Understanding the barriers and facilitators influencing physical activity (PA) among Chinese college students is crucial for developing effective, theory-informed behavioral interventions. This study aims to identify key factors affecting PA participation using the Capability, Opportunity, and Motivation-Behaviour (COM-B) model. A qualitative design was adopted using semi-structured, in-depth interviews with 21 Chinese college students from various academic disciplines. Data were analyzed using reflexive thematic analysis combined with framework analysis, guided by the COM-B model and the Theoretical Domains Framework (TDF). The interview guide was developed based on the three core domains of the COM-B model. Three overarching themes—capability, opportunity, and motivation—emerged, comprising 12 sub-themes. Through iterative coding and thematic mapping, we identified 27 distinct barriers and 36 facilitators to physical activity. These were organized into 12 sub-themes across the three COM-B domains line-by-line. Within capability, barriers (4 sub-themes, 10 codes) included physical health limitations, academic pressure, and time management challenges; facilitators (4 sub-themes, 6 codes) involved access to PA-related knowledge, engagement in low-skill activities, utilization of fragmented time, and integration of activity into daily routines. In the opportunity domain, barriers (2 sub-themes, 9 codes) included adverse weather conditions and negative peer influence, while facilitators (2 sub-themes, 15 codes) highlighted accessible sports facilities, instructional guidance, and institutional incentive programs. Regarding motivation, barriers (5 sub-themes, 8 codes) centered on lack of intention and low interest in exercise, whereas facilitators (6 sub-themes, 15 codes) were primarily driven by health improvement, body image concerns, and perceived physical benefits. Notably, opportunity and motivation emerged as the most frequently cited domains, suggesting their central role in shaping PA behaviors. PA participation among Chinese college students is influenced by an interplay of capability, opportunity, and motivation. Effective interventions should adopt a multi-level approach—enhancing individual capabilities, improving environmental support, and strengthening motivational drivers—to overcome barriers and leverage facilitators in promoting sustained PA. Tailoring strategies to address salient motivational and environmental factors may yield greater impact.
Yan et al. (Thu,) studied this question.