Using the Behavior Change Wheel to Understand University Students’ Prolonged Sitting Time and Identify Potential Intervention Strategies
Abstract
Background Several national public health guidelines recommend individuals to minimize time spent in prolonged, continuous periods of sitting. Developing effective interventions to break up sitting, however, requires in-depth understanding of the behavior as well as identification of the key elements that need to be targeted to achieve change. This qualitative study focused on university students-a highly sedentary group-with the aim of the following: (i) exploring the factors influencing prolonged sitting time in this population; and (ii) identifying potential avenues for future intervention, based on the Behavior Change Wheel framework. Method Eighteen ambulatory undergraduate students participated in semi-structured one-on-one interviews, using the Capability, Opportunity, Motivation, Behavior (COM-B) model and the complementary Theoretical Domains Framework (TDF) as the theoretical framework. Data were analyzed using a directed content analysis approach, followed by inductive thematic analysis. Results All COM-B components and eight TDF domains were identified as relevant for influencing the target behavior. Conclusion Findings suggest that interventions and policies aimed at reducing prolonged sitting time in university students should (i) raise awareness about negative health implications; (ii) address productivity concerns; (iii) provide training in behavioral self-regulation; (iv) use external reminders; (v) implement habit formation techniques; and (vi) promote social acceptability for breaking up sitting.
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Classroom physical activity breaks interventions are generally feasible and acceptable in classroom settings.
“Although concerns have been raised regarding potential disruption to instructional flow, the available observational and self-reported evidence suggests that such interventions are generally feasible and acceptable in classroom settings [20].”
From Effect of classroom physical activity breaks on learning behaviors and academic achievements in university students: a systematic review (2026) · cites this paper as [20]
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- Authors
- Castro, O., Vergeer, I., Bennie, J., Cagas, J., & Biddle, S. J. H.
- Affiliations
- University of Southern Queensland (AU)
- Venue
- International Journal of Behavioral Medicine
- Published
- 2020-08-20
- Volume
- 28
- Issue
- 3
- Pages
- 360-371
- ISSN
- 1070-5503 (ISSN-L)
- 1532-7558
- OpenAlex
- W3080196504
- Cited by
- 25
- References
- 52
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 3 · 2023: 6 · 2022: 4 · 2021: 3
- FWCI
- 1.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Behavioral Medicine (publishedVersion)
- PubMed (publishedVersion)
- University of Southern Queensland ePrints (University of Southern Queensland) (acceptedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Social Sciences › Psychology › Applied Psychology › Behavioral Health and Interventions
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- prolonged sitting, sedentary behavior, university students, Behaviour Change Wheel, COM-B model, Theoretical Domains Framework, self-regulation, habit formation, social acceptance, health awareness
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