Castro, Oscar and Vergeer, Ineke 
ORCID: https://orcid.org/0000-0002-6560-9023 and Bennie, Jason ORCID: https://orcid.org/0000-0002-8668-8998 and Cagas, Jonathan ORCID: https://orcid.org/0000-0003-0233-4023 and Biddle, Stuart J.H. ORCID: https://orcid.org/0000-0002-7663-6895
(2021)
Using the Behavior Change Wheel to Understand University Students’ Prolonged Sitting Time and Identify Potential Intervention Strategies.
International Journal of Behavioral Medicine, 28.
pp. 360-371.
ISSN 1070-5503
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Text (Accepted Version)
Manuscript JBME_Accepted version.pdf Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. Download (829kB) | Preview |
Abstract
Background
Several national public health guidelines recommend individuals minimize time spent in prolonged, continuous periods of sitting. Developing effective interventions to break up sitting, however, requires in-depth understanding of the behavior as well as identification of the key elements that need to be targeted to achieve change. This qualitative study focused on university students – a highly sedentary group – with the aim of: (i) exploring the factors influencing prolonged sitting time in this population; and (ii) identifying potential avenues for future intervention, based on the Behavior Change Wheel framework.
Method
Eighteen ambulatory undergraduate students participated in semi-structured one-on-one interviews, using the Capability, Opportunity, Motivation, Behavior (COM-B) model and the complementary Theoretical Domains Framework (TDF) as the theoretical framework. Data were analyzed using a directed content analysis approach, followed by inductive thematic analysis.
Results
All COM-B components and eight TDF domains were identified as relevant for influencing the target behavior.
Conclusion
Findings suggest that interventions and policies aimed at reducing prolonged sitting time in university students should: (i) raise awareness about negative health implications; (ii) address productivity concerns; (iii) provide training in behavioral self-regulation; (iv) use external reminders; (v) implement habit formation techniques; and (vi) promote social acceptability for breaking up sitting.
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