Table 2 Links between the COM-B model, TDF domains, intervention functions, and behaviour change techniques used in the Move More @ Work Intervention
COM-B model component and definition of the barrier/motivator influencing change | TDF domains | Intervention functions | Behaviour change techniques | Description of intervention strategy | |
|---|---|---|---|---|---|
Capability | Psychological A lack of knowledge of why prolonged sitting is harmful to health and benefits of incorporating regular movement. | Knowledge Increase knowledge of health risks to prolonged sitting (even when regularly physically active) and benefits of reduced sitting time. Beliefs about consequences Create expectancy that positive outcomes will occur with reduced sitting. | Education, persuasion | • Information on health consequences • Credible source | • Information on health consequences discussed by the Move More @ Work coach (MMWC) and in study booklet provided to participants. |
|  | Psychological A lack of awareness of how sedentary the individual currently is. | Knowledge Increase awareness of how sedentary the individual currently is. | Education, persuasion | • Feedback on behaviour • Discrepancy between current behaviour and goal | • Participant booklet displays individualised pre-intervention activity patterns at work and expected behaviour during intervention. • Consultation with MMWC discusses discrepancy between current and expected behaviour and elicits participant’s feelings about discrepancy to encourage motivation to change. |
|  | Psychological/physical A lack of understanding of what physical activities meet the criteria and how to perform them. | Knowledge Increase knowledge of what physical activities can be performed during an opportunity to move. Skills Develop skills necessary to perform required activities safely. | Education, training, persuasion | • Instruction on how to perform the behaviour and demonstration of the behaviour | • Examples of activities, and demonstration videos, that meet the requirements of an opportunity to move provided in study booklet. • MMWC demonstrates the behaviours during consultation. |
|  | Psychological Lack of confidence in being able to perform regular opportunities to move. | Beliefs about capabilities Increase confidence in being able to change sedentary behaviour. Goals Create action plans. Memory, attention, and decision processes Enable decisions to move rather than be sedentary. Behavioural regulation Identify success through self-monitoring of behaviour. | Enablement, training, environmental restructuring | • Action planning • Problem solving • Prompt/cues • Self-monitoring of behaviour | • MMWC explains how to set action and barrier-coping plans. • Weekly email encourages participants to complete action and barrier-coping plans and to send a copy back to research team. • A reminder prompt set up on participant’s computer. • Participants provided with a daily checklist to tick off every time an opportunity to move is taken. This is returned to research team at the end of the week. |
Opportunity | Social Perception that workplace culture created by managers is unsupportive of taking opportunities to move. | Social influences Create a workplace culture where managers are supportive of taking breaks. | Environmental restructuring, modelling | • Information about others’ approval • Restructuring the social environment • Social support (unspecified) • Identification of self as role model | • Support and encouragement for taking opportunities to move communicated at daily/weekly team meetings with manager. • Senior-managers endorse the study and encourage staff to take part through staff newsletters and email communications. • Managers encouraged to role model taking opportunities to move. |
|  | Social Perception that colleagues would not be supportive of taking opportunities to move. | Social influences Create a social norm around taking opportunities to move. | Environmental restructuring | • Information about others’ approval • Restructuring the social environment | • Support and encouragement for taking opportunities to move communicated at daily/weekly team meetings with manager. • Staff display information on their desk stating, ‘I am taking an opportunity to move, I will be back in 2 min’. |
|  | Physical Requirement for personalised support to enact change. | Environmental context and resources Provision of personalised support to develop required skills and abilities to take an opportunity to move. | Environmental restructuring, enablement | • Prompts/cues • Social support (Practical) | • A reminder prompt set up on participant’s computer. • Individualised plan created in meeting with MMWC. |
Motivation | Reflective Overcoming perceptions that taking opportunities to move will decrease work productivity and not provide short-term benefits. | Beliefs about consequences Believing that taking breaks will not decrease productivity and will provide benefits. Reinforcement Recognising consequents of action will provide reinforcement for behaviour. | Education incentivisation, enablement | • Information on health consequences • Self-monitoring of outcomes of behaviour • Monitoring of emotional consequences | • Information presented by MMWC and in study booklet. • Participants asked to reflect at the end of each week about how they feel. |
|  | Reflective Lack of motivation to perform the behaviour. | Intentions Create a conscious decision to change behaviour. Goals Create action plans to support intentions. Behavioural regulation Identify success through self-monitoring of behaviour. | Enablement | • Action planning • Problem solving • Self-monitoring of behaviour | • Weekly email encourages participants to complete action and barrier-coping plans and send a copy back to research team. • Participants provided with a daily checklist to tick off every time an opportunity to move is taken. This is returned to research team at the end of the week. |
|  | Automatic Support to create a new habit and break old habits. | Reinforcement Create a new habit and routine. | Enablement | • Habit formation • Prompts/cues | • An opportunity to move is repeatedly taken following the reminder prompt set up on computer. |