Application of theoretical domains framework to explore the enablers and barriers to physical activity among university staff and students: A qualitative study- Transcripts

Group interviews were conducted among university staff (administrative, academic, cleaning and catering staff) and students First year undergraduate, post-graduate taught masters, post-graduate PhD and international students) at the University of Derby to understand their perceived enablers and barriers to physical activity. The group interview schedule was developed using the 14 domains of the Theoretical Domains Framework (TDF) (social influences; environment context and resources; social/professional role and identity; beliefs about capabilities; beliefs about consequences; Optimism; Intentions; goals; emotion and reinforcement; knowledge; cognitive and interpersonal skills; memory, attention and decision processes; behavioural regulation; and physical skills). The aim of the study was to understand the domains of the TDF that were perceived to be enablers and/or barriers to physical activity engagement among university staff and students. NB: The names of all the participants used in the transcripts are all pseudonyms.本研究于德比大学（University of Derby）开展群体访谈，受访对象涵盖该校教职工（含行政、学术、保洁及餐饮工作人员）与学生（一年级本科生、授课型硕士研究生、博士研究生及国际学生），旨在了解二者感知到的参与体育活动的促进因素与阻碍因素。本次群体访谈提纲基于理论领域框架（Theoretical Domains Framework, TDF）的14个维度编制而成，该框架包含以下维度：社会影响、环境背景与资源、社会/职业角色与身份、能力信念、后果信念、乐观倾向、行为意图、目标、情绪与强化、知识、认知与人际技能、记忆、注意力与决策过程、行为调节以及身体技能。本研究的目的为明确在教职工与学生群体中，被感知为体育活动参与促进因素或阻碍因素的TDF维度。注：转录文本中所有参与者的姓名均为化名。