Table 1 Overview of mapping process to identify implementation strategies and behaviour change techniques (BCTs) to address identified barriers
Target behaviour: Amending all indoor-only free play time to either indoor-outdoor or outdoor-only to increase duration children allowed to access outdoor areas | ||||
|---|---|---|---|---|
Barriers reported by ECEC services | COM-B and (TDF) | Intervention function | BCTs applied | Implementation strategy (modality) |
Staff lack of awareness of the benefits of outdoor play | Capability– psychological (Knowledge) | Environmental restructuring Education | Information about health consequences Information about social and environmental consequences Instruction on how to perform the behaviour | Develop and distribute educational materials (email and hard copies) |
Lack of time to implement Perceived priority for the service | Motivation- reflective (Intentions, Beliefs about capabilities) | Enablement Persuasion | Verbal persuasion about capability Focus on past success Discrepancy between current behaviour and goal Social support | Conduct educational outreach visits (online meetings, phone calls) Identify and prepare GOGA champions (email and online meeting) |
Lack of awareness of alignment with COVID-19 Guidelines for NSW ECEC services and the National Quality Framework | Motivation- reflective (Social /professional role and identify) | Enablement Education | Credible source Information about social and environmental consequences | Conduct educational sessions (online meeting) Develop and distribute educational materials (email and hard copies) Provide local centralized technical assistance |
Logistical arrangements: Including service staffing, service layout not conducive to outdoor play Lack of specific plans to put the intervention into effect | Capability–physical opportunity (Environmental context and resources) | Environmental restructuring Enablement | Restructuring the physical environment Goal setting (behaviour) Problem solving Action planning | Conduct educational sessions (online meeting) Provide local centralized technical assistance (online meetings and phone calls) Performance review and feedback (online meeting, phone) Develop a formal implementation blueprint (online meetings) |
Perceived lack of support from service managers/peers/ parents | Opportunity-social (Social influences) | Persuasion | Social support (practical) Information about others’ approval | Identify and prepare GOGA champions (email and online meeting) Develop and distribute educational materials (email and hard copies) |
Unable to identify and attribute positive changes/outcomes to implementation efforts | Motivation- reflection (Intentions, Beliefs about consequences) | Persuasion Enablement | Review behaviour goals Self-monitoring of behaviour Feedback on outcome of behaviour | Performance review and feedback (feedback summary (email), online meeting, phone and face-to-face (n = 1)) |