and salad dressings "on the side" and use only small amounts. • Balance out your day. If you ate a higher sodium restaurant meal, eat a lower sodium meal at home. • Ask for meals to be cooked without salt or monosodium glutamate (MSG), as seasoning that is very high in sodium. • Many restaurants provide product nutrition information online. Look for the Informed Dining Program at the food establishments you visit. Choose foods with less sodium.

Sodium Sense at Home
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense at Home
item text: Experiment with healthy meals and snacks! • Buy fewer packaged, ready-to-eat and take-out foods. • Make your own soups, sauces and salad dressings. • Buy fresh, frozen, or low sodium canned vegetables whenever possible • Taste food before adding salt
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Experiment with healthy meals and snacks! • Buy fewer packaged, ready-to-eat and take-out foods. • Make your own soups, sauces and salad dressings. • Buy fresh, frozen, or low sodium canned vegetables whenever possible • Taste food before adding salt

Sodium Sense at the Market
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense at the Market
item text: Read the label and find the sodium: • Compare food labels and buy products with the lowest amount of sodium • Use the % Daily Value (%DV) on the label to see if the food has a little or a lot of sodium. • Here is a useful guide: 5% DV or less is a little, 15% DV or more is a lot.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Read the label and find the sodium: • Compare food labels and buy products with the lowest amount of sodium • Use the % Daily Value (%DV) on the label to see if the food has a little or a lot of sodium. • Here is a useful guide: 5% DV or less is a little, 15% DV or more is a lot.

Reduce the sodium in the foods you use
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Reduce the sodium in the foods you use
item text: Reduce the sodium in the foods you use: • Rinse canned vegetables and canned beans, peas, and lentils to wash away some of the sodium. • Use less of the seasoning that comes with taco kits, packaged macaroni and cheese, pasta, and rice mixes. • Use less salt than what the recipe calls for, except when baking. • Use less ketchup, soy sauce, and other condiments, or try a lower sodium option.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Reduce the sodium in the foods you use: • Rinse canned vegetables and canned beans, peas, and lentils to wash away some of the sodium. • Use less of the seasoning that comes with taco kits, packaged macaroni and cheese, pasta, and rice mixes. • Use less salt than what the recipe calls for, except when baking. • Use less ketchup, soy sauce, and other condiments, or try a lower sodium option.

Sodium and Canada's Food Guide
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium and Canada's Food Guide
item text: 1. Vegetables and Fruit Buy fresh or frozen vegetables whenever possible. Buy canned vegetables and tomato and vegetable juices that are low in sodium. 2. Grain Products Choose breads, breakfast cereals, and bakery products that are lowest in sodium. Enjoy a variety of naturally sodium-free grains such as barley, quinoa, and rice. 3. Milk and Alternatives Enjoy milk, fortified soy beverage, and yogurt because they are low in sodium. 4. Meat and Alternatives Buy unseasoned meat, poultry, fish, seafood, and tofu. Choose unsalted nuts. Buy low sodium canned beans or try dried beans, peas, and lentils.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: 1. Vegetables and Fruit Buy fresh or frozen vegetables whenever possible. Buy canned vegetables and tomato and vegetable juices that are low in sodium. 2. Grain Products Choose breads, breakfast cereals, and bakery products that are lowest in sodium. Enjoy a variety of naturally sodium-free grains such as barley, quinoa, and rice. 3. Milk and Alternatives Enjoy milk, fortified soy beverage, and yogurt because they are low in sodium. 4. Meat and Alternatives Buy unseasoned meat, poultry, fish, seafood, and tofu. Choose unsalted nuts. Buy low sodium canned beans or try dried beans, peas, and lentils.

Sodium-rich Foods
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Information about social and environmental consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium-rich Foods
item text: Most of the foods we eat contain too much sodium: • Over 75% of the sodium we eat comes from processed foods such as cheese, deli meats, pizza, sauces and soups. • Packaged and ready-to-eat foods, fast foods, and restaurant meals are often high in sodium. • Breads, breakfast cereals and bakery products also contain sodium even though they may not taste salty.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Most of the foods we eat contain too much sodium: • Over 75% of the sodium we eat comes from processed foods such as cheese, deli meats, pizza, sauces and soups. • Packaged and ready-to-eat foods, fast foods, and restaurant meals are often high in sodium. • Breads, breakfast cereals and bakery products also contain sodium even though they may not taste salty.

Benefits of Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Imaginary reward
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Benefits of Activity
item text: Because physical activity makes you feel better about yourself, you're more likely to make healthy lifestyle choices and avoid unhealthy ones such as smoking, overeating or drinking too much alcohol.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.heartandstroke.ca/get-healthy/stay-active/benefits-of-physical-activity
comment: Because physical activity makes you feel better about yourself, you're more likely to make healthy lifestyle choices and avoid unhealthy ones such as smoking, overeating or drinking too much alcohol.

Sodium Sense Eating Out
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense Eating Out
item text: Easy ways to cut back on sodium when eating out: Choose... • Lettuce, onions, or tomatoes on burgers and sandwiches • Salad with dressing on the side or a baked potato Instead of… • Cheese, ketchup, mustard, or pickles on burgers and sandwiches • French fries or fried onion rings
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Easy ways to cut back on sodium when eating out: Choose... • Lettuce, onions, or tomatoes on burgers and sandwiches • Salad with dressing on the side or a baked potato Instead of… • Cheese, ketchup, mustard, or pickles on burgers and sandwiches • French fries or fried onion rings

Sodium Sense Eating Out
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense Eating Out
item text: Easy ways to cut back on sodium when eating out: Choose... • Steamed rice, steamed buns or dim sum rice noodle rolls with sodium-reduced soy sauce on the side • Stir-fry vegetables with garlic • Wonton noodles or rice noodles Instead of… • Fried rice or dim sum appetizers in soy, hoisin, fish or black bean sauces • Stir-fry vegetables in oyster sauce • Chow mein or fried rice noodles
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Easy ways to cut back on sodium when eating out: Choose... • Steamed rice, steamed buns or dim sum rice noodle rolls with sodium-reduced soy sauce on the side • Stir-fry vegetables with garlic • Wonton noodles or rice noodles Instead of… • Fried rice or dim sum appetizers in soy, hoisin, fish or black bean sauces • Stir-fry vegetables in oyster sauce • Chow mein or fried rice noodles

Sodium Sense Eating Out
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense Eating Out
item text: Easy ways to cut back on sodium when eating out: Choose... • Raita • Roti or chapatti • Tandoori dishes Instead of… • Pakoras • Naan or parantha • Curry dishes or biryani
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Easy ways to cut back on sodium when eating out: Choose... • Raita • Roti or chapatti • Tandoori dishes Instead of… • Pakoras • Naan or parantha • Curry dishes or biryani

Sodium Sense Eating Out
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense Eating Out
item text: Easy ways to cut back on sodium when eating out: Choose... • Grilled fish, meat, or poultry • Pasta in garlic and olive oil • Pizza with vegetable toppings Instead of… • Lasagna or parmigiana dishes • Pasta in tomato or marinara sauce • Pizza with bacon, extra cheese, or pepperoni
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.dietitians.ca/Downloads/Factsheets/Sodium-Sense-factsheet-collection.aspx
comment: Easy ways to cut back on sodium when eating out: Choose... • Grilled fish, meat, or poultry • Pasta in garlic and olive oil • Pizza with vegetable toppings Instead of… • Lasagna or parmigiana dishes • Pasta in tomato or marinara sauce • Pizza with bacon, extra cheese, or pepperoni

Benefits of Regular Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Benefits of Regular Activity
item text: • better health • improved fitness • better posture and balance • better self-esteem • weight control • stronger muscles and bones • feeling more energetic • relaxation and reduced stress • continued independent living in later life
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • better health • improved fitness • better posture and balance • better self-esteem • weight control • stronger muscles and bones • feeling more energetic • relaxation and reduced stress • continued independent living in later life

Health Risks of Inactivity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Health Risks of Inactivity
item text: • premature death • heart disease • obesity • high blood pressure • adult-onset diabetes • osteoporosis • stroke • depression • colon cancer
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • premature death • heart disease • obesity • high blood pressure • adult-onset diabetes • osteoporosis • stroke • depression • colon cancer

Activities You Can Do at Home
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Habit formation
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Activities You Can Do at Home
item text: • Create a new morning routine. Start your day with 10 minutes of movement indoors or outdoors. Some stretching and a short walk first thing in the morning can be better than caffeine. • Go for a bike ride. • Park the car 10 minutes away from the store you are going to. Better yet, leave the car at home. • Dance to your favourite up-beat music for 10 minutes a day.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • Create a new morning routine. Start your day with 10 minutes of movement indoors or outdoors. Some stretching and a short walk first thing in the morning can be better than caffeine. • Go for a bike ride. • Park the car 10 minutes away from the store you are going to. Better yet, leave the car at home. • Dance to your favourite up-beat music for 10 minutes a day.

Activities You Can Do at Home
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Activities You Can Do at Home
item text: • If you live in a seniors’ residence, start a hall-walking group. Add to your route each week and pick up friends along the way. • Parents – play catch or fly a kite with your kids. • Trade in your power mower for a push mower. • Do a physical activity routine with leaders on TV or online.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • If you live in a seniors’ residence, start a hall-walking group. Add to your route each week and pick up friends along the way. • Parents – play catch or fly a kite with your kids. • Trade in your power mower for a push mower. • Do a physical activity routine with leaders on TV or online.

Activities You Can Do at Work
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Activities You Can Do at Work
item text: • Take stretch breaks during meetings. • Have a “walking” meeting – grab your colleague and discuss business while taking a walk. • Take the stairs. Pretend the elevator is out of service. • Post a notice near the entrance to the stairway suggesting people take the stairs and have them sign it when they do to encourage others to follow their lead.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • Take stretch breaks during meetings. • Have a “walking” meeting – grab your colleague and discuss business while taking a walk. • Take the stairs. Pretend the elevator is out of service. • Post a notice near the entrance to the stairway suggesting people take the stairs and have them sign it when they do to encourage others to follow their lead.

Activities You Can Do at Work
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Activities You Can Do at Work
item text: • Replace your coffee break with a walking/wheeling break. • Contract your stomach and back muscles while sitting in your chair or on the bus. • Take a brisk walk before lunch for about 10 minutes. • Try to make active living one of the goals of your work team. • Roll your shoulders and stretch your neck when sitting in front of the computer.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • Replace your coffee break with a walking/wheeling break. • Contract your stomach and back muscles while sitting in your chair or on the bus. • Take a brisk walk before lunch for about 10 minutes. • Try to make active living one of the goals of your work team. • Roll your shoulders and stretch your neck when sitting in front of the computer.

Benefits of Activity
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about health consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Benefits of Activity
item text: It’s always a good idea to add physical activity to your life, regardless of your age. Physical activity can: • dramatically lower your risk of heart disease and stroke • help prevent and control risk factors such as high blood pressure, high cholesterol, type 2 diabetes, osteoporosis, certain types of cancer, and obesity • reduce stress levels • increase energy • improve sleep • improve digestion
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.heartandstroke.ca/get-healthy/stay-active/benefits-of-physical-activity
comment: It’s always a good idea to add physical activity to your life, regardless of your age. Physical activity can: • dramatically lower your risk of heart disease and stroke • help prevent and control risk factors such as high blood pressure, high cholesterol, type 2 diabetes, osteoporosis, certain types of cancer, and obesity • reduce stress levels • increase energy • improve sleep • improve digestion

Activities You Can Do at Play
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Activities You Can Do at Play
item text: • Make a personal or family commitment to try a new activity each season: snowshoe, curl, hike, bike, dance, bowl, fish, camp, ice-skate, ski, swim, in-line skate, walk, run, skip rope, play tag with your kids, or play ball in the park. • Join a club or organization that coordinates active living events. • Participate in community programs like SummerActive and try some new activities. • Get in the garden and dig, prune, rake and weed.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • Make a personal or family commitment to try a new activity each season: snowshoe, curl, hike, bike, dance, bowl, fish, camp, ice-skate, ski, swim, in-line skate, walk, run, skip rope, play tag with your kids, or play ball in the park. • Join a club or organization that coordinates active living events. • Participate in community programs like SummerActive and try some new activities. • Get in the garden and dig, prune, rake and weed.

Activities You Can Do at Play
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Activities You Can Do at Play
item text: • See how many different 10-minute walking, wheeling or cycling routes you can find in your neighbourhood. • Hit a tennis ball with a friend. • Arrange to meet a couple of friends for a walk every day at the same time. • Join a T’ai Chi or yoga class. • Go line dancing, folk dancing, or square dancing.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • See how many different 10-minute walking, wheeling or cycling routes you can find in your neighbourhood. • Hit a tennis ball with a friend. • Arrange to meet a couple of friends for a walk every day at the same time. • Join a T’ai Chi or yoga class. • Go line dancing, folk dancing, or square dancing.

Activities You Can Do on the Way
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Activities You Can Do on the Way
item text: • Walk, cycle, in- line skate, or wheel to work or school. • Get off the bus two stops early and walk home. • Leave the car in a parking lot 10 minutes from work and walk the rest of the way. • Take your bike to work – you’ll save on gas as well as help to protect the environment and your health. • If your job involves a lot of driving, plan several short stops in your day. Get out of the car and walk for 10 minutes or more whenever you can.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.physicalactivityplan.org/resources/CPAG.pdf
comment: • Walk, cycle, in- line skate, or wheel to work or school. • Get off the bus two stops early and walk home. • Leave the car in a parking lot 10 minutes from work and walk the rest of the way. • Take your bike to work – you’ll save on gas as well as help to protect the environment and your health. • If your job involves a lot of driving, plan several short stops in your day. Get out of the car and walk for 10 minutes or more whenever you can.

Strengthening Activities
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Strengthening Activities
item text: What are strengthening activities? Muscle-strengthening activities build up your muscles. Examples of muscle-strengthening activities include push-ups and sit-ups, lifting weights, climbing stairs and digging in the garden. With bone-strengthening activities,your muscles push and pull against your bones, helping make your bones stronger. Examples of bone-strengthening activities include running, walking and yoga. Get stronger by adding activities that target your muscles and bones at least two days per week.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/07paap-eng.php
comment: What are strengthening activities? Muscle-strengthening activities build up your muscles. Examples of muscle-strengthening activities include push-ups and sit-ups, lifting weights, climbing stairs and digging in the garden. With bone-strengthening activities,your muscles push and pull against your bones, helping make your bones stronger. Examples of bone-strengthening activities include running, walking and yoga. Get stronger by adding activities that target your muscles and bones at least two days per week.

Reading Food Labels
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Reading Food Labels
item text: Other terms for sodium (or salt) to watch for on a label are: • Celery, garlic or onion salt • Monosodium glutamate (Accent or MSG) • Sodium (Sodium Benzoate, Sodium Citrate, Sodium Nitrate) • Baking soda • Baking powder • Brine for pickling • Soy sauce • Na (an abbreviation for sodium) Ingredients are listed in order from most to least. This means the ingredient used in the greatest amount is listed first. Therefore, if sodium or salt appears near the top of the ingredient list, avoid that product.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Other terms for sodium (or salt) to watch for on a label are: • Celery, garlic or onion salt • Monosodium glutamate (Accent or MSG) • Sodium (Sodium Benzoate, Sodium Citrate, Sodium Nitrate) • Baking soda • Baking powder • Brine for pickling • Soy sauce • Na (an abbreviation for sodium) Ingredients are listed in order from most to least. This means the ingredient used in the greatest amount is listed first. Therefore, if sodium or salt appears near the top of the ingredient list, avoid that product.

Herb Shaker Recipe
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Herb Shaker Recipe
item text: Looking to replace that salt shaker? Try this herb shaker recipe: 2 mL (1/4 tsp) basil 3 mL (1/2 tsp) white pepper 15 mL (1 tbsp) onion powder 15 mL (1 tbsp) garlic powder 2 mL (1/4 tsp) paprika 1 mL (1/8 tsp) rosemary 1 mL (1/8 tsp) celery seed 5 mL (1 tsp) thyme 15 mL (1 tbsp) dry mustard Blend your ingredients and add to an empty shaker with a few pieces of raw rice to allow for easy flow.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Looking to replace that salt shaker? Try this herb shaker recipe: 2 mL (1/4 tsp) basil 3 mL (1/2 tsp) white pepper 15 mL (1 tbsp) onion powder 15 mL (1 tbsp) garlic powder 2 mL (1/4 tsp) paprika 1 mL (1/8 tsp) rosemary 1 mL (1/8 tsp) celery seed 5 mL (1 tsp) thyme 15 mL (1 tbsp) dry mustard Blend your ingredients and add to an empty shaker with a few pieces of raw rice to allow for easy flow.

Sodium - Grains and starches
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium - Grains and starches
item text: Lower sodium foods (choose more of): • Whole grains and higher fibre foods such as breads, pasta, cereals, bulk hot cereals • Grains with no added salt such as unsalted crackers homemade muffins, pancakes, corn breads (made from scratch) • Homemade soups (can be frozen for later use), or soups that are low sodium or have no added salt Higher sodium foods (choose less of): • Packaged foods with added salt such as crackers, croutons, seasoned pasta and rice dishes, stuffing, instant hot cereals, instant pancake/waffle mixes • Canned products such as corn, soups • Prepared convenience foods such as frozen pizzas, frozen dinners
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Whole grains and higher fibre foods such as breads, pasta, cereals, bulk hot cereals • Grains with no added salt such as unsalted crackers homemade muffins, pancakes, corn breads (made from scratch) • Homemade soups (can be frozen for later use), or soups that are low sodium or have no added salt Higher sodium foods (choose less of): • Packaged foods with added salt such as crackers, croutons, seasoned pasta and rice dishes, stuffing, instant hot cereals, instant pancake/waffle mixes • Canned products such as corn, soups • Prepared convenience foods such as frozen pizzas, frozen dinners

Sodium Sense - Fruits
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense - Fruits
item text: Lower sodium foods (choose more of): • Fresh or frozen fruits • Fruits with their skin Higher sodium foods (choose less of): • Dried fruits processed with salt
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Fresh or frozen fruits • Fruits with their skin Higher sodium foods (choose less of): • Dried fruits processed with salt

Sodium Sense - Milk and Alternatives
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense - Milk and Alternatives
item text: Lower sodium foods (choose more of): • Low fat dairy products such as skim or 1% milk and yogurt or soy milk • Buttermilk limited to less than 1 cup per week Higher sodium foods (choose less of): • Malted milk, milkshakes • Some chocolate-flavoured mixes • Canned milk
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Low fat dairy products such as skim or 1% milk and yogurt or soy milk • Buttermilk limited to less than 1 cup per week Higher sodium foods (choose less of): • Malted milk, milkshakes • Some chocolate-flavoured mixes • Canned milk

Sodium Sense - Sweet Foods and Snacks
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense - Sweet Foods and Snacks
item text: Lower sodium foods (choose more of): • Unsalted snack foods like popcorn and chips • Homemade baked goods (made from scratch) Higher sodium foods (choose less of): • Snack foods like chips and popcorn • Packaged pudding, cake, pie mixes
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Unsalted snack foods like popcorn and chips • Homemade baked goods (made from scratch) Higher sodium foods (choose less of): • Snack foods like chips and popcorn • Packaged pudding, cake, pie mixes

Let's Talk Intensity!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Let's Talk Intensity!
item text: Moderate-intensity physical activities will cause adults to sweat a little and to breathe harder. Activities like: • Walking quickly • Skating • Bike riding Vigorous-intensity physical activities will cause adults to sweat and be ‘out of breath’. Activities like: • Jogging • Cross-country skiing • Basketball • Soccer
maximum user age: 64
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.csep.ca/cmfiles/guidelines/csep_guidelines_handbook.pdf
comment: Moderate-intensity physical activities will cause adults to sweat a little and to breathe harder. Activities like: • Walking quickly • Skating • Bike riding Vigorous-intensity physical activities will cause adults to sweat and be ‘out of breath’. Activities like: • Jogging • Cross-country skiing • Basketball • Soccer

Sodium Sense - Vegetables
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense - Vegetables
item text: Lower sodium foods (choose more of): • Fresh or frozen vegetables with no sauces • Low sodium canned vegetables or canned vegetables rinsed with water Higher sodium foods (choose less of): • Canned vegetables • Sauerkraut, pickled vegetables • Regular vegetable or tomato juices • Frozen vegetables with sauces • Canned tomatoes
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Fresh or frozen vegetables with no sauces • Low sodium canned vegetables or canned vegetables rinsed with water Higher sodium foods (choose less of): • Canned vegetables • Sauerkraut, pickled vegetables • Regular vegetable or tomato juices • Frozen vegetables with sauces • Canned tomatoes

Sodium Sense - Meat and Alternatives
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense - Meat and Alternatives
item text: Lower sodium foods (choose more of): • Fresh or frozen lean meats and poultry • Fresh fish or low sodium canned fish at least once a week. Rinse regular canned fish with water to flush the sodium away. • Dried beans, peas and lentils or canned beans rinsed with water • Low sodium cheeses such as ricotta, cottage cheese. These are also available as low sodium and low fat. • Unsalted nuts. Use herbs/spices to flavour nuts & seeds Higher sodium foods (choose less of): • Smoked, cured, canned, koshered meats • Processed meats like hotdogs, cold cuts, ham, sausage • Imitation seafood • Processed cheeses such as cheese slices, cheese sauces and spreads • Salted nuts and seeds • Canned beans and lentils • Pickled eggs
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Fresh or frozen lean meats and poultry • Fresh fish or low sodium canned fish at least once a week. Rinse regular canned fish with water to flush the sodium away. • Dried beans, peas and lentils or canned beans rinsed with water • Low sodium cheeses such as ricotta, cottage cheese. These are also available as low sodium and low fat. • Unsalted nuts. Use herbs/spices to flavour nuts & seeds Higher sodium foods (choose less of): • Smoked, cured, canned, koshered meats • Processed meats like hotdogs, cold cuts, ham, sausage • Imitation seafood • Processed cheeses such as cheese slices, cheese sauces and spreads • Salted nuts and seeds • Canned beans and lentils • Pickled eggs

Sodium Sense - Fats
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense - Fats
item text: Lower sodium foods (choose more of): • Canola oil, olive oil, sunflower oil, vegetable oil for cooking • Non-hydrogenated margarines without added salt • Unsalted salad dressings or homemade dressings with oil, vinegar and herbs Higher sodium foods (choose less of): • Dips made with soup mixes or processed cheese • Some salad dressings • Salted butter
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Canola oil, olive oil, sunflower oil, vegetable oil for cooking • Non-hydrogenated margarines without added salt • Unsalted salad dressings or homemade dressings with oil, vinegar and herbs Higher sodium foods (choose less of): • Dips made with soup mixes or processed cheese • Some salad dressings • Salted butter

Sodium Sense - Extras
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Behavior substitution
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium Sense - Extras
item text: Lower sodium foods (choose more of): • Herbs, spices, lemon and vinegar in cooking to flavour your food • Homemade herb shaker or use herb/spice blends available for purchase • Low sodium condiments • Garlic and onion powder Higher sodium foods (choose less of): • Condiments such as ketchup, mustard, and relish • Sauces such as soy sauce, Worcestershire sauce and barbecue sauce • Pickles and olives • Herbs that contain the word salt, such as garlic salt or celery salt • Kosher salt and sea salt also contain sodium • Monosodium Glutamate • Softened water • Foods described as being smoked, pickled, teriyaki or in broth
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Lower sodium foods (choose more of): • Herbs, spices, lemon and vinegar in cooking to flavour your food • Homemade herb shaker or use herb/spice blends available for purchase • Low sodium condiments • Garlic and onion powder Higher sodium foods (choose less of): • Condiments such as ketchup, mustard, and relish • Sauces such as soy sauce, Worcestershire sauce and barbecue sauce • Pickles and olives • Herbs that contain the word salt, such as garlic salt or celery salt • Kosher salt and sea salt also contain sodium • Monosodium Glutamate • Softened water • Foods described as being smoked, pickled, teriyaki or in broth

Add Zip Without Salt!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Add Zip Without Salt!
item text: Any of the spices in your cupboards can add new flavour to your meals. Here are some ideas to get you started: • Beef: Bay leaf, chives, parsley, dry mustard powder, marjoram, thyme, oregano, pepper, garlic, onion, fresh mushrooms, sage • Poultry: Green pepper, fresh mushrooms, parsley, chives, poultry seasoning, lemon juice, paprika, sage, thyme, pepper • Pork: Applesauce, garlic, onion, pepper, cloves, dill, parsley, pepper, sage • Fish: Lemon juice, bay leaf, garlic, dill, parsley, pepper, fresh mushrooms, paprika, curry powder • Vegetables: Lemon juice, marjoram, dill, parsley, onion, chives, pepper, garlic, vinegar • Salads: Dry mustard mixed with vinegar and sugar, lemon juice, chives, parsley, garlic, onion, pepper, oregano • Soups: Chives, onion, garlic, chili powder, oregano, thyme, bay leaf, parsley
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Any of the spices in your cupboards can add new flavour to your meals. Here are some ideas to get you started: • Beef: Bay leaf, chives, parsley, dry mustard powder, marjoram, thyme, oregano, pepper, garlic, onion, fresh mushrooms, sage • Poultry: Green pepper, fresh mushrooms, parsley, chives, poultry seasoning, lemon juice, paprika, sage, thyme, pepper • Pork: Applesauce, garlic, onion, pepper, cloves, dill, parsley, pepper, sage • Fish: Lemon juice, bay leaf, garlic, dill, parsley, pepper, fresh mushrooms, paprika, curry powder • Vegetables: Lemon juice, marjoram, dill, parsley, onion, chives, pepper, garlic, vinegar • Salads: Dry mustard mixed with vinegar and sugar, lemon juice, chives, parsley, garlic, onion, pepper, oregano • Soups: Chives, onion, garlic, chili powder, oregano, thyme, bay leaf, parsley

Limit Sodium Intake
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Limit Sodium Intake
item text: Buy products that are labeled with ≤ 5% daily value (%DV) of sodium Too much: more than 360 mg or more than 15 %DV Watch out: between 121 and 360 mg or between 6 and 14%DV Go ahead: 0 to 120 mg or 0-5 %DV
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.hypertension.ca/en/hypertension/what-can-i-do/limit-saltsodium-intake
comment: Buy products that are labeled with ≤ 5% daily value (%DV) of sodium Too much: more than 360 mg or more than 15 %DV Watch out: between 121 and 360 mg or between 6 and 14%DV Go ahead: 0 to 120 mg or 0-5 %DV

Sodium101 Health Claims
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium101 Health Claims
item text: Don’t be fooled by health claims marketing “Free”, “Lightly Salted”,“Healthy”, “Lower”, etc. Get the facts - check the label!
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.sodium101.ca/wp-content/uploads/2012/11/brochure-fullpage-en.pdf
comment: Don’t be fooled by health claims marketing “Free”, “Lightly Salted”,“Healthy”, “Lower”, etc. Get the facts - check the label!

Sodium101 Advice
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium101 Advice
item text: Remember that unprocessed, fresh foods such as fruits and vegetables are good for you and are naturally low in sodium.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.sodium101.ca/wp-content/uploads/2012/11/brochure-fullpage-en.pdf
comment: Remember that unprocessed, fresh foods such as fruits and vegetables are good for you and are naturally low in sodium.

Sodium101 Advice
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium101 Advice
item text: Try to avoid high sodium products with more than 400 milligrams (mg) sodium per serving. Cut back on those with a sodium content of 200 – 400 mg per serving. Look for those products with less than 200 mg per serving.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.sodium101.ca/wp-content/uploads/2012/11/brochure-fullpage-en.pdf
comment: Try to avoid high sodium products with more than 400 milligrams (mg) sodium per serving. Cut back on those with a sodium content of 200 – 400 mg per serving. Look for those products with less than 200 mg per serving.

Sodium101 Advice
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Sodium101 Advice
item text: Be aware of the serving size – how big a portion and how many servings do you intend to eat? For example, breads and cereals are a significant source of sodium in our diets because we consume many servings in a day.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.sodium101.ca/wp-content/uploads/2012/11/brochure-fullpage-en.pdf
comment: Be aware of the serving size – how big a portion and how many servings do you intend to eat? For example, breads and cereals are a significant source of sodium in our diets because we consume many servings in a day.

Let's Talk Intensity!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Let's Talk Intensity!
item text: Moderate-intensity physical activities will cause older adults to sweat a little and to breathe harder. Activities like: • Walking quickly • Bicycling Vigorous-intensity physical activities will cause older adults to sweat and be ‘out of breath’. Activities like: • Cross-country skiing • Swimming
maximum user age: 120
minimum user age: 65
provide journal: false
provide link: false
source URL: http://www.csep.ca/cmfiles/guidelines/csep_guidelines_handbook.pdf
comment: Moderate-intensity physical activities will cause older adults to sweat a little and to breathe harder. Activities like: • Walking quickly • Bicycling Vigorous-intensity physical activities will cause older adults to sweat and be ‘out of breath’. Activities like: • Cross-country skiing • Swimming

Reducing Sodium at Home
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Reducing Sodium at Home
item text: Low-sodium cooking tips • Cook with little or no salt. Use less salt than what a recipe calls for, and taste your food before adding salt. • Make your own soup, sauces, and salad dressings. Rinse canned vegetables, beans, lentils, and chickpeas before using. • Cook pasta, noodles, and rice in unsalted water • Use less of the seasoning that comes with taco kits, packaged macaroni and cheese, pasta, and rice mixes. • Limit high-sodium condiments such as BBQ sauce, soy sauce, ketchup, mustard, relish, pickles, hoisin sauce, fish sauce, and oyster sauce.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/nutrients/sodium/reducing-sodium-home.html
comment: Low-sodium cooking tips • Cook with little or no salt. Use less salt than what a recipe calls for, and taste your food before adding salt. • Make your own soup, sauces, and salad dressings. Rinse canned vegetables, beans, lentils, and chickpeas before using. • Cook pasta, noodles, and rice in unsalted water • Use less of the seasoning that comes with taco kits, packaged macaroni and cheese, pasta, and rice mixes. • Limit high-sodium condiments such as BBQ sauce, soy sauce, ketchup, mustard, relish, pickles, hoisin sauce, fish sauce, and oyster sauce.

Herbs and Spices
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Action planning
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Herbs and Spices
item text: Cooking with herbs and spices instead of salt Flavour foods with herbs and spices instead of salt. Your taste buds will adjust to less salt in your food. Here are a few ideas to get you started: • Basil - tastes great with tomatoes and pasta • Cumin - adds flavour to soup, stews, and sauces • Curry powder - good with meat, poultry, soup, and stews • Dill - pairs well with fish, potatoes, and eggs • Oregano - perfect in pasta, soup, and salads • Paprika - good with seafood, vegetables, chicken, and eggs • Rosemary - delicious with chicken, lamb, and pork • Thyme - goes well with beef and chicken
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/nutrients/sodium/reducing-sodium-home.html
comment: Cooking with herbs and spices instead of salt Flavour foods with herbs and spices instead of salt. Your taste buds will adjust to less salt in your food. Here are a few ideas to get you started: • Basil - tastes great with tomatoes and pasta • Cumin - adds flavour to soup, stews, and sauces • Curry powder - good with meat, poultry, soup, and stews • Dill - pairs well with fish, potatoes, and eggs • Oregano - perfect in pasta, soup, and salads • Paprika - good with seafood, vegetables, chicken, and eggs • Rosemary - delicious with chicken, lamb, and pork • Thyme - goes well with beef and chicken

Top Five Food Sources of Sodium
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Information about social and environmental consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Top Five Food Sources of Sodium
item text: Almost 80% of the sodium we eat comes from processed and packaged foods, not the salt shaker. Here's a list of the top five food sources of sodium: 1. Mixed dishes such as macaroni & cheese, lasagne, beef stew, etc. 2. Baked goods such as bread , buns, muffins, and biscuits 3. Processed meat such as deli meat, hotdogs, seasoned meat, etc. 4. Soup 5. Cheese
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.canada.ca/en/health-canada/services/nutrients/sodium/sodium-basics.html#a3
comment: Almost 80% of the sodium we eat comes from processed and packaged foods, not the salt shaker. Here's a list of the top five food sources of sodium: 1. Mixed dishes such as macaroni & cheese, lasagne, beef stew, etc. 2. Baked goods such as bread , buns, muffins, and biscuits 3. Processed meat such as deli meat, hotdogs, seasoned meat, etc. 4. Soup 5. Cheese

Walking and the Environment
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Information about social and environmental consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Walking and the Environment
item text: Walking is an environmentally sustainable form of transportation. Climate change is one of the most pressing issues facing communities, our nation and the international community. Walking is one easy way to replace a car trip and reduce greenhouse gas emissions. According to Environment Canada, 27% of Canada’s greenhouse gas emissions come from transportation, the daily use of cars and trucks make up 12% of our total.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://walkaboutns.ca/walkabout-info/about/
comment: Walking is an environmentally sustainable form of transportation. Climate change is one of the most pressing issues facing communities, our nation and the international community. Walking is one easy way to replace a car trip and reduce greenhouse gas emissions. According to Environment Canada, 27% of Canada’s greenhouse gas emissions come from transportation, the daily use of cars and trucks make up 12% of our total.

Move the Salt Shaker
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Restructuring the physical environment
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Move the Salt Shaker
item text: Try keeping your salt shaker in a cupboard instead of on the table or countertop! You'll be less likely to reach for it when eating or preparing a meal.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/reducing-salt-intake
comment: Try keeping your salt shaker in a cupboard instead of on the table or countertop! You'll be less likely to reach for it when eating or preparing a meal.

Every Step Counts!
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Graded tasks
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Every Step Counts!
item text: If you’re not active now, adding any amount of physical activity can bring some health bene ts. Take a step in the right direction. Start now and slowly increase your physical activity to meet the recommendations.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/index-eng.php
comment: If you’re not active now, adding any amount of physical activity can bring some health bene ts. Take a step in the right direction. Start now and slowly increase your physical activity to meet the recommendations.

Types of Aerobic Activities
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ExerciseMore
is warranted by: Instruction on how to perform the behavior
appropriate for automatic motivation: 6
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 6
appropriate for social opportunity: 3
can repeat: 26
item name: Types of Aerobic Activities
item text: Aerobic activity moves your large muscles, such as those in your arms and legs. Running, swimming, walking, bicycling, dancing, and doing jumping jacks are examples of aerobic activity. Aerobic activity also is called endurance activity. Aerobic activity makes your heart beat faster than usual. You also breathe harder during this type of activity. Over time, regular aerobic activity makes your heart and lungs stronger and able to work better. Below are examples of aerobic activities. Depending on your level of fitness, they can be light, moderate, or vigorous in intensity: • Pushing a grocery cart around a store • Gardening, such as digging or hoeing that causes your heart rate to go up • Walking, hiking, jogging, running • Water aerobics or swimming laps • Bicycling, skateboarding, rollerblading, and jumping rope • Ballroom dancing and aerobic dancing • Tennis, soccer, hockey, and basketball
maximum user age: 64
minimum user age: 18
provide journal: false
provide link: false
source URL: https://www.nhlbi.nih.gov/health/health-topics/topics/phys/types
comment: Aerobic activity moves your large muscles, such as those in your arms and legs. Running, swimming, walking, bicycling, dancing, and doing jumping jacks are examples of aerobic activity. Aerobic activity also is called endurance activity. Aerobic activity makes your heart beat faster than usual. You also breathe harder during this type of activity. Over time, regular aerobic activity makes your heart and lungs stronger and able to work better. Below are examples of aerobic activities. Depending on your level of fitness, they can be light, moderate, or vigorous in intensity: • Pushing a grocery cart around a store • Gardening, such as digging or hoeing that causes your heart rate to go up • Walking, hiking, jogging, running • Water aerobics or swimming laps • Bicycling, skateboarding, rollerblading, and jumping rope • Ballroom dancing and aerobic dancing • Tennis, soccer, hockey, and basketball

Salt and sodium - What’s the difference?
type: NamedIndividual
type: InterventionItem
type: Tip
is appropriate for intervention goal: ReduceSaltIntake
is warranted by: Information about social and environmental consequences
appropriate for automatic motivation: 3
appropriate for location: 0
appropriate for physical capability: 3
appropriate for physical opportunity: 3
appropriate for psychological capability: 3
appropriate for reflective motivation: 3
appropriate for social opportunity: 3
can repeat: 26
item name: Salt and sodium - What’s the difference?
item text: • Salt is an ingredient we add to our food. We use it in the form of table salt, sea salt and in some seasonings. • Sodium is one of the mineral nutrients. Sodium is found mainly in salt but it is also part of some food additives, such as MSG. • We can find out the total amount of sodium in our foods by checking the Nutrition Facts label.
maximum user age: 120
minimum user age: 18
provide journal: false
provide link: false
source URL: http://www.hypertension.ca/images/2016_EducationalResources/2015_SaltAndSodiumGetTheFacts_EN_P1004_PREVIEW.pdf
comment: • Salt is an ingredient we add to our food. We use it in the form of table salt, sea salt and in some seasonings. • Sodium is one of the mineral nutrients. Sodium is found mainly in salt but it is also part of some food additives, such as MSG. • We can find out the total amount of sodium in our foods by checking the Nutrition Facts label.

TPBadExercise
type: NamedIndividual
type: Actor
type: Patient
has intervention goal: ExerciseMore
has obstacle: MotivationObstacle
has obstacle: TimeObstacle
automatic motivation score: 3
physcological capability score: 3
physical capability score: 3
physical opportunity score: 3
reflective motivation score: 3
social opportunity score: 3
actor home province: 6
actor name: Bad Runner
age: 30
daily sodium intake: 4000
physical activity level: 30

TimeObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: BeliefsAboutConsequences
has relevant TDF: Environmental Context and Resources
has relevant TDF: Goals
has relevant TDF: Intentions
has relevant TDF: Reinforcement
comment: Does not have enough time to perform activity.

Training
type: NamedIndividual
type: InterventionFuction
has common BCT: Behavioral experiments
has common BCT: Biofeedback
has common BCT: Graded tasks
has common BCT: Habit formation
has common BCT: Habit reversal
has common BCT: Mental rehearsal of successful performance
has common BCT: Self-reward
has common BCT: Self-talk
has common BCT: Self-monitoring of outcome(s) of behaviour
has most common BCT: Behavioral practice-rehearsal
has most common BCT: Demonstration of the behavior
has most common BCT: Feedback on behaviour
has most common BCT: Instruction on how to perform the behavior
has most common BCT: Self-monitoring of behaviour
has most common BCT: Feedback on outcome(s) of behavior
is effective for TDF domain: BehaviouralRegulation
is effective for TDF domain: CognitiveInterpersonalSkills
is effective for TDF domain: Environmental Context and Resources
is effective for TDF domain: Memory, Attention, and Decision Processes
is effective for TDF domain: PhysicalSkill
is effective for TDF domain: Reinforcement
comment: Imparting skills.

WeatherObstacle
type: NamedIndividual
type: Obstacle
has relevant TDF: Environmental Context and Resources
has relevant TDF: Knowledge
comment: Feels that weather prevents them from performing activity.

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