Table 4 Matrix of links between COM-B model, TDF domains, intervention functions and behaviour change techniques for the SMArT Work intervention
Behavioural analysis using COM-B – barriers and enablers for breaking up prolonged sitting time (step 4) | TDF domains linking to COM-B components (step 4a) | Intervention functions (step 5) | Behaviour Change techniques (BCT v1) (step 7) | Description of intervention strategies | |
|---|---|---|---|---|---|
CAPABILITY | Psychological Capability: Limited knowledge about the health risks of high levels of sitting (barrier) | Knowledge Develop scientific knowledge of the health risks of high levels of sitting and the benefits of reducing sitting time; knowing how to reduce sitting time | Education, Training | Education: Information about health consequences; feedback on behaviour; feedback on outcome(s) of behaviour; prompts/cues; self-monitoring of behaviour | Education, Training, Modelling & Enablement: An educational seminar at the start of intervention, posters at different stages, goal setting diary with educational messages, demonstration given by researchers on how to use the desk, instruction booklet provided Environmental Restructuring: Darma cushion which provides prompts to stand |
Need to notice and remember to stand more | Memory, Attention & Decision Processes Know how and when to stand and for how long; and make decisions over tasks that can be conducted whilst standing | Education, Training, Environmental Restructuring, Modelling, Enablement | Training: Demonstration of the behaviour; instruction on how to perform a behaviour; self-monitoring of behaviour | ||
Limited understanding on how to manage or change own behaviour (goals, self-monitoring) (barrier) | Behavioural Regulation Develop skills of goal-setting, action-planning, self-monitoring and breaking prolonged sitting habit | Education, Training, Enablement | Environmental Restructuring: Prompts/Cues Modelling: Demonstration of the behaviour | ||
Enablement: Goal setting (behaviour); goal setting (outcome); self-monitoring of behaviour; action planning | |||||
OPPORTUNITY | Social Opportunity Perceptions that social norms make it difficult to stand at a desk and work (barrier) | Social Influences To provide opportunity to observe colleagues in using a sit stand desk and regularly breaking up their sitting time (i.e. positive role models) by randomising participants by office clusters | Modelling, Enablement | Modelling: Demonstration of the behaviour Enablement: Social support (unspecified) | Modelling: Demonstration by researchers on desk use, clusters using their desks in the same office Enablement: Posters updated every three months with motivational quotes from intervention participants |
Physical Opportunity To have a height adjustable desk (enabler) | Environmental Context & Resources Being able to break up prolonged sitting time at work by having a height-adjustable sit-stand desk | Environmental Restructuring, Enablement | Environmental Restructuring and Enablement: Restructuring the physical environment; adding objects to the environment | Provide height-adjustable workstations (choice of desktop or full desk) | |
MOTIVATION | Automatic Motivation Staff need simple automatic reinforcement to change habit (enabler) | Reinforcement Reinforce routines and habits | Training, Environmental Restructuring; Incentivisation | Training: self-reward; habit formation Environmental Restructuring: Prompts/ cues Incentivisation: Self-monitoring of behaviour; remove aversive stimuli | Sit-stand desk use supported by a paper diary to record daily sitting and standing time, to set short/long-term goals. This is reinforced by the Darma cushion and its App. |
Reflective Motivation Beliefs about positive consequences of standing are low (barrier), but beliefs about negative consequences of prolonged sitting is high (enabler). | Social/Professional Role & Identity Create individual and group identity that sitting and standing regularly is part of daily work | Persuasion, Modelling, | Persuasion: Information about social and environmental consequences; feedback on behaviour; feedback on outcome(s) of behaviour; identification of self as role model; social comparison; Modelling: Demonstration of the behaviour | Persuasion: seminar, diary, Darma cushion, leaflets/posters, ActivPAL feedback (data from accelerometer provided at individual and group level); coaching sessions | |
Beliefs about Capabilities Believing that regularly standing at work is achievable will require improved cognitive and self-regulations skills | Incentivisation | ||||
Intentions Develop intentions to sit and stand regularly when working at desk | Education, Enablement | Incentivisation: Feedback on behaviour; feedback on outcome(s) of the behaviour | Incentivisation & Enablement: Darma cushion feedback via phone app, ActivPAL feedback via researcher; goal setting via diary, coaching sessions Education: seminar, posters/leaflets, coaching sessions | ||
Goals Develop goals to break up prolonged sitting by regularly standing when working at desk | Education, Persuasion, Enablement | Enablement: goal setting (behaviour); goal setting (outcome); action planning; review behaviour goals; review outcome goals | |||
Beliefs about Consequences Believing that regularly standing at work is beneficial | Education | Education: Information about health consequences | |||