Table 2 Example mapping of COM-B reflective motivation component and TDF domains to intervention content, mode of delivery, core BCTs and intervention functions
COM-B | Theoretical domain from TDF | What needs to happen for the target behaviour to occur? | Content | Mode of delivery | Core BCTs | Intervention function |
|---|---|---|---|---|---|---|
Reflective motivation | Professional/social role and identity | Encourage being active as part of identity | Review and feedback on progress Identify personal benefits of PA for RA and fatigue | Interactive group education and discussion Practical PA session with support from course leader Homework tasks, e.g. implementation of chosen PA between sessions | 1.1, 1.5, 2.2, 3.1, 5.1, 8.1, 8.6 | Education, Persuasion, Modelling |
| Â | Beliefs about capabilities | Explore acceptance of having RA and fatigue and its effect on ability Address confidence with PA Identify PA that feel capable of doing, that is achievable | Explore current feelings and experiences relating to fatigue and PA Participate in chosen PA Review and feedback on progress | Interactive group education and discussion Practical PA session with support from course leader Facilitated individual goal setting during practical PA session Educational support materials, e.g. handouts: goal setting, list of exercises included in practical session, monitoring PA, activity diary, pedometer Homework tasks, e.g. goal setting task, implementation of chosen PA between sessions | 1.1, 1.2, 2.2, 2.3, 2.4, 4.1, 8.1, 8.6, 8.7 | Education, Persuasion, Modelling, Enablement |
| Â | Optimism | Explore confidence with achieving PA goals | Setting individual goals for PA Review and feedback on progress Participate in chosen PA | Interactive group education and discussion Practical PA session with support from course leader Facilitated individual goal setting during practical PA session Educational support materials, e.g. handouts: goal setting, list of exercises included in practical session Homework tasks, e.g. goal setting task, implementation of chosen PA between sessions | 1.1, 1.5, 1.6, 2.2, 2.3, 2.6, 8.1, 8.6 | Education, Persuasion, Modelling, Enablement |
| Â | Beliefs about consequences | Address beliefs about the effects of PA on fatigue and general consequences of PA Encourage belief that managing PA will have positive benefits for managing fatigue Address negative beliefs | Identify benefits of PA for RA and fatigue Introduce and apply principles of graded approaches to PA Participate in chosen PA | Interactive group education and discussion Practical PA session with support from course leader Educational support materials, e.g. handouts: PA in RA, graded approaches to PA, list of exercises included in practical session Homework tasks, e.g. implementation of chosen PA between sessions | 2.3, 2.4, 4.3, 5.1, 5.6, 8.1, 8.7, 9.1 | Education, Persuasion, Modelling |
| Â | Intentions | Explore plans/intentions to be more active or to manage PA Encourage formulation of plans to carry out PA and implementation of specific PA goals Address setbacks and potential barriers to PA | Set individual goals for PA Review and feedback on progress Explore barriers and opportunities for implementing PA Devise plans for managing setbacks Identify opportunities for continuing and maintaining PA in the longer term | Interactive group education and discussion Facilitated individual goal setting during practical PA session Educational support materials, e.g. handouts: goals setting, graded approaches to PA, monitoring PA, managing setbacks Homework tasks, e.g. goal setting task, complete graded PA plan, formulate setback plan, implementation of chosen PA between sessions | 1.1, 1.2, 1.4, 1.5, 1.6, 2.2, 2.3, 3.1 | Education, Persuasion, Incentivisation, Modelling |
| Â | Goals | Explore expectations and desired achievements Set specific goals for PA | Set individual goals for PA Review and feedback on progress | Interactive group education and discussion Facilitated individual goal setting during practical PA session Educational support materials, e.g. handouts: goals setting, graded approaches to PA, monitoring PA, managing setbacks Homework tasks, e.g. goal setting task | 1.1, 1.4, 1.6, 2.2, 2.3, 2.4 | Education, Persuasion, Incentivisation, Modelling |