Using the Behavior Change Wheel to Understand University Students’ Prolonged Sitting Time and Identify Potential Intervention Strategies

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. Methods: Eighteen ambulatory undergraduate students participated in semi-structured oneon-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 COMB 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.

Feasibility of Reducing and Breaking Up University Students' Sedentary Behaviour: Pilot Trial and Process Evaluation

“…Students reported finding it easier to change their sedentary behaviour patterns during leisure activities, rather than during University-related tasks. This is due to common concerns about the negative impact that reducing and breaking up occupational sitting might have on performance, similar to those reported in previous qualitative studies with University students (Castro et al, 2020b) and office workers (Cole et al, 2015;MacDonald et al, 2018).…”

“…This process, known as “behavioural diagnosis,” is typically informed by an analysis of local sources and/or the scientific literature (Michie et al, 2014 ). For the present study, two previous qualitative studies with University students were used to draw an accurate picture of sedentary behaviour and its influences specifically for this population subgroup, highlighting relevant areas for change (Deliens et al, 2015 ; Castro et al, 2020b ). It is worth noting that one of the two qualitative studies (Castro et al, 2020b ) that informed the behavioural diagnosis was conducted with students at the same University as the present study (i.e., different samples from the same population).…”

Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study

“…A four-minute movement break conducted once in a 2-h lecture was perceived to be feasible and acceptable to students [ 15 ]. However, there is still concern that movement breaks may disrupt concentration and harm productivity [ 16 ].…”

Health-Promoting Behavior and Lifestyle Characteristics of Students as a Function of Sex and Academic Level

“…Promoting exercise can focus on increasing MSE and reducing SB, using behavioral (e.g., physically active teaching/learning) and environmental approaches (e.g., PA-promoting campus, advancement and development of the university sports program), while stimulating social unacceptability of SB [ 125 ]. Healthy lifestyle efforts need to consider increasing FVC, students’ limited finances and cooking facilities, encourage meal planning/home food preparation, increase knowledge and options regarding water intake (water dispensers/fountains), and increase awareness and coping with sleep problems through information (e.g., sleep lectures) or relaxation interventions (e.g., mindfulness programs) [ 126 , 127 , 128 ].…”