Table 4 Theoretical Domains Framework and Behaviour Change Wheel Description of Intervention Components
COM-B Construct | COM-B Domain | TDF Domain | Necessary actions for target behaviour to occur | Participant Quotes | Intervention Function | Relevant BCT | Intervention Component |
|---|---|---|---|---|---|---|---|
Capability | Psychological | Knowledge | Evidence on why they should reduce their sitting time | “So I'd like to know how they come to the solution that is detrimental to anybody to sit?” P4-82 M-S | Education | 5.1 Information about health consequences 5.3 Information about social and environmental consequences 9.1 Credible source | Educational booklet Group sessions |
Education about health benefits of reducing sedentary time | “If you could prove to me that it is beneficial?” P4-82 M-S | ||||||
Education regarding negative consequences of sedentary time | “So that must indicate that the longer you sit down that the less beneficial it is for your body?” P3-82 M-Mod | ||||||
Education regarding social consequences associated with sedentary time | “I do know people that do just sit and sort of look out the window because they don’t know what to do, they have no hobbies” P1-83F-M | ||||||
Education regarding strategies to reduce sitting time | “If we essentially sit for an hour less each day? What do you do during that hour?” P2-84 M-S | ||||||
Difference between sedentary behaviour and physical inactivity | “I used to think that if I’m active during the day…that I’m doing well and to sit in the evening would be fine…but I’m now reconsidering that.” P1-83F-M | ||||||
Memory, Attention, Decision Processes | Increase awareness of sedentary time | “I didn't really think about the amount of time I spent sitting until was asked about it” P6-83 M-M | Enablement Environmental restructuring | 7.1 Prompts/cues 12.1 Restructuring the physical environment 12.5 Adding objects to the environment | Activity monitoring Prompts | ||
Behavioural Regulation | Develop strategies for reducing habitual sedentary behaviour and self-monitoring sitting time | (talking about education/effects of group sessions) “I think in the evening it has. Yeah. I know I'm not doing as much moving in an evening. I know, so I definitely am thinking about it. Definitely.” P1-83F-M | Education Enablement | 1.4 Action planning 2.2 Feedback on behaviour 2.3 Self-monitoring of behaviour 7.1 Prompts/cues 12.5 Adding objects to the environment | Activity monitoring Educational booklet Researcher follow-up Prompts | ||
Physical | Skills | Targeting daily sedentary behaviours | “I don't want it to be tied to certain days or certain times, I want something that works around me” P4-82 M-S | Training | 4.1 Instruction on how to perform the behaviour | Educational booklet Group Sessions | |
Opportunity | Social | Social Influences | Social support from a group | “(referring to group sessions) We are created to be with each other. We all need people. In particular, loneliness in old age, it meets a need.” P6-83 M-M “I think it's interesting to listen to other people's views. Yes. That you differ from your own or make you think down the different avenues” P3-82 M-Mod | Modelling Enablement | 3.1 Social support (unspecified) 6.2 Social comparison 8.1 Behavioural practice/rehearsal 12.2 Restructuring the social environment | Activity monitoring Group sessions Prompts Researcher follow-up |
Social support from healthcare professionals/researchers | “If you're going to address the thing at all, you've got to answer it and so on, on a one to one basis, particularly on the phone, I think, yeah, it becomes relatively easy to deal with” P3-82 M-Mod | ||||||
Combination of group sessions and researcher follow up | “But it occurs to me that one necessarily goes with the other because you want to know how you're progressing. And I think the two go together.” P3-82 M-Mod “Of course, we're different as individuals, as a group.” P6-83 M-M | ||||||
Physical | Environmental Context and Resources | Technological prompts to reduce sedentary behaviour | (talking about experience with activity monitors) “But the more information you can get the better. What I liked as I see you probably inferred was that I discovered I was more active than I thought, I was slightly less ashamed of my sedentary life.” P6-83 M-M “It can simulate your thoughts that you should be getting up on a walk” P3-82 M-Mod (talking about activity monitors) “And if it were telling me to stand up, I would do” P1-83F-M | Enablement Environmental restructuring | 7.1 Prompts/cues 12.1 Restructuring the physical environment 12.5 Adding objects to the environment | Activity monitoring | |
Environmental cues to reduce sedentary behaviour | “One of the tips I have started using because I use public transport every day, more or less. So when I get to the interchange, sometimes I've caught up an hour, whatever. So I'm not sitting down and I'm standing” P1-83F-M | ||||||
Motivation | Reflective | Beliefs about Capabilities | Strong belief about ability to reduce sedentary behaviour | “I will overcome that yeah, if it's anything to overcome, yeah, I don't know. It seems a small thing.” | P1-83F-M | Education Persuasion | 1.4 Action planning 15.1 Verbal persuasion about capability | Group sessions Researcher follow-up |
Beliefs about Consequences | Education about health benefits of reducing sedentary time | (Talking about reducing sedentary behaviour) “…And in what way would that be beneficial?” P4-82 M-S | Education | 5.1 Information about health consequences 5.3 Information about social and environmental consequences 9.1 Credible source | Group sessions Educational booklet Researcher follow-up | ||
Education regarding negative health consequences associated with sedentary time | “So I'd like to know how they come to the solution that is detrimental to anybody to sit?” | P4-82 M-S | ||||||
Intention | Develop goals or targets to encourage reduction of sedentary behaviour | “Maybe like maybe somebody checking in or somebody following up and working towards a goal, stuff like that.” P2-84 M-S | Education Persuasion | 1.1 Goal setting 1.4 Action Planning | Researcher follow-up | ||
Goal | Develop goals or targets to encourage reduction of sedentary behaviour | Incentivisation | 1.1 Goal setting (behaviour) 1.2 Problem solving 1.4 Action planning 10.5 Social incentive | Researcher follow-up | |||
Automatic | Reinforcement | Develop goals or targets to encourage reduction of sedentary behaviour | Persuasion | 1.1 Goal setting (behaviour) 1.2 Problem solving 1.4 Action planning 8.2 Behaviour substitution 8.3 Habit formation 8.4 Habit reversal | Activity monitoring Prompts to reduce sedentary time Researcher follow-up | ||
Emotion | Discuss influence of sedentary behaviour on emotional wellbeing and mood | “And I think mentally also, to just sit. I wouldn’t want to sit a long time. Just sitting.” P1-83F-M “I think I'm a little bit more melancholic than you, there are certain times when it really is very tempting, to put your head in a pillow” P6-83 M-M | Education Persuasion | 2.4 Self-monitoring of outcome(s) of behaviour 5.6 Information about emotional consequences | Group Sessions Researcher follow-up |