scholarly journals Supporting behaviour change in sedentary adults via real-time multidimensional physical activity feedback: A mixed-methods randomized controlled trial (Preprint)

10.2196/26525 ◽  
2020 ◽  
Author(s):  
Max James Western ◽  
Martyn Standage ◽  
Oliver James Peacock ◽  
Thomas Edward Nightingale ◽  
Dylan Thompson
2020 ◽  
Author(s):  
Max James Western ◽  
Martyn Standage ◽  
Oliver James Peacock ◽  
Thomas Edward Nightingale ◽  
Dylan Thompson

BACKGROUND Increasing physical activity (PA) behaviour remains a public health priority and wearable technology is increasingly being used to support behaviour change efforts. Using wearables to capture and provide comprehensive, visually persuasive, multidimensional feedback with realtime support may be a promising way to increase PA in inactive individuals. OBJECTIVE To test whether a six-week self-monitoring intervention using composite web-based multidimensional PA feedback with real-time daily support increased PA in adults. METHODS A six-week, mixed-methods, two-armed pilot randomized controlled trial (RCT) with six-week follow-up was used, whereby fifty-one low to moderately active (physical activity Level (PAL)<2.0) adults (mean age = 51.3 years; %female = 55) were randomly assigned to receive the self-monitoring intervention (n=36) or waiting-list control (n=15). Assessment of PA across multiple health-harnessing PA dimensions (e.g. PAL, weekly moderate-to-vigorous intensity physical activity (MVPA), sedentary time, steps), psychosocial cognitions (e.g. behavioral regulation, barrier self-efficacy, habit strength) and health were made at pre-randomisation baseline, 6 and 12 weeks. An exploratory analysis of mean difference and confidence intervals was made using the ANCOVA model. After the 12-week assessment intervention participants were interviewed to explore their views on the programme. RESULTS There were no notable differences in any PA outcome immediately post-intervention, but at 12-weeks moderate-to-large effects were observed with a mean (95% CI) difference in PAL of 0.09 (0.02 – 0.15), effect size (Hedges’ g)=0.8; daily moderate-intensity PA of 24 minutes (0 – 45), g=0.6; weekly MVPA of 195 minutes (58 – 331), g=0.8; and steps of 1545 (581 – 2553), g=0.7. Descriptive analyses suggested the differences in PA at 12 weeks were more pronounced in females, and participants with lower baseline PA levels. Immediately post intervention there were favourable difference in autonomous motivation, controlled motivation, perceived competence for PA, and barrier self-efficacy, with the latter sustained at follow-up. Qualitative data implied that the intervention washighly informative for participants and that the realtime feedback element was particularly useful in providing tangible, daily, behavioural support. CONCLUSIONS Using wearable trackers to capture and present sophisticated multidimensional PA feedback combined with discrete realtime support may be a useful way to facilitate changes in behaviour. Further investigation into the ways to optimise the use of wearables in inactive participants and test the efficacy of this approach via a robust study design is warranted. CLINICALTRIAL www.clinicaltrials.gov REF: NCT02432924


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jacomijn Hofstra ◽  
Jorien van der Velde ◽  
Petra Jannette Havinga ◽  
Lies Korevaar

Abstract Background The onset of mental health problems generally occurs between the ages of 16 and 23 – the years in which young people follow post-secondary education, which is a major channel in our society to prepare for a career and enhance life goals. Several studies have shown that students with mental health problems have a higher chance of early school leaving. Supported Education services have been developed to support students with mental health problems to remain at school. The current project aims to study the effect of an individually tailored Supported Education intervention on remaining at school, study success, and satisfaction of students with mental health problems studying at an institute for intermediate vocational education and a university of applied sciences in the Netherlands. Methods/design The design combines quantitative research (Randomized Controlled Trial; RCT) with qualitative research (monitoring, interviews, focus groups). One hundred students with mental health problems recruited from the two educational institutes will be randomly allocated to either the intervention or control condition. The students in the intervention condition receive the Supported Education intervention given by a Supported Education specialist, the students in the active control condition receive support as usual plus advice from a trained staff member on potential supportive resources regarding studying with mental health problems. The primary outcome ‘remaining at school’, and the secondary outcome ‘study success’ will be determined using data from the school’s administration. The secondary outcome ‘student satisfaction’ and other variables that will be studied in a more exploratory way, such as self-efficacy and study skills, will be determined through online questionnaires at baseline, at 6 and at 12 months follow-up. Focus groups and interviews with the students and Supported Education specialists will be carried out to complement the trial. Discussion This RCT is the first to assess the effect of Supported Education on remaining at school, next to study success and student satisfaction among students with mental health problems. The use of a mixed-methods design will result in a thorough evaluation of the effect of the intervention. Issues regarding the influx and possible attrition of students in the follow-up are discussed. Trial registration The study was registered with Trialregister.nl, no. NL8349, date registered: February 4th 2020. Register name: Community participation through education. Effectiveness of Supported Education for youth with mental health problems, a mixed methods study – Study protocol for a Randomized Controlled Trial. Protocol Version: 3, date: May 28th, 2021.


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