Table 4.
Selected BCTs for this intervention.
| TDF | Intervention function | BCT | Does the BCT meet the APEASE criteria? |
|---|---|---|---|
| Skills | Training | Demonstration of the behavior | No: not acceptable |
| Instruction on how to perform a behavior | No: not acceptable | ||
| Feedback on the behavior | Yes: provide feedback on the behavioral performance | ||
| Feedback on outcome(s) of behavior | No: not practicable or acceptable | ||
| Self-monitoring of the behavior | Yes: incorporate a measuring method for own physical activity level | ||
| Behavioral rehearsal/practice | No: not practicable, effective, or acceptable | ||
| Graded tasks | Yes: include easy-to-perform tasks | ||
| Knowledge | Education | Information about social and environmental consequences | No: not effective or acceptable |
| Information about health consequences | Yes: educate on the health outcomes of physical activity | ||
| Information on emotional benefits | Yes: educate on the emotional outcomes of physical activity | ||
| Feedback on the behavior | No: not effective or acceptable | ||
| Feedback on outcome(s) of the behavior | No: not effective or acceptable | ||
| Prompts/cues | No: not practicable or acceptable | ||
| Self-monitoring of the behavior | No: not effective or acceptable | ||
| Memory, attention and decision processes | Training | Demonstration of the behavior | Yes: provide observable examples of children who are enjoying the physical activity |
| Instruction on how to perform a behavior | Yes: give advice about how to perform the behavior | ||
| Feedback on the behavior | No: not practicable, effective, or acceptable | ||
| Feedback on outcome(s) of behavior | No: not practicable, effective, or acceptable | ||
| Self-monitoring of the behavior | No: not practicable, effective, or acceptable | ||
| Behavioral rehearsal/practice | No: not practicable, effective, or acceptable | ||
| Enablement | Social support (practical) | Yes: advice, arrange or provide practical help to do physical activity | |
| Goal setting (behavior) | No: not practicable, effective, or acceptable | ||
| Goal setting (outcome) | No: not practicable, effective, or acceptable | ||
| Adding objects to the environment | No: not practicable, effective, or acceptable | ||
| Problem-solving | No: not practicable, effective, or acceptable | ||
| Action planning | No: not practicable, effective, or acceptable | ||
| Self-monitoring of the behavior | No: not practicable, effective, or acceptable | ||
| Restructuring the physical environment | Yes: advice changing the “exam-oriented” physical education environment | ||
| Review behavior goal(s) | No: not practicable, effective, or acceptable | ||
| Review outcome goal(s) | No: not practicable, effective, or acceptable | ||
| Social/professional role and identity | Education | Information about social and environmental consequences | No: not practicable or acceptable |
| Information about health consequences | Yes: educate on the outcomes of physical inactivity | ||
| Information on emotional benefits | Yes: educate on the emotional outcomes of physical activity | ||
| Feedback on the behavior | No: not practicable or acceptable | ||
| Feedback on outcome(s) of the behavior | No: not practicable or acceptable | ||
| Prompts/cues | No: not practicable or acceptable | ||
| Self-monitoring of the behavior | No: not practicable or acceptable | ||
| Persuasion | Credible source | Yes: present verbal or visual communication from a credible source against the physical inactivity | |
| Information about social and environmental consequences | No: not practicable or acceptable | ||
| Information about health consequences | Yes: persuasive communication on the benefits of exercises for children | ||
| Feedback on behavior | No: not practicable or acceptable | ||
| Feedback on outcome(s) of the behavior | No: not practicable or acceptable | ||
| Modeling | Demonstration of the behavior | Yes: provide observable examples where parents play with their child | |
| Belief about capabilities | Education | Information about social and environmental consequences | No: not practicable or acceptable |
| Information about health consequences | Yes: educate on the outcomes of physical inactivity | ||
| Feedback on the behavior | Yes: provide informative on the behavioral performance | ||
| Feedback on outcome(s) of the behavior | No: not practicable or acceptable | ||
| Prompts/cues | No: not practicable or acceptable | ||
| Self-monitoring of the behavior | Yes: incorporate a measuring method for own physical activity level | ||
| Focus on past success | Yes: advice to think about or list previous successes in doing physical activity | ||
| Verbal persuasion about capability (to boost self-efficacy) | Yes: tell the children that they can successfully do any (paly) physical activity even they may not good at it now | ||
| Persuasion | Credible source | No: not effective or acceptable | |
| Information about social and environmental consequences | No: not effective or acceptable | ||
| Information about health consequences | No: not effective or acceptable | ||
| Feedback on behavior | Yes: provide feedback on the behavioral performance | ||
| Feedback on outcome(s) of the behavior | No: not practicable or acceptable | ||
| Modeling | Demonstration of the behavior | Yes: provide observable examples of children/sportsman who have successfully participated in sports/exercises | |
| Belief about consequences | Education | Information about social and environmental consequences | No: not effective or acceptable |
| Information about health consequences | Yes: educate on the outcomes of physical inactivity and benefits of physical activity | ||
| Information on emotional benefits | Yes: educate on the emotional outcomes of physical activity | ||
| Feedback on the behavior | No: not practicable, effective, or acceptable | ||
| Feedback on outcome(s) of the behavior | No: not practicable, effective, or acceptable | ||
| Prompts/cues | No: not practicable, effective, or acceptable | ||
| Self-monitoring of the behavior | No: not effective or acceptable | ||
| Pros and cons | Yes: educate on the outcomes of physical inactivity and benefits of physical activity | ||
| Persuasion | Credible source | No: not practicable or acceptable | |
| Information about social and environmental consequences | No: not effective or acceptable | ||
| Information about health consequences | Yes: educate on the outcomes of physical inactivity and benefits of physical activity | ||
| Feedback on behavior | No: not practicable, effective, or acceptable | ||
| Feedback on outcome(s) of the behavior | No: not practicable, effective, or acceptable | ||
| Modeling | Demonstration of the behavior | Yes: provide observable examples of benefits obtained by the children from doing sports/exercises | |
| Goals | Education | Information about social and environmental consequences | No: not practicable, effective, or acceptable |
| Information about health consequences | No: not practicable, effective, or acceptable | ||
| Feedback on the behavior | Yes: provide feedback on the physical activity | ||
| Feedback on outcome(s) of the behavior | No: not practicable, effective, or acceptable | ||
| Prompts/cues | Yes: have physical activity poster posted in the classroom | ||
| Self-monitoring of the behavior | Yes: incorporate a measuring method for own physical activity level (e.g., pedometer diary) | ||
| Persuasion | Credible source | No: not practicable, effective, or acceptable | |
| Information about social and environmental consequences | No: not practicable, effective, or acceptable | ||
| Information about health consequences | No: not practicable, effective, or acceptable | ||
| Feedback on behavior | Yes: provide feedback on the physical activity | ||
| Feedback on outcome(s) of the behavior | No: not practicable, effective, or acceptable | ||
| Incentivization | Feedback on behavior | Yes: provide feedback on the physical activity | |
| Feedback on outcome(s) of behavior | No: not practicable, effective, or acceptable | ||
| Monitoring of behavior by others without evidence of feedback | No: not practicable, or acceptable | ||
| Monitoring outcome of behavior by others without evidence of feedback | No: not practicable, acceptable, or effective | ||
| Self-monitoring of the behavior | Yes: incorporate a measuring method for own physical activity level (e.g., pedometer diary) | ||
| Material reward | Yes: provide stickers for children who have achieved physical activity goals | ||
| Modeling | Demonstration of the behavior | No: not practicable, effective, or acceptable | |
| Enablement | Social support (practical) | Yes: advice parents to do physical activity with children | |
| Goal setting (behavior) | No: not practicable, effective, or acceptable | ||
| Goal setting (outcome) | No: not practicable, effective, or acceptable | ||
| Adding objects to the environment | No: not practicable, effective, or acceptable | ||
| Problem-solving | No: not practicable, effective, or acceptable | ||
| Action planning | No: not practicable, effective, or acceptable | ||
| Self-monitoring of the behavior | No: not practicable, effective, or acceptable | ||
| Restructuring the physical environment | Yes: advice changing the structure of physical education | ||
| Review behavior goal(s) | No: not practicable, effective, or acceptable | ||
| Review outcome goal(s) | No: not practicable, effective, or acceptable | ||
| Social support (emotional) | Yes: advice parents and teachers to provide positive feedback/encouragement | ||
| Emotions | Enablement | Social support (practical) | Yes: advice, arrange or offer practical help to do physical activity |
| Goal setting (behavior) | Yes: advice children to make physical activity plans | ||
| Goal setting (outcome) | No: not practicable or acceptable | ||
| Adding objects to the environment | No: not practicable, effective or acceptable | ||
| Problem-solving | Yes: discussion on barriers and provision of feedback | ||
| Action planning | No: not practicable, effective, or acceptable | ||
| Self-monitoring of the behavior | No: not practicable, effective or acceptable | ||
| Restructuring the physical environment | Yes: advice changing the “exam-oriented” physical education's environment | ||
| Review behavior goal(s) | No: not practicable, effective, or acceptable | ||
| Review outcome goal(s) | No: not practicable, effective, or acceptable | ||
| Social support (emotional) | Yes: provide emotional encouragement and positive feedback | ||
| Environment context and resources | Environmental restructuring | Adding objects to the environment | Yes: provide sports equipment for children |
| Prompts/cues | Yes: have physical activity poster posted in the classroom | ||
| Restructuring the physical environment | No: not affordable, practicable, or acceptable | ||
| Enablement | Social support (practical) | Yes: advice parents/teachers to encourage or do physical activity with children | |
| Goal setting (behavior) | Yes: agree on a daily walking goal with children | ||
| Goal setting (outcome) | No: not practicable or acceptable | ||
| Adding objects to the environment | Yes: provide sports equipment for children | ||
| Problem-solving | Yes: prompt the children to identify barriers that prevent them from doing physical activity and discuss ways in which they could overcome the barriers | ||
| Action planning | Yes: encourage to make a plan to do physical activity on weekends | ||
| Self-monitoring of the behavior | Yes: give the child a pedometer and a diary for recording the daily total number of steps | ||
| Restructuring the physical environment | Yes: provide sports equipment for children | ||
| Review behavior goal(s) | Yes: examine how well a person's performance corresponds to agreed goals | ||
| Review outcome goal(s) | No: not practicable or acceptable | ||
| Social influences | Modeling | Demonstration of the behavior | Yes: provide observable examples of parents who encourage children to do physical activity or play with their child |
| Enablement | Social support (practical) | Yes: advice parents/teachers to encourage or do physical activity with children | |
| Goal setting (behavior) | Yes: agree on a daily walking goal with children | ||
| Goal setting (outcome) | No: not practicable or acceptable | ||
| Adding objects to the environment | Yes: provide sports equipment for children | ||
| Problem-solving | Yes: prompt the children to identify barriers that prevent them from doing physical activity and discuss ways in which they could overcome the barriers | ||
| Action planning | Yes: encourage to make a plan to do physical activity on weekends | ||
| Self-monitoring of the behavior | Yes: give the child a pedometer and a diary for recording the daily total number of steps | ||
| Restructuring the physical environment | Yes: provide sports equipment for children | ||
| Review behavior goal(s) | Yes: examine how well a person's performance corresponds to agreed goals | ||
| Review outcome goal(s) | No: not practicable or acceptable | ||
| Social support (emotional) | Yes: advice parents and teachers to give positive feedback/encouragement | ||
| Identification of self as role model | No: not practicable or acceptable | ||
| Social reward | Yes: verbally praise the children who have achieved the goal |
Embolden BCTs were identified through the TDF-BCT matrix.