Table 1 Potential outline of the STAND structured education course which was delivered to the participants in the intervention arm
Module name | Main aims and educator activities | Theoretical underpinning | Time weighting |
|---|---|---|---|
Patient story | Participants given opportunities to share their knowledge and perceptions of diabetes risk and highlight any concerns they may want addressed in the programme. | Common Sense Model | 8% (15 min) |
Professional story | Simple non-technical language, analogies, visual aids and open questions used to provide participants with an overview of healthy glucose metabolism, the aetiology, risk factors and complications associated with diabetes. Individual feedback provided on biochemical and anthropometric measures measured at baseline visit. Participants encouraged to assess their personal diabetes risk and identify their modifiable risk factors. | Common Sense Model Dual Process Theory | 33% (60 min) |
Sedentary behaviour | Simple non-technical language, analogies, visual aids and open questions used to help participants identify the health hazards associated with excess sedentary time and discuss how reducing sedentary behavior may reduce future risk of developing diabetes. Participants provided with printed feedback on their sitting time from the ActivPAL. Participants discussed options for reducing sedentary behaviours in everyday life; identified barriers to reducing sedentary behavior and formed action plans and set personal goals. Practical demonstration of how to use the Gruve device for the self- regulation of sedentary time. | Social Cognitive Theory Behavioural Choice Theory | 58% (105 min) |