Table 2 Intervention content mapped from the COM-B to the TDF, intervention functions, policy categories, and behaviour change techniques (BCTs) (based on [51, 53, 55, 56]).
COM-B | Theoretical domain | Intervention function | Policy category | BCTs | Intervention content | Mode of delivery |
|---|---|---|---|---|---|---|
CAPABILITY (Psychological) | Knowledge | Education | Service provision | 4.1 Instruction on how to perform the behaviour | The REP will provide instruction on how to perform the activities involved in each session prior to exercising. | Face-to-face group exercise session |
9.1 Credible Source | The REP will be well qualified to deliver exercise sessions, with strong experience and expertise, and will advocate performing exercise during the structured sessions and then promote sustainable physical activity habits after the intervention | Face-to-face group exercise and behaviour change sessions | ||||
2.6 Biofeedback | Participants will be using heart rate monitors to help guide physical effort during the exercise sessions | Face-to-face group exercise session | ||||
5.1 Information about health consequences | Group discussions about health consequences of physical activity | Face-to-face group and behaviour change sessions | ||||
Memory, attention and decision processes | Education | Service provision | 1.2 Problem Solving (including relapse prevention) | Group discussions of barriers and solutions to challenges in attending and engaging with the exercise sessions. Towards the end of the intervention, group discussions will prospectively explore potential barriers and solutions to participating in more physical activity after the intervention is finished. | Face-to-face group and behaviour change sessions | |
Behavioural regulation | Education | Service provision | 2.3 Self-monitoring of behaviour | Encouragement to self-monitor their behaviour with a physical activity diary or a step counter on their phone after the intervention is finished. | Face-to-face group and behaviour change sessions | |
CAPABILITY (Physical) | Skills | Training | Service provision | 6.1 Demonstration of the behaviour | The REP will demonstrate the activities involved in each session prior to exercising | Face-to-face group exercise session |
8.7 Graded tasks | The sessions will build in duration (and intensity depending on heart rate feedback), fortnightly, over the 12 week intervention | Face-to-face group exercise session | ||||
8.1 Behavioural practice/rehearsal | The young people will be practising activities at high or low intensity in every session that they attend. | Face-to-face group exercise session | ||||
8.3 Habit formation | Encourage making physical activity habits long term (after the intervention) by trying to perform it in the same context (this could be time/day, activity, or environment) | Face-to-face group and behaviour change sessions | ||||
8.6 Generalisation of the target behaviour | Group discussions on the transition from the exercise classes to wider physical activity after the intervention is finished | Face-to-face group and behaviour change sessions | ||||
MOTIVATION (Reflective) | Beliefs about capabilities | Persuasion | Service provision | 15.3 Focus on past success | Group discussion of examples of past success in terms of previous attendance and engagement with exercise (e.g. school, club, hobbies). Towards the end of the intervention, group discussion will explore of examples of past success in terms of being active in their own time (e.g. hobbies, walking, cycling) to encourage sustainable physical activity habits | Face-to-face group and behaviour change sessions |
15.1 Verbal persuasion about capability | Provide positive talk about the young peoples’ ability to attend and participate in the exercise sessions regularly. Towards the end of the intervention, positive talk will focus on the young peoples’ ability to engage in regular physical activity after the intervention is finished | Face-to-face group and behaviour change sessions | ||||
Beliefs about consequences | Education | Service provision | 9.2 Pros and Cons | Group discussions regarding the pros and cons of attending and participating in the exercise sessions. Towards the end of the intervention, group discussions will explore the pros and cons of physical activity after the intervention is finished | Face-to-face group and behaviour change sessions | |
5.3 Information about social and environmental consequences | Towards the end of the intervention, group discussions will explore the social consequences of physical activity and the environmental consequences of active travel (e.g. cycling vs car use) | Face-to-face group and behaviour change sessions | ||||
5.6 Information about emotional consequences | Group discussions about the emotional consequences of the structured exercise during the sessions. Towards the end of the intervention, group discussions will explore the emotional consequences of participating in physical activity after the intervention is finished. | Face-to-face group and behaviour change sessions | ||||
Goals | Education | Service provision | 1.1 Goal setting (behaviour) 1.4 Action planning | The group will discuss setting detailed plans about incorporating attending the sessions into their weekly routines. Towards the end of the intervention, group discussions will explore setting detailed plans about incorporating physical activity into their weekly routines after the intervention (including signposting local opportunities) | Face-to-face group and behaviour change sessions | |
1.5 Review behaviour goal | Encourage reviewing their goals related to the exercise sessions. Towards the end of the intervention, group discussions will encourage reviewing their goals related to physical activity after the intervention is finished | Face-to-face group and behaviour change sessions | ||||
MOTIVATION (Automatic) | Reinforcement | Incentivisation | Service provision | 10.4 Social reward | Young people will be rewarded verbally, providing positive reinforcement, for turning up and participating in the sessions. | Face-to-face group exercise session |
10.9 Self-reward | Encourage rewarding themselves for making progress and/or meeting their goals of engagement with the exercise sessions. | Face-to-face group and behaviour change sessions | ||||
10.7 Self-incentive | Towards the end of the intervention, encourage rewarding themselves for making progress and/or meeting their goals for physical activity after the intervention sessions in the future | Face-to-face group and behaviour change sessions | ||||
Education | 5.4 Monitoring of emotional consequences | Encouragement to make mental or physical notes about how they feel during or after the exercise sessions | Face-to-face group and behaviour change sessions | |||
OPPORTUNITY (Physical) | Environmental context and resources | Environmental restructuring | Environmental/social planning | 12.1 Restructuring the physical environment | The sessions are being added to the young peoples’ environment, for free | Face-to-face group exercise session |
7.1 Prompts/cues | Encouraging young people to leave reminders to prepare for and attend the exercise sessions | Face-to-face group and behaviour change sessions | ||||
OPPORTUNITY (Social) | Social influences | Environmental restructuring | Environmental/social planning | 12.2 Restructuring the social environment | The sessions are being added to the young peoples’ environment, with peers of similar ages, living with depression to provide social support | Face-to-face group exercise session |
Enablement | Service provision | 3.1 Social support (unspecified) 3.2 Social support (practical) 3.3 Social support (emotional) | Group discussions of how to ask for and use social support from friends/family/guardians to attend and engage in the exercise sessions if needed. Towards the end of the intervention, group discussions will explore how to build social support for physical activity after the intervention is finished | Face-to-face group and behaviour change sessions | ||
13.1 Identification of self as role model | Towards the end of the intervention, encourage discussions of how they should think of themselves as role models for exercise for others (friends, family) | Face-to-face group and behaviour change sessions |