ParticiPAte CP intervention content, strategies and aims, tabulated by intervention week
| Week | Main elements | Example contents/strategies | Aim/s |
| 1 | Create therapeutic relationship Explore barriers and facilitators Set goals | -Empathetic listening, reflective listening -Discussion of meaning and properties of physical activities -Discussion of current and past LTPA participation -Discussion of potential LTPA participation targets, in the context of individual barriers and facilitators and child/family preferred future -Collaborative setting of 3–5 participation frequency of attendance and/or involvement goals (COPM goal performance, confidence and satisfaction) | Build therapeutic alliance, introduce family to role as leaders and key persons and the therapist as guide/facilitator Set SMART goals that are realistic according to the family context and within the constraints of the intervention and therapist expertise |
| 2–7 | Further explore and assess impact of barriers and facilitators to participation Assess existence and impact of interactions between child-family-environment-activity-participation Assess, plan, choose and implement therapeutic strategies for (if necessary): body structure and function impairments, limitations in performance of sport-specific skills or activities required for participation, personal (child and family) factors, and environmental barriers | -Motivational interviewing (rolling with resistance, developing autonomy-supportive environment, promote child and family intrinsic motivation for goal attainment, redirection of questions to elicit child thoughts/feelings and promote child control) -Strategy formation and planning for treatment -Set GAS goals as relevant to specific areas of intervention -Research (eg, for available programmes that meet child and family needs) -Sporting drills practice (incorporating motor-learning strategies) -Strength and balance training -Provision of home exercise programme -Provision of information about available programmes/services -Equipment and/or aid prescription -Referral to sources of funding -Communication and problem solving with community stakeholders (eg, coaches, activity leaders) -Site visits (assess barriers in context, observe participation in action) -Collaboration with child's existing therapists -Introduction and teaching of specific behaviour modification strategies where relevant (eg, scheduling, monitoring, rewards and consequences) -Environmental changes and/or universal design (eg, modifications that support physical access) -Interventions that support child sensory and communication needs as relevant to participation (eg, social story, explicit teaching) | Maintain therapeutic alliance, facilitate development of family and child into leadership role, reaffirm role of therapist as guide/facilitator Facilitate fulfilment of child and family basic psychological needs Promote autonomy-supportive physical activity climate in the home Reduce capacity and impairment-related barriers to participation Reduce contextual barriers to participation Reduce impact of negative child-family-environment-activity-participation interactions, and promote positive interactions Improve family awareness of barriers to participation, and facilitate independent problem solving |
| 8 | Overview progress Plan for maintenance Score goals | -Discussion of impact of therapeutic elements on COPM goal performance, confidence and satisfaction -Strategy formation and planning for maintenance -Collaborative scoring of 3–5 participation frequency of attendance and/or involvement goals (COPM goal performance, confidence and satisfaction) -Scoring of GAS goals as relevant to specific areas of intervention | Facilitate independent maintenance of behaviour change and participation Score goals and invite reflection |
COPM,Canadian Occupational Performance Measure; GAS, Goal Attainment Scaling; LTPA, leisure time physical activity; SMART, specific, measurable, achievable, realistic, time-bound.