Table 2 REACT Intervention BCTs and processes included in the intervention fidelity analysis

Person centred delivery Communication should be participant focused, maximising participant autonomy (Intervention Process)

Use of open-ended questions

Affirmations for positive behaviours, recognising efforts to change, as well as their autonomy to make changes

Reflective listening (actively engage with participant, empathise, reflect emotional state, summarise discussion)

Summaries can be used to reinforce participant choices and acknowledging participant effort or success

Using the Ask-Tell-Discuss technique to exchange /deliver key information

Facilitating Enjoyment (Intervention process)

Using the techniques associated with Person-centred delivery (as above), session leaders should encourage and reinforce enjoyment of social interactions within the group by making the social interactions positive, supportive and enjoyable, rather than embarrassing and awkward

Monitoring Progress (Acknowledging and Reviewing) (BCT (Self-Regulation))

Using the techniques associated with Person-centred delivery (as above), session leaders should regularly acknowledge and review the progress of group members in terms of their physical activity levels

Monitoring Progress (Eliciting and reinforcing the benefits of Physical Activity) (BCT (Self-Regulation))

Using the techniques associated with Person-centred delivery (as above) facilitator should encourage discussion on the emotional, social and physical benefits of physical activity

Self – Monitoring (BCT (Self-Regulation))

Using techniques associated with Person-centred delivery (as above) session leaders should encourage participant self-monitoring, acknowledge participant attempts to self-monitor as well as any progress made with self-monitoring

Managing Setbacks and Problem Solving (BCT (Self-Regulation))

Using techniques associated with Person-centred delivery (as above) session leaders should encourage discussion on setbacks participants have experienced and encourage problem solving. This should involve reviewing progress with planned changes and targets set out in action plans as well as celebrating and reinforcing any successes, while reframing and normalising setbacks. Problems should be broken down, and the sustainability of coping plans and the support others can provide should also be considered

Goal setting and Action Planning (BCT (Self-Regulation))

Using techniques associated with Person-centred delivery (as above) session leaders should work with the participants to agree on action plans, including; negotiating of goals, goal setting and identifying any barriers that may arise. Session leaders should acknowledge participants perspective and encourage participant input throughout

Modelling (Intervention Process (Social Cognitive Theory))

Using techniques associated with Person-centred delivery (as above) session leaders should give participants the opportunity to observe others engaging appropriately with the programme

Promoting Autonomy (Intervention Process (Self-Determination Theory))

Using techniques associated with Person-centred delivery (as above) session leaders should encourage pro-active involvement in the classes and discussion. Create opportunities for participant input, while acknowledging participant perspectives, encouraging participants to be the driver of change and develop a sense of control

Supporting Self-Efficacy for PA (Intervention Process (Self-Determination Theory & Social Cognitive Theory))

Using techniques associated with Person-centred delivery (as above) session leaders should encourage participants, identify and break down barriers to change, set achievable goals /encourage gradual progress, give appropriate and constructive feedback and check for understanding. Encourage problem-solving and ascertain participant confidence and skills so these can be built upon throughout the intervention sessions

Supporting Relatedness (Intervention Process (Self-Determination Theory)

Using techniques associated with Person-centred delivery (as above) session leaders should fulfil participants needs for relatedness (social engagement/ acceptance, approval of one’s behaviour and giving support to others). This can be promoted by encouraging engagement in physical activity, where there are opportunities for positive social interactions as well as highlighting physical activity as a social opportunity