Table 1.

Example of coding the interviews of teenage girls and inserting them in the classification of Pender’s Health Promotion Model

Classifications	Codes	Comments of teachers and students
Perceived benefits	Predicted positive results of physical activity	“In the past I felt I could learn my lessons better after exercise, and now I feel stupid that I gave up exercise “ “Since I started my exercise, my body looks better and my back pain has gone”
Perceived barriers	Conceived or real barriers resulting from the exercise.	“there is so much homework that we can’t find free time to exercise” Directors and administrative staffs of schools do not give importance to physical education.”
Perceived self-efficacy	Judgment about one’s own ability to organize and do physical activity	Since I found an online sports telegram group, I committed myself to do the exercises everyday through the online posts and training movies”
Feelings related to behavior	Positive and negative emotions before, during and after physical activity	I feel good when I exercise, I feel happy and cheerful and I behave better and become kinder.
Interpersonal influencers	Norms, supports and patterns	“When I get so lazy, my family notify me, sometimes I exercise at home with my mother and I play with my sister.”
Situational influencers	The subject’s perceptions of facilitators, inhibitors and available choices and aesthetic properties of the environment for physical activity	“I think if there was more facility in our city, of course, we would be more eager to exercise, but because there are no facilities, we lose that little enthusiasm “