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Table 1 Process for selecting appropriate BCTs to address key barriers identified in work package 1 of the BRIC project which were then translated and used in the intervention

From: Bedtime Routines Intervention for Children (BRIC) project: results from a non-randomised feasibility, proof-of concept study

Barrier

TDF domain and structure

COM-B component

Intervention function

Feeling tired at the start of the routine especially during the week

Memory, Attention & Decision process + Cognitive overload

Emotion + Burn-out & Negative affect

Capability (psychological)

Motivation (automatic)

Training, education & enablement

Persuasion & incentivization

Lack of consistent and reliable information, knowledge and support especially when first having bedtime routines

Knowledge + Procedural knowledge

Skills & Skills development, Practice & Skills assessment

Capability (psychological)

Training, education & enablement

Routines are habitual and difficult to change

Behavioural regulation + Self-monitoring, breaking habit & action planning

Beliefs about capabilities + Perceived behavioural control, perceived competence, self-esteem & self-efficacy

Capability (psychological)

Motivation (reflective)

Training, education & enablement

Persuasion & incentivization