Table 6.

Identified behaviour change techniques derived from deductive linking, inductive analysis resulting in the final hybrid list.

	Deductive Linking/Analysis
	(i) Dominant TDF domain	Links to BCTs identified on TaTT as “green” links	(ii) Identified intervention functions	Most frequently used BCTs (from BCTTv1) for specific intervention function
Micro-level	Knowledge	2.6 Biofeedback 4.1 Instruction on how to perform behaviour 4.2 Information about antecedents 5.1 Information about health consequences 5.3 Information about social and environmental consequences	Education	2.2 Feedback on behaviour 2.3 Self-monitoring of behaviour 2.7 Feedback on outcome(s) of behaviour 5.1 Information about health consequences 5.3 Information about social and environmental consequences 7.1 Prompts/cues
	Cognitive and interpersonal skills	4.1 Instruction on how to perform behaviour 8.1 Behavioural practice/rehearsal 8.7 Graded tasks	Training	2.2 Feedback on behaviour 2.3 Self-monitoring of behaviour 2.7 Feedback on outcome(s) of behaviour 4.1 Instruction on how to perform the behaviour 6.1 Demonstration of the behaviour 8.1 Behavioural practice/rehearsal
Meso- & Macro-level	Environmental context and resources	3.2 Social support (practical) 7.1 Prompts/cues 7.5 Remove aversive stimulus 12.1 Restructuring the physical environment 12.2 Restructuring the social environment 12.3 Avoidance/reducing exposure to cues for the behaviour 12.5 Adding objects to the environment	Environmental restructuring	7.1 Prompts/cues 12.1 Restructuring the physical environment 12.5 Adding objects to the environment
	Social influences	3.1 Social support (unspecified) 3.2 Social support (practical) 6.2 Social comparison 6.3 Information about others’ approval 10.4 Social reward	Modelling	6.1 Demonstration of the behaviour
			Enablement	1.1 Goal setting (behaviour) 1.2 Problem solving 1.3 Goal setting (outcome) 1.4 Action planning 1.5 Review behaviour goal(s) 1.7 Review outcome goal(s) 2.3 Self-monitoring of behaviour 3.1 Social support (unspecified) 3.2 Social support (practical) 12.1 Restructuring the physical environment 12.5 Adding objects to the environment
Inductive Analysis (2 examples provided)
Subtheme	Example of intervention content			Identified BCT (from BCTTv1)
1.1.4 Healthcare professionals’ prioritizes addressing “biomedical” or “red flags” first (or only), then “psychosocial” or “yellow flags” or “biopsychosocial”.	Introduce a checkbox on the initial assessment form to prompt for a psychosocial assessment with the use of questionnaires such as the Örebro Musculoskeletal Pain Questionnaire (ÖMPQ).			7.1 Prompts/cues
1.1.5 The ability (or inability) of the healthcare professionals to manage the clinician-patient alliance.	Training in the form of practice and empathetic reflective feedback from clinician to patient enhances overall communication style and patient-centred communication behaviours.			8.1 Behavioural practice/rehearsal
Final hybrid list of BCTs
Based on both deductive and inductive analysis, the most relevant BCTs required at the bare minimum to facilitate change towards improved adoption of the biopsychosocial approach:
Micro-level
4.1 Instruction on how to perform a behaviour
8.1 Behavioural practice/rehearsal
Meso- and Macro-level
3.1 Social support (unspecified)
3.2 Social support (practical)
7.1 Prompts/cues
12.1 Restructuring the physical environment

BCTs, behaviour change techniques; BCTTv1, behaviour change techniques taxonomy version 1; TDF, theoretical domains framework; TaTT, theory and technique tool. BCTs underlined are in common, using the two deductive methods of linking.