10.5 Theory of Planned Behaviour, HAPA & Brief Action Planning
Key Takeaways
In the Theory of Planned Behaviour, attitudes, subjective norms and perceived behavioural control shape intention, which is the main predictor of behaviour.
The Health Action Process Approach separates a motivational phase that forms an intention from a volitional phase that turns it into action through action planning, coping planning and self-efficacy.
HAPA distinguishes action self-efficacy, maintenance or coping self-efficacy, and recovery self-efficacy after a lapse.
The CSEP-PATH Second Edition (2019) expanded motivational interviewing to include Brief Action Planning; Brief Action Planning asks about a plan, makes it specific, and checks confidence on a 0 to 10 scale.
When confidence in a plan is below about 7 out of 10, the trainer and client problem-solve or shrink the plan until confidence rises.
10.5 Theory of Planned Behaviour, HAPA & Brief Action Planning
Competency 2.4 asks you to describe five theories and models of health behaviour change:
- Social Cognitive Theory;
- Self-Determination Theory;
- the Transtheoretical Model;
- the Theory of Planned Behaviour;
- the Health Action Process Approach.
Competency 2.13 asks you to apply strategies that increase motivation, overcome barriers and encourage adherence. CSEP-PATH Section 3 covers behaviour change. In the 2019 Second Edition, CSEP expanded its motivational interviewing content to include Brief Action Planning and removed a separate Theory of Planned Behaviour subsection. The 2024 competency list still names the Theory of Planned Behaviour, so you should know it.
The Theory of Planned Behaviour (TPB; Ajzen)
TPB proposes that intention is the most immediate cause of a behaviour. Three beliefs shape intention:
| Construct | Meaning | Physical activity example |
|---|---|---|
| Attitude | The person's evaluation of the behaviour (good or bad, enjoyable or not) | "Walking after dinner is pleasant and good for me." |
| Subjective norm | Perceived social pressure or approval from important others | "My family thinks I should be more active." |
| Perceived behavioural control | Perceived ease or difficulty of doing the behaviour | "I can fit a 30-minute walk in on weekdays." |
Perceived behavioural control can also influence behaviour directly when it reflects real control. A client may intend to exercise, but a broken-down car and no nearby facility prevent it.
Coaching applications:
- Strengthen positive attitudes by finding enjoyable activities and naming personally meaningful benefits.
- Build supportive norms through family, friends or group classes.
- Raise perceived control with easy access, short options and skills training.
Limitation: the intention-behaviour gap. Many people who intend to exercise do not follow through, which is the gap the Health Action Process Approach addresses.
The Health Action Process Approach (HAPA; Schwarzer)
HAPA divides change into two phases.
1. Motivational phase (forming an intention):
- Risk perception: "My inactivity raises my health risk." This sets the stage, but it is not enough on its own.
- Outcome expectancies: "If I exercise, I will have more energy."
- Action self-efficacy: "I am confident I can start."
2. Volitional phase (acting on the intention):
- Action planning: when, where and how ("Monday, Wednesday and Friday at 7 a.m., brisk walk around the park for 30 minutes").
- Coping planning: anticipating barriers and if-then solutions ("If it rains, then I will use the indoor track").
- Maintenance (coping) self-efficacy: confidence to keep going despite barriers.
- Recovery self-efficacy: confidence to restart after a lapse.
HAPA also groups people as pre-intenders (no intention yet), intenders (intending but not yet acting) and actors (already active). Each group needs different support:
- pre-intenders: motivation and outcome expectancies;
- intenders: planning;
- actors: coping and recovery strategies.
Comparing the Five Models
| Model | Central idea | Typical coaching move |
|---|---|---|
| Social Cognitive Theory (Bandura) | Behaviour, personal factors and environment influence each other; self-efficacy and outcome expectations drive action | Build mastery experiences, model, persuade, manage physiological states |
| Self-Determination Theory (Deci and Ryan) | Autonomous motivation grows when autonomy, competence and relatedness are supported | Offer choices, build competence, warm relationship |
| Transtheoretical Model (Prochaska) | People move through stages of change using processes of change | Stage-matched strategies; decisional balance |
| Theory of Planned Behaviour (Ajzen) | Attitude, subjective norm and perceived control shape intention | Target beliefs, social support and perceived control |
| Health Action Process Approach (Schwarzer) | Separate motivation (intention) from volition (planning, self-efficacy) | Action plans, coping plans, recovery after lapses |
Brief Action Planning (BAP)
Brief Action Planning is a short, motivational-interviewing-consistent method for helping a client make a concrete plan, used in the Agree and Assist steps. It uses three core questions:
- "Is there anything you would like to do for your health in the next week or two?" This asks permission and lets the client choose. If they are unsure, offer a behavioural menu of two or three ideas plus "something else you have in mind".
- "What would you like to do?" Help the client shape a specific plan covering what, when, where, how often and how much. Then ask them to say it back (a commitment statement).
- "How confident do you feel about carrying out your plan, on a scale of 0 to 10?"
- If the answer is 7 or higher, go ahead.
- If below 7, problem-solve barriers or make the plan smaller until confidence rises.
Finish by arranging follow-up: "Would you like to check in next week about how it went?" Follow-up turns the plan into a learning cycle. Lapses become information for the next plan, not failures.
Worked Example
Trainer: "Is there anything you would like to do for your activity over the next week?" Client: "Maybe walk more." Trainer: "What would that look like?" Client: "Walking 20 minutes at lunch on Tuesday, Wednesday and Thursday." Trainer: "How confident are you, 0 to 10?" Client: "About 5. Meetings run late." Trainer: "What would make it a 7 or 8?" Client: "If I book it in my calendar and keep shoes at work, and do two days instead of three."
A client says: 'I really want to start exercising, and I know it would help my blood pressure, but I can never find a way to actually do it.' Which model best explains this gap, and which strategy fits it?
Transtheoretical Model; return the client to precontemplation and repeat the awareness-raising work.
HAPA; the client has an intention but needs action plans and if-then coping plans to act on it.
Theory of Planned Behaviour; raise the client's risk perception by sharing frightening statistics.
Self-Determination Theory; offer the client financial rewards for every session they attend this month.
In the Theory of Planned Behaviour, a client's belief that 'my partner and friends expect me to stay active' represents which construct?
Attitude toward the behaviour
Perceived behavioural control
Subjective norm
Recovery self-efficacy
Using Brief Action Planning, a client rates their confidence in a new walking plan as 4 out of 10. What should the CSEP-CPT do next?
Accept the plan as it stands, because any written plan is better than having no plan at all.
Tell the client that a low confidence score shows they are not yet motivated enough to change.
Double the size of the plan so the client feels properly challenged and stays engaged.
Problem-solve barriers or shrink the plan until confidence reaches about 7 or more.
Sections you finish are checked off in the contents.