Using a Combined Health Action Process Approach and mHealth Intervention to Reduce Sedentary Behaviour in University Students - A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 30
- 试验地点
- 1
- 主要终点
- Changes in Time Spent Standing as a Student
研究概览
简要总结
Societal changes have resulted in reduced demands to be active and increased daily time spent sitting. Sedentary behavior (SB) has been linked to many health problems such as type 2 diabetes and heart disease. University students are a high-risk population for excessive SB. Increasing the length and frequency of breaks from sitting and increasing the time spent standing and engaged in light physical activity are ways to decrease SB. The purpose of this study is to determine whether combining a Health Action Process Approach-based (theory-driven), specifically action and coping planning intervention, with a tailored text messaging intervention can reduce occupational (student) sitting time among university students. Participants in the intervention group will receive one behavioural counselling session, followed by daily, tailored text messages over a 6-week period, with a focus on encouraging them to reduce their sitting time as a student by increasing their frequency and duration of breaks from sitting, as well as time spent standing and engaged in light-intensity physical activity. It is expected that university students who receive the planning intervention and tailored text messages will report greater increases in non-sedentary behaviours (e.g., break frequency, break duration, standing, light physical activity) than those who do not receive the intervention.
详细描述
Using a randomized controlled trial design, the purpose of this study will be to examine whether combining a Health Action Process Approach (HAPA)-based intervention, specifically action and coping planning, with a tailored text message intervention can reduce occupational (student) sitting time by increasing frequency and length of breaks from sitting and non-exercise activity thermogenesis (NEAT) behaviours (i.e., standing, light-intensity physical activity) among university students. A secondary purpose will be to examine the effects of the intervention on participants' action planning, coping planning and action control regarding reducing their sitting time as a student, as well as self-rated work performance and health-related outcomes (i.e., role limitations due to physical health, role limitations due to personal or emotional problems, emotional well-being, and energy/fatigue). Another secondary objective will be to determine if action and coping planning and action control towards reducing occupational (student) sitting time are related to actual break behaviour, time spent standing, and time spent in light-intensity physical activity.
If successful, participants in the intervention group (sedentary intervention group) will report greater break frequency and break duration, time spent standing, and time spent in light-intensity physical activity, compared to participants in the control group (no treatment). In addition, it is hypothesized that participants in the intervention group will report greater action and coping planning and action control towards reducing sitting time as a student, as well as improved work- and health-related outcomes.
This study will employ a prospective, 2-group, repeated measure, randomized controlled trial (RCT) design. Participants will be full-time university and/or college students.
Potential participants (estimated enrolment: 112) will be recruited by Andrew Scott Rollo, Co-Investigator, for this study. Participants will be recruited from (1) undergraduate and graduate classes at the University of Western Ontario. Professors across faculties at UWO will be contacted via email and asked to (a) distribute the recruitment poster and study invitation to students in their course(s), and/or (b) allow study investigator(s) to provide a short presentation during their lecture time. The opportunity for students to participate will be posted on their UWO OWL site, as well as presented in their class. Participants will be instructed to contact the researcher via email and/or phone if they wish to participate or receive additional details prior to making a decision as to whether to participate. A second recruitment approach will involve recruiting full-time university and/or college students through recruitment posters distributed through social media (i.e., Facebook, LinkedIn). Recruitment posters and brief study details will be posted on social media. For social media outlets, permission from group administrators will be sought prior to posting social media recruitment materials, as applicable. As stated previous, university students interested in the study will be instructed to contact the researcher via email and/or phone to sign up for study participation.
At this point of contact, an email response will be sent to any interested individual. University students who choose to take part in this study will receive a link (with serial number authorization code) via email that directs them to the Letter of Information, electronic Informed Consent, and questionnaire for assessment of baseline measurements, which will be administered through a third party website called SoSci (online survey service). After viewing the Letter of Information and indicating that they consent to participate in the study (by clicking "I agree" on the survey), participants will be asked to complete a brief demographics questionnaire, followed by a questionnaire for baseline assessment of primary and secondary outcomes.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Must be 18+ years of age
- •Must be a full-time university and/or college student
- •Must be in self-reported good mental and physical health
- •Must be able to read and write in English
- •Must have access to a computer with Internet
- •Must own a mobile phone with free unlimited incoming text messages.
排除标准
- •Under 18 years of age
- •Do not read or write in English
- •Not a full-time university and/or college student
- •Do not have access to a computer with Internet
- •Do not own a mobile phone with free unlimited incoming text messages and/or emails
- •Medical condition that prohibits individual from being physically active.
结局指标
主要结局
Changes in Time Spent Standing as a Student
时间窗: Baseline, Weeks 2, 4, 6, and at the 2-week follow-up (Week 8)
Five-item modified Occupational Sitting and Physical Activity Questionnaire (OSPAQ; Chau, Van Der Ploeg, Dunn, Kurko, \& Bauman, 2012)
Changes in Time Spent Engaged in Light-Intensity Physical Activity (i.e., walking) as a Student
时间窗: Baseline, Weeks 2, 4, 6, and at the 2-week follow-up (Week 8)
Five-item modified Occupational Sitting and Physical Activity Questionnaire (OSPAQ; Chau, Van Der Ploeg, Dunn, Kurko, \& Bauman, 2012)
Changes in Frequency of Breaks from Sitting as a Student
时间窗: Baseline, Weeks 2, 4, 6, and at the 2-week follow-up (Week 8)
Modified version of the SIT-Q 7d (Wijndaele et al., 2014; Sui \& Prapavessis, 2016); 1-item; 12-point scale (Less than every 30 min, Every 30-45 min, Every 45 min-1 hour, Every 1-1.5 hours, Every 1.5-2 hours, Every 2-3 hours, Every 3-4 hours, Every 4-5 hours, Over every 5 hours, No interruption). Lower values represent a better outcome.
Changes in Duration of Breaks from Sitting as a Student
时间窗: Baseline, Weeks 2, 4, 6, and at the 2-week follow-up (Week 8)
Modified version of the SIT-Q 7d (Wijndaele et al., 2014; Sui \& Prapavessis, 2016); 1-item; 10-point scale (Less than 30 sec, 30 sec-1 min, 1-2 min, 2-3 min, 3-4 min, 4-5 min, 5-10 min, 10-15 min, 15-30 min, Over 30 min). Higher values represent a better outcome.
次要结局
- Action Control towards reducing occupational (student) sitting time(Baseline, Weeks 2, 4, 6, and at the 2-week follow-up (Week 8))
- Self-rated Work Performance(Baseline, Week 6)
- Role limitations due to physical health(Baseline, Week 6)
- Coping Planning towards reducing occupational (student) sitting time(Baseline, Weeks 2, 4, 6, and at the 2-week follow-up (Week 8))
- Role limitations due to emotional health(Baseline, Week 6)
- Action Planning towards reducing occupational (student) sitting time(Baseline, Weeks 2, 4, 6, and at the 2-week follow-up (Week 8))
- Emotional well-being(Baseline, Week 6)
- Energy/Fatigue(Baseline, Week 6)
研究者
Dr. Harry Prapavessis
Professor
Western University, Canada