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Table 2 Example mapping of COM-B reflective motivation component and TDF domains to intervention content, mode of delivery, core BCTs and intervention functions

From: Developing a group intervention to manage fatigue in rheumatoid arthritis through modifying physical activity

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
  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
  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
  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
  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
  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
  1. BCT = behaviour change technique; COM-B=Capability, Opportunity, Motivation, Behaviour; PA = physical activity; RA = rheumatoid arthritis; TDF = theoretical domains framework
  2. BCT codes (from BCT taxonomy version 1 [14]): 1.1 = goal setting (behaviour); 1.2 = problem solving; 1.4 = action planning; 1.5 = review behaviour goal(s); 1.6 = discrepancy between current behaviour and goal; 2.2 = feedback on behaviour; 2.3 = self-monitoring of behaviour; 2.4 = self-monitoring of outcome(s) of behaviour; 3.1 = social support (unspecified); 4.1 = instruction on how to perform the behaviour; 4.3 = re-attribution; 5.1 = information about health consequences; 5.6 = information about emotional consequences; 8.1 = behavioural practice/rehearsal; 8.6 = generalisation of target behaviour; 8.7 = graded tasks; 9.1 = credible source