Table 3.
COM-B and TDF domain mapping
| COM-B | TDF domain | Intervention Function | Behaviour change technique | Mode of delivery and intervention content |
|---|---|---|---|---|
| Physical Capability | Physical Skills | Education, Training, Enablement | Graded task | Evidence-based physical activity/exercise efficacy and safety knowledge, e.g., lymphoedema and fatigue management; appropriate goal progression; supportive team challenges |
| Psychological Capability | Behavioural regulation | Education, Training, Enablement | Self-monitoring | Pedometers/apps; food and activity logs; reflective journals |
| Knowledge | Education | Health consequences | Cooking skills guide; benefits of physical activity after cancer; portion size; snack advice; reading food labels; hydration; healthy eating/physical activity for management of side-effects and comorbidities | |
| Physical Opportunity | Environmental context and Resources | Training, Enablement, Environment restructuring | Sign-posting; prompts |
Physical activity/exercise taster sessions; sign-posting to local opportunities; on-line exercise videos; access to high-quality example meal recipes; cooking skills guides; food taster sessions Reminder text messages |
| Social Opportunity | Social influences | Modelling, Training, Enablement | Social support; social comparison; information about other’s approval | One to one contact with qualified lifestyle advisor; Online support; group-based support sessions; education for friends and family; social media support groups |
| Automatic Motivation | Emotion | Training, coercion, environmental restructuring | Emotional consequences; self-assessment of affective consequences; social support (emotion); reduce negative emotions |
Motivational factsheets, e.g., hunger vs craving, emotional eating, etc.; social support through lifestyle advisors & group members Enjoyable physical activity/exercise to reduce negative emotions; inspirational food diary |
| Reflective Motivation | Intentions | Education, Persuasion, Enablement | Action planning; barrier identification | Overcoming barriers; decisional balance; meal planning; choosing healthy meals; motivational texts; branded items |
| Beliefs about capabilities | Education, Persuasion, Enablement | Verbal persuasion to boost self-efficacy; focus on success | Building confidence (body image and self-esteem); enhancing self-efficacy through physical activity | |
| Beliefs about consequences | Education, Modelling | Vicarious reinforcement | Online videos; group sessions | |
| Goals | Education, Enablement | Goal setting (outcome); goal setting (behaviour); review of outcome & behaviour goals; action planning | Progress tracking; weight loss goals; long-term goals; other appropriate & progressive goals; autonomous goals |
TDF Theoretical Domains Framework, COM-B components of the COM-B model, as follows: Capability-Opportunity-Motivation – Behaviour