Study guide
10.5 Theory of Planned Behaviour, HAPA & Brief Action Planning
CSEP Certified Personal Trainer CSEP-CPT
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1 Introduction: CSEP-CPT Certification & Theory Exam Overview
Introduction: CSEP-CPT Theory Exam Facts & Certification Pathway
2 Chapter 1: Anatomy & Biomechanics in Exercise
1.1 Musculoskeletal Anatomy & Major Muscle Actions 1.2 Planes of Motion & Joint Kinematics 1.3 Biomechanical Levers, Torques & Postural Forces 1.4 Neuromuscular Mechanics & Motor Unit Recruitment
3 Chapter 2: Exercise Physiology & Energy Metabolism
2.1 Bioenergetics & Metabolic Pathways 2.2 Cardiorespiratory Responses to Acute Exercise 2.3 Chronic Physiological Adaptations to Training 2.4 Fatigue Mechanisms & Excess Post-Exercise Oxygen Consumption 2.5 Dose-Response, Sedentary Behaviour & Age and Sex Differences
4 Chapter 3: CSEP-PATH & Pre-Participation Screening
3.1 The CSEP-PATH Framework & 6-A Process 3.2 Get Active Questionnaire (GAQ) & Reference Document Protocols 3.3 Pre-Assessment Screening: Resting Heart Rate & Blood Pressure Cut-Offs 3.4 Pre-Assessment Instructions, Medical Clearance & Contraindications 3.5 PASB-Q, Stages of Change, AAL-Q & Screening in Pregnancy
5 Chapter 4: Anthropometry & Body Composition Assessment
4.1 Body Mass Index (BMI) & Height/Weight Measurement Protocols 4.2 Waist Circumference Protocols & Health Risk Stratification 4.3 Body Composition Methods: Percent Fat Techniques vs. CSEP-PATH Anthropometry 4.4 Body Composition Interpretation & Sensitive Client Communication
6 Chapter 5: Aerobic Fitness Assessment
5.1 Principles of Submaximal Aerobic Testing & Heart Rate Monitoring 5.2 Modified Canadian Aerobic Fitness Test (mCAFT) Protocols 5.3 Ebbeling Treadmill & Rockport 1-Mile Walk Protocols 5.4 Submaximal Cycle Ergometer (YMCA) Test & Aerobic Calculations
7 Chapter 6: Musculoskeletal Fitness Assessment
6.1 Grip Strength & Vertical Jump Peak Power Protocols 6.2 Push-Up Test & Muscular Endurance Protocols 6.3 Sit-and-Reach & Flexibility Assessment Protocols 6.4 Back Extension (Biering-Sorensen) & Static Balance Protocols 6.5 Forearm Plank, Y Balance Test & Predicted 1-RM Protocols 6.6 Validity, Reliability, Objectivity & Measurement Error in CSEP-PATH Assessments
8 Chapter 7: Exercise Prescription & Aerobic Training Design
7.1 Canadian 24-Hour Movement Guidelines for Adults & Youth 7.2 FITT-VP Principles for Cardiorespiratory Fitness 7.3 Training Heart Rate Calculations & RPE Scales 7.4 Aerobic Progression Strategies & Periodization Models 7.5 Canada's Food Guide, Weight Management & Health vs. Performance Goals
9 Chapter 8: Muscular Fitness & Resistance Training Programming
8.1 Resistance Training Principles, Intensity & Repetition Ranges 8.2 Program Design: Exercise Selection, Order & Structural Splits 8.3 Flexibility & Neuromotor Training Programming 8.4 Warm-Up, Cool-Down & Recovery Strategies 8.5 Exercise Instruction, Spotting, Technique Correction & Self-Monitoring
10 Chapter 9: Exercise Prescription for Special & Chronic Populations
9.1 CSEP-CPT Scope for Clients with One Stable Chronic Condition 9.2 Exercise Modifications for Hypertension & Cardiovascular Risk 9.3 Exercise Considerations for Type 2 Diabetes & Metabolic Health 9.4 Exercise Modifications for Osteoporosis, Osteoarthritis & Older Adults 9.5 Asthma, Cancer & Mental Health: Precautions and Signs of Decline 9.6 Recognizing & Responding to Adverse Events During Exercise
11 Chapter 10: Behavior Change & Lifestyle Coaching
10.1 Transtheoretical Model (TTM) Stages of Change & Processes 10.2 Motivational Interviewing Principles & OARS Techniques 10.3 Collaborative Goal Setting (SMART) & Action Planning 10.4 Overcoming Barriers, Relapse Prevention & Self-Efficacy 10.5 Theory of Planned Behaviour, HAPA & Brief Action Planning 10.6 Communication, Empathy & Instructional Techniques for Individual Clients
12 Chapter 11: Professional Practice, Scope & Risk Management
11.1 CSEP Scope of Practice Boundaries & Referral Pathways 11.2 Informed Consent, Liability Waivers & Client Documentation 11.3 Legal Liability, Negligence & Privacy Legislation (PIPEDA) 11.4 Emergency Action Plans, Facility Safety & Certification Maintenance 11.5 The CSEP Code of Conduct & Ethical Professional Practice
10.5 Theory of Planned Behaviour, HAPA & Brief Action Planning
Key Takeaways Explain This Topic AI
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.
Last updated: October 2026
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."