Towards a sequencing framework for teaching and using self-enactable behaviour change techniques: a conceptual review and proposed approach.

Abstract

Objective: Self-enactable behaviour change techniques (BCTs) may help individuals initiate and sustain health behaviour change. However, existing taxonomies provide limited guidance on how such techniques should be selected, taught, combined, and sequenced over time. This perspective aimed to review previous approaches and to develop a conceptual framework for organising and sequencing self-enactable BCTs for intervention design and participant learning.

Methods: A critical conceptual review was conducted to identify published approaches to BCT grouping, temporal organisation, prerequisites, and stage-specific sequencing. Literature identified through four databases was synthesised alongside the compendium of self-enactable BCTs to inform a five-step framework-development process.

Results: The review showed that existing taxonomies and sequencing approaches provide useful classifications but limited guidance for progressive teaching and self-enactment. To address this gap, we proposed a framework comprising 108 self-enactable BCTs organised into nine clusters and 27 groups. We mapped prerequisite relations, classified techniques by their predominant prospective or reactive function, and sequenced their groups across the Model of Action Phases.

Conclusion: Our framework provides a theory-informed structure for teaching and applying self-enactable BCTs. It is intended to guide intervention design and generate testable hypotheses about technique sequencing that need to be empirically explored in future studies.