Table 5.
Examples of the intervention content and mechanism of action using the BCW and TDF.
| Intervention contents (examples of application within the intervention) | BCTs selected | Intervention functions | TDF | COM-B |
|---|---|---|---|---|
| School environmental support | ||||
| Verbal encouragement for doing physical activity during the class break. | 15.1 Verbal persuasion about capability | Pers | B cap | Ref M |
| Put physical activity posters in the classroom. | 7.1 Prompt/cues 12.5 Adding objects to the environment |
Ed, Env | Env, Goals | Ref M, Phy O |
| The intervention will provide sports equipment for children to use during the class break. | 3.2 Social support (practical) 12.1 Restructuring the physical environment 12.5 Adding objects to the environment |
Ena, Env | Env, MAD | Phy O, Psy C |
| Health education for children | ||||
| General introduction to physical activity via slides (definition, positives, negatives of physical inactivity). | 5.1 Information about health consequences 5.6 Information on emotional benefits |
Ed | B con, Kn | Ref M, Psy C |
| Discussion about what sort of things make them want to do physical activity, what stops them from doing it, and the previous successful physical activity experience. | 1.2 Problem-solving 9.2 Pros and cons 15.3 Focus on past success |
Ed | B cap, Kn | Ref M, Psy C |
| Tips for doing physical activity (intense, duration, safety) and motivation. | 4.1 Instruction on how to perform the behavior 6.1 Demonstration of the behavior |
Pers | B cap | Ref M |
| Encourage children to make physical activity plans to be active at school and home gradually. Whenever the goal or plan is achieved, verbal congratulations or non-verbal rewards will be offered to them. | 1.1 Goal setting (behavior) 1.4 Action planning 10.2 Material reward (behavior) 10.4 Social reward 15.1 Verbal persuasion about capability |
Pers, Inc | B cap | Ref M |
| Encourage children to make physical activity poster and give the presentation. | 1.1 Goal setting (behavior) 1.4 Action planning | Pers, Ena | B cap, B con | Ref M |
| Provide follow-up educational material (e.g., activity diary) for each child. | 5.1 Information about health consequences 5.6 Information on emotional benefits 7.1 Prompts/cues 12.1 Restructuring the physical environment 12.5 Adding objects to the environment |
Ed, Env | B con, Kn, B cap, SI | Soc O, Ref M, Psy C |
| Children will be asked to set up activity goals and record their daily physical activity. | 1.1 Goal setting (behavior) 1.4 Action planning 1.5 Review behavior (goals) 2.3 Self-monitoring of the behavior 8.7 Graded tasks |
Ena, Tra | Sk, Goals | Phy C, Ref M |
| Provide feedback with children about the activity plans. | 2.2 Feedback on behavior | Pers | B cap | Ref M |
| Family involvement | ||||
| Educate parents about the physical activity knowledge and ways to promote physical activity among children. | 5.1 Information about health consequences 5.6 Information on emotional benefits |
Ed, Pers | Kn, Id | Psy C, Ref M |
| Use the video clips as the demonstrations (from experts). | 6.1 Demonstration of the behavior | Ed, Mod | B con, Kn | Ref M, Psy C |
| Encourage parents to discuss the barriers that hinder children's physical activity as well as the facilitators that can enable physical activity among children. | 1.2 Problem-solving 9.2 Pros and cons |
Ed | B cap, Kn | Ref M, Psy C |
| Encourage parents to support children in doing physical activity (e.g., making action plans). | 1.1 Goal setting (behavior) 3.2 Social support (practical) 3.3 Social support (emotional) |
Ena | SI, Em | Soc O, Auto M |
| Provide follow-up educational material (e.g., physical activity booklet) for each parent to reflect on the knowledge of physical activity. | 4.1 Instruction on how to perform the behavior 5.1 Information about health consequences 5.6 Information on emotional benefits 7.1 Prompts/cues 12.1 Restructuring the physical environment 12.5 Adding objects to the environment |
Ed, Env | SI, Kn, Id, B con, B cap | Soc O, Psy C, Ref M |
TDF domain abbreviations: Kn, knowledge; MAD, memory, attention and decision processes; SI, social influences; Env, environmental context and resources; B Cap, beliefs about capabilities; B Con, beliefs about consequences; Id, social/professional role and identity; Em, emotions; Sk, physical skills. COM-B abbreviations: Psy C, psychological capability; Soc O, social opportunity; Phys O, physical opportunity; Ref M, reflective motivation; Auto M, automatic motivation. Intervention function abbreviations: Ed, education; Pers, persuasion; Env r, environmental restricting; Mod, modeling; Ena, enablement; Tra, training; Inc, incentivization.