Table 3 Selected BCTs and examples of how they could be used to support behaviour change
From: Development of a behavioural support intervention for e-bike use in Australia
BCT & corresponding code | BCT definition | COM-B domain | Example |
|---|---|---|---|
Goal setting 1.1 | Set or agree on a goal defined in terms of the behaviour to be achieved | Physical opportunity, social opportunity, physical capability, psychological capability, automatic motivation | Determine a SMART weekly cycling goal (e.g., distance/time/ number of rides) for the individual e-cycling |
Problem solving 1.2 | Analyse, or prompt the person to analyse, factors influencing the behaviour and generate or select strategies that include overcoming barriers and/or increasing facilitators | Physical opportunity, social opportunity, physical capability, psychological capability, automatic motivation | Identify specific situations where a barrier would prevent use of an e-bike (e.g., weather, time, distance) and discuss solutions to overcome these (e.g., cycling poncho, leave 5 minutes earlier, use assistance) |
Action planning 1.4 | Prompt detailed planning of performance of the behaviour (must include at least one of context, frequency, duration and intensity). Context may be environmental (physical or social) or internal (physical, emotional or cognitive includes ‘implementation intentions’) | Physical opportunity, social opportunity, physical capability, psychological capability, automatic motivation | Support planning of when it would be most convenient to use the e-bike |
Feedback on behaviour 2.2 | Monitor and provide informative or evaluative feedback on performance of the behaviour (e.g., form, frequency, duration, intensity) | Psychological capability, reflective motivation, automatic motivation, | An odometer on the e-bike to provide real-time feedback on distance cycled |
Social support (unspecified) 3.1 | Advise on, arrange or provide social support (e.g., from friends, relatives, colleagues, ‘buddies’ or staff) or non-contingent praise or reward for performance of the behaviour. It includes encouragement and counselling, but only when it is directed at the behaviour | Physical opportunity, social opportunity, physical capability, psychological capability, automatic motivation | Organise to cycle with a buddy or create a support group of like-minded individuals who are new to e-cycling |
Instruction on how to perform the behaviour 4.1 | Advise or agree on how to perform the behaviour (includes ‘skills training’) | Physical capability, psychological capability | Provide e-bike training to individuals |
Information about health consequences 5.1 | Provide information (e.g., written, verbal, visual) about health consequences of performing the behaviour | Psychological capability, reflective motivation, automatic motivation | Provide information on the positive health impact e-cycling has |
Demonstration of the behaviour 6.1 | Provide an observable sample of the performance of the behaviour, directly in person or indirectly e.g., via film, pictures, for the person to aspire to or imitate (includes ‘modelling’) | Physical capability, psychological capability | Demonstrate the features of the e-bikes and explain significance of each element |
Prompts/cues 7.1 | Introduce or define environmental or social stimulus with the purpose of prompting or cueing the behaviour. The prompt or cue would normally occur at the time or place of performance | Physical opportunity, social opportunity, psychological capability, reflective motivation, automatic motivation | Place the e-bike in a location that would prompt use. E-bike accessories (e.g., helmet) should equally be placed in a location which will remind people to use the e-bike. |
Behavioural practice/rehearsal 8.1 | Prompt practice or rehearsal of the performance of the behaviour one or more times in a context or at a time when the performance may not be necessary, in order to increase habit and skill | Physical capability, psychological capability | Prompt use of the e-bike when going to the shops instead of using motorised transport. |
Habit formation 8.3 | Prompt rehearsal and repetition of the behaviour in the same context repeatedly so that the context elicits the behaviour | Physical capability, psychological capability | Continue to choose e-bike over motorised transport for short trips. |
Credible source 9.1 | Present verbal or visual communication from a credible source in favour of or against the behaviour | Automatic and reflective motivation | Health consequences of e-cycling provided by healthcare professional. |
Restructuring the physical environment 12.1 | Change, or advise to change the physical environment in order to facilitate performance of the wanted behaviour or create barriers to the unwanted behaviour (other than prompts/cues, rewards and punishments) | Physical opportunity, physical capability, automatic motivation | Ensure e-bike is easily accessible and can be used as mode of transport without any inconvenience |
Restructuring the social environment 12.2 | Change, or advise to change the social environment in order to facilitate performance of the wanted behaviour or create barriers to the unwanted behaviour (other than prompts/cues, rewards and punishments) | Social opportunity | Advise to spend more time with friends and family who enjoy cycling for transport or recreation |
Adding objects to the environment 12.5 | Add objects to the environment in order to facilitate performance of the behaviour | Physical opportunity, automatic motivation | Provide e-bike to people |
Verbal persuasion about capability 15.1 | Tell the person that they can successfully perform the wanted behaviour, arguing against self-doubts and asserting that they can and will succeed | Automatic and reflective motivation | Advise the person they can successfully e-cycle |