| Literature DB >> 32607250 |
Geraldine Wallbank1, Catherine Sherrington1, Leanne Hassett1,2, Dominika Kwasnicka3,4,5, Josephine Y Chau6,7, Fiona Martin8, Philayrath Phongsavan7, Anne Grunseit7, Colleen Canning2, Marian Baird9, Roberta Shepherd2, Anne Tiedemann1.
Abstract
BACKGROUND: Physical activity has many physical and mental health benefits and can delay the development of disability in older age. However, uptake of this health behaviour is sub-optimal in women in their middle and older age. This trial aims to establish the acceptability and feasibility of the Active Women over 50 programme involving online information, telephone health coaching and email or SMS support to promote physical activity behaviour change among women aged 50 years and over.Entities:
Keywords: Behaviour change; Exercise; Feasibility; Health coaching; Physical activity; Pilot trial; Study protocol; Website; eHealth
Year: 2020 PMID: 32607250 PMCID: PMC7320590 DOI: 10.1186/s40814-020-00627-9
Source DB: PubMed Journal: Pilot Feasibility Stud ISSN: 2055-5784
Fig. 1CONSORT flow diagram for the pilot and feasibility study Active Women over 50
Intervention description using the Template for Intervention Description and Replication (TIDieR) checklist [28] for Active Women Over 50 study
| 1. Brief name | |
| 2. Why | Physical activity has many physical and mental health benefits, including the delay of developing disability in older age. Yet the uptake of this health behaviour is particularly low in older women and sub-optimal in working women in their middle age. While commencement of regular sufficient physical activity in middle-age years needs to be a priority for healthy ageing, women over 50 years have unique barriers to becoming more active (e.g. higher sedentary time, greater carer responsibilities, work demands). Behavioural interventions delivered remotely and digitally via web, email and SMS platforms offer wide reach and provide flexibility of intervention use at times and location convenient for the user. Telephone health coaching can also be delivered remotely and provides tailoring of the intervention to a person’s abilities and preferences. A theoretical basis incorporating the Behaviour Change Wheel and COM-B system model of behaviour, Social Determination Theory has been used to design the intervention and choice of behaviour change techniques. The intervention targets barriers unique to women over 50 and will incorporate the behaviour change techniques including goal setting, problem-solving, action and coping planning, review of behavioural goals, self-monitoring, social support and social comparison, information provision, persuasion about capability and habit formation to facilitate and sustain behavioural change. |
| 3. What materials | Participants will have access to the internet. The website will be accessed by the internet and will provide 1) information for the benefits of physical activity including links specific to women, different health conditions and ages; 2) resources and strategies for how to become physically active including a pre-exercise screening tool and exercise intensity guidelines [ Participants will also receive their choice of either 8 email messages or 24 SMS messages embedded with behaviour change techniques that will link back to and reinforce the website content and provide further motivation to increase their physical activity. Participants will also receive one telephone health coaching session with a trained research physiotherapist trained in physical activity behaviour change techniques. |
| 4. What procedures | Access to the intervention website will be provided to participants upon randomisation to the intervention group. Participants will be asked not to share the website to avoid contamination. Participants will also be given the choice to receive either 8 emails or 24 SMS messages over the 3-month study period, and a mutually agreed time will be made for the health coach to contact the participants within 2 weeks of receiving access to the intervention. The health coach will document behaviour change techniques used in the telephone session. All participants will have email access to the trial manager for any further enquiries. |
| 5. Who provided | The study manager will provide participants with access to the website, regular messages and liaise appointment times with the health coach. Health coaching will be provided by a tertiary-trained physiotherapist employed by the study with research experience delivering telephone-based health coaching. The coach will have completed courses through Wellness Coaching Australia [ |
| 6. How | Participants will be notified by email upon randomisation to the intervention group and will gain access to the intervention website via a web address. Frequency of accessing the website will be at the discretion of the participant. The email will also give participants the choice to receive regular messages via email or SMS and will ask for available times when the health coach may contact them. The health coach will be provided with participants’ available times, contact, demographic and current physical activity details by the study manager. |
| 7. Where | Participants will access the intervention via the internet and telephone at a location of their convenience. |
| 8. When and how much | After participants are given the intervention website address, they have access to the website at any frequency they choose. The regular email or SMS messages link back to the website to support behaviour change with the reinforcement of information and suggested strategies. The health coaching telephone call will be made within 2 weeks of accessing the intervention. There will be no cost to participate. |
| 9. Tailoring | All participants will receive the same online resource (website and email or SMS messaging content), but the opportunity to talk with a health coach will allow for tailoring to individual’s preferences, needs and circumstances so that physical activity can be adopted and maintained. Participants will be advised to seek individual advice from a health professional if they are concerned about commencing physical activity or have an injury. |
Examples from the Active Women over 50 intervention coded within the COM-B domains, intervention functions and behaviour change techniques (BCTs)
| COM-B domains | Intervention function | BCTs | Examples |
|---|---|---|---|
| Psychological capability | Education | Information about health consequences (5.1) | “Why be Active?” section: “Regular physical activity can make you feel good and improve your self-esteem and confidence creating opportunities to socialise and meet new people” |
Week 5: “Strength and balance exercises can help to prevent falls. You can do these exercises while watching TV. Look under “Tips” at www.[study website name].com/getting-started” | |||
Verbal education about physical activity for falls prevention | |||
| Training | Instruction of how to perform a behaviour (4.1) | “How to be Active-Getting started-Tips & hints” section: Video links, e.g. falls prevention exercises | |
Week 6: “Is something blocking your activity plans? Think of likely solutions. Perhaps break down goals into easier steps. Or ask an exercise professional for advice.” | |||
Instruction on balance exercises where appropriate | |||
| Graded Tasks (8.7) | “How to be Active-Getting started-7 steps to getting started” section: “Start small and gradually build up the amount of time you are active, or the intensity you can be active, or your goals. | ||
Week 1: “Every bit of exercise counts! Start small and gradually build up.” | |||
Advice about gradual increase in physical activity | |||
| Enablement | Goal setting (behaviour and outcome) (1.1, 1.3) | “How to be Active-7 Steps for Getting Started-Step 4” and “How to be Active-Tools to keep going” section: refers participants to scheduling and goal setting resources. | |
Week 2: “Work towards your activity goals! Write down your when-where-how-action plan for the week. Put your plan & goals on your fridge, or where you can see them.” | |||
Advice on setting Specific, Measurable, Achievable, Realistic, Timely (SMART) goals, setting goals with the participant. | |||
| Action planning (1.4) | “How to be Active-Tools to keep going” section: provision of physical activity weekly planner and physical activity charting templates | ||
Week 1: “How do others keep motivated to be active? Many find making a plan with firm goals helps. Have a look at www.[study website name]/tools-to-keep-going” | |||
Advice on action planning, referring to the website for physical activity weekly planner and charting templates | |||
| Self-monitoring of behaviour (2.3) | “How to be Active-Tools to keep going” section: provision of templates to chart physical activity “How to be Active-Mobile apps” section: suggestions of mobile apps to assist self-monitoring | ||
Week 3: “Hi [FirstName], Track your activity on a calendar, chart or phone app so you can see your progress. See www.[study website name].com/mobile-apps for app suggestions.” | |||
Refer participant to website physical activity planning and charting templates; discussion/suggestions around wearables and phone apps for tracking activity. | |||
| Problem-solving (1.2) | “How to be Active-Frequently Asked Questions (FAQ)” section: responds to FAQs about how to be active. E.g. “I’ve never really been active before. Where do I start?” and “What do I do it I think physical activity is boring?” and “I have longstanding aches and pain. Is physical activity safe?” | ||
Week 3: “If lack of time stops you from being active, how can you fit activity into your day? Replace some TV or device time with activity? Or have a walking meeting?” | |||
Identify motivators and barriers to physical activity, advice on action planning | |||
| Reflective motivation | Persuasion | Feedback on behaviour (2.2) | Week 6: “It’s 6 weeks since you committed to getting active. Congratulations on your efforts so far!” |
| Verbal persuasion about capability (15.1) | “How to be Active-Getting started” section: “For you, being more physically active may be simply a matter of spending more time doing the things you already enjoy doing such as taking the dog for a walk or gardening. Or maybe it's doing an activity with someone else. Pick something to do that you enjoy - then you're more likely to stick at it.” | ||
Week 11: “Things can get in the way of you keeping up your activity. What strategies have you learnt to deal with difficult situations? Do you want to share these? www.[study website name]/contact” | |||
Motivational interviewing to increase self-efficacy | |||
| Social comparison (6.2) | “Be Inspired” section: video case studies produced for the website of real women and their experiences with physical activity – why they do it and what keeps them going; weblinks to articles from social media; opportunity for participants to share their own physical activity story via the website. | ||
Week 1: “How do others keep motivated to be active?... Have a look at www.[study website name].com/tools-to-keep-going.” | |||
Provision of examples of what other women 50+ have done to increase physical activity when appropriate | |||
| Credible source (9.1) | Investigator institution logos on website “Be Inspired” section: Video case studies from women aged 50+ “How to be Active-Find an activity or sport” section: links to larger reputable organisations, e.g. NSW Health, parkrun Australia | ||
Investigator contact details on each email footer, links to website and larger reputable organisations, e.g. NSW Health, parkrun Australia | |||
Study health coach will be a Physiotherapist trained in behavioural intervention techniques and health coaching; participants referred to study health coach by study manager | |||
| Modelling | Demonstration of the behaviour (6.1) | “Be Inspired” section: Video links, e.g. This Girl Can, Females in Football | |
Set goals with the participant; send links to balance exercise videos | |||
| Automatic motivation | Habit formation (8.3) | “Be Inspired” section: “Penny” video case study talking about importance of routine; “How to be Active-7 steps for Getting started-Step 2” section: “Find out locations, times, costs of the activity or sport.” Location and times will then act as cues to action. “How to be Active-Tools to keep going” section: provision of physical activity weekly planner and physical activity charting templates | |
Week 7: “Activities that easily fit into your daily life are much more likely to become a habit. Why not put a note on the fridge, or set a phone reminder to be active?” | |||
Identify motivators for developing healthy habits | |||
| Social opportunity | Enablement | Social support (unspecified) 3.1 | “Be Inspired-Your story” section: “Share your physical activity story and read others’” to share experiences of physical activity |
Week 4: “You're more likely to succeed if you tell someone your plans to be active - a relative, friend, or even your GP.” | |||
Identify social supports to support physical activity participation | |||
| Physical opportunity | Enablement | Adding objects to the environment (12.5) | Links on website for finding physical activity opportunities |
Week 3: “See www. [study website name]/find-an-activity-or-sport to pick an activity you may enjoy. While being active you could listen to music, a podcast or invite a friend.” | |||
| Environmental restructuring | Prompts/cues (7.1) | “How to be Active-Tools to keep going” section: provision of goal setting, physical activity planner, physical activity charting templates participants can print out and put up. “Be Inspired-Penny’s story” section: recommendations about the routine of putting out clothes at night as prompt to go to gym in the morning | |
Week 7: “Activities that easily fit into your daily life are much more likely to become a habit. Why not put a note on the fridge, or set a phone reminder to be active?” | |||
Provide suggested prompts/cues to activity, e.g. stick goals/action plans on fridge |
Note: In brackets BCT numbers in line with [37]
Fig. 2Intervention screenshot examples—main subpages. Note: main subpages of the website intervention include (a) Why be Active, capability and motivation; (b) How to be Active, opportunities and skills; (c) Be inspired, coping role models; (d) information about the programme; and (e) contact details for enquiries