Understanding University Students’ Physical Activity Barriers Through the Theoretical Domains Framework and COM-B Model: A Qualitative Exploration

Purpose the present study qualitatively explored barriers to PA among Chinese university students with low activity levels, using the COM-B model and Theoretical Domains Framework (TDF). Methods Sixteen students were recruited through purposive and snowball sampling, screened using the International Physical Activity Questionnaire Short Form (IPAQ-SF). Semi-structured interviews, lasting 45–60 minutes, were conducted in Mandarin and analysed using framework analysis. Deductive coding was based on TDF domains, while inductive coding allowed new subthemes to emerge. Themes were mapped onto COM-B constructs and linked to potential intervention functions via the Behaviour Change Wheel (BCW). Results Barriers clustered across three domains. Capability barriers included limited exercise skills, narrow or inaccurate knowledge, and weak self-regulation. Opportunity barriers reflected environmental and social constraints, such as inflexible booking systems, limited facilities, and reliance on peers for coordination. Motivational barriers included ambivalent health beliefs, competing academic priorities, and mixed affective responses. Conclusions Chinese university students face a unique constellation of capability, opportunity, and motivational barriers that jointly suppress sustained PA engagement. Interventions should integrate skill-building, restructuring of institutional opportunities, and strategies to strengthen motivation, ensuring culturally and contextually sensitive approaches to behaviour change.