Intervention function N (%) | |||||||||
---|---|---|---|---|---|---|---|---|---|
Education 27 (23) | Persuasion 15 (13) | Incentivization 6 (5) | Coercion 2 (2) | Training 2 (2) | Restriction 5 (4) | Env. restructuring 34 (29) | Modelling 1 (1) | Enablement 24 (20) | Total 116 (100%) |
BCTs | Examples | N (%) | |||||||
Goal-setting (behaviour) | Goals and actions are recorded in personal health plans in order of importance. | 3 (2) | |||||||
Goal-setting (outcome) | Goals and actions are recorded in personal health plans in order of importance. | 1 (1) | |||||||
Action-planning | Employees are given a copy of the personal health plan. | 2 (1) | |||||||
Discrepancy between current behaviour and goal | Pointing out the discrepancy between current behaviour and important goals for the patient is aimed at. | 3 (2) | |||||||
Behavioural contract | Goals and actions are recorded in personal health plans in order of importance. | 1 (1) | |||||||
Monitoring of behavioura | Achievement of goals needs to be monitored. | 3 (2) | |||||||
Feedback on behaviour | Monitoring and evaluation of employee lifestyle choices. | 3 (2) | |||||||
Self-monitoringa | Customers are supported in self-monitoring. | 1 (1) | |||||||
Self-monitoring of behaviour | For example, a food diary can be used for planning, following, and monitoring a diet. | 4 (2) | |||||||
Social support (unspecified) | Encouragement to make health promoting choices. | 18 (11) | |||||||
Social support (emotional) | The patient is not criticized but understanding for their reactions is shown and emotions are accepted. | 4 (2) | |||||||
Instructions on how to perform the behaviour | Information can be given by presenting model meals that are compiled of day supply. | 20 (12) | |||||||
Information about antecedents | Factors and resources supporting the change are identified. | 1 (1) | |||||||
Information about health consequences | Physically active lifestyle and healthy nutrition are highlighted as a part of health and well-being. | 11 (7) | |||||||
Demonstration of the behaviour | Supervisors, lead by example. | 2 (1) | |||||||
Prompts/cues | The heart symbol helps to select suitable foods for the recommended diet. | 3 (2) | |||||||
Behavioural practice/rehearsal | For example, selecting healthy foods can be rehearsed in practice. | 7 (4) | |||||||
Behaviour substitution | Instead of sitting, various activities can be done while standing or lightly moving. Lunch, coffee breaks and screen work also work well while standing. | 2 (1) | |||||||
Habit formation | Continue to conduct the change persistently, because new habits turn into practice within couple of weeks or months. | 5 (3) | |||||||
Habit reversal | Change your daily routines one by one so that you reduce sedentary behaviour and take breaks during long sedentary periods. | 1 (1) | |||||||
Generalization of target behaviour | Change your daily routines one by one so that you reduce sedentary behaviour and take breaks during long sedentary periods. | 1 (1) | |||||||
Material incentive | A tax-free compensation for commuting by bicycling paid by the employer. | 4 (2) | |||||||
Social reward | Monitoring and evaluation of employee’s lifestyle choices. | 1 (1) | |||||||
Reduce negative emotions | Change your routines one by one. Keep changing persistently. Be moderate in everything. Heavy work might warrant a rest by sitting or even lying down. | 3 (2) | |||||||
Restructuring the physical environment | Healthiness of catering for meetings is important to take into account. | 38 (24) | |||||||
Restructuring the social environment | Write down rules for reduction and breaking of sedentary behaviour together with different stakeholders in the work community. | 11 (7) | |||||||
Avoidance of exposure to cues for the behaviour | Avoidance of exposure to unnecessary temptations (e.g.energyintensive snack foods are not purchased for the home). | 1 (1) | |||||||
Adding objects to the environment | Local actors enhance opportunities for varying work postures by activating furniture and equipment. | 4 (2) | |||||||
Identification of self as role model | Seminar organizer may encourage the audience into standing ovation - you can be the Trendsetter too! | 2 (1) | |||||||
Incompatible beliefs | Pointing out the discrepancy between current behaviour and important values for the patient is aimed at. | 1 (1) | |||||||
Verbal persuasion about capability | Identification and reinforcement of personal strengths are aimed at. Positive aspects and even small advances are always identified first. | 2 (1) | |||||||
Total number of observed BCTs | 163 (100%) |