Aubrianne E. Rote

Prompts to disrupt sitting time and increase physical activity at work, 2011-2012.

Introduction The objective of this study was to assess change in sitting and physical activity behavior in response to a workplace intervention to disrupt prolonged sitting time. Methods Sixty office workers were randomized to either a Stand group (n = 29), which received hourly prompts (computer-based and wrist-worn) to stand up, or a Step group (n = 31), which received the same hourly prompts and an additional prompt to walk 100 steps or more upon standing. An ActivPAL monitor was used to assess sitting and physical activity behavior on the same 3 consecutive workdays during baseline and intervention periods. Mixed-effect models with random intercepts and random slopes for time were performed to assess change between groups and across time. Results Both groups significantly reduced duration of average sitting bouts (Stand group, by 16%; Step group, by 19%) and the number of sitting bouts of 60 minutes or more (Step group, by 36%; Stand group, by 54%). The Stand group significantly reduced total sitting time (by 6.6%), duration of the longest sitting bout (by 29%), and number of sitting bouts of 30 minutes or more (by 13%) and increased the number of sit-to-stand transitions (by 15%) and standing time (by 23%). Stepping time significantly increased in the Stand (by 14%) and Step (by 29%) groups, but only the Step group significantly increased (by 35%) the number of steps per workday. Differences in changes from baseline to intervention between groups were not significant for any outcome. Conclusion Interventions that focus on disrupting sitting time only in the workplace may result in less sitting. When sitting time disruptions are paired with a physical activity prompt, people may be more likely to increase their workday physical activity, but the effect on sitting time may be attenuated.

The Efficacy of a Walking Intervention Using Social Media to Increase Physical Activity: A Randomized Trial.

BACKGROUND Facebook may be a useful tool to provide a social support group to encourage increases in physical activity. This study examines the efficacy of a Facebook social support group to increase steps/day in young women. METHODS Female college freshmen (N = 63) were randomized to one of two 8-week interventions: a Facebook Social Support Group (n = 32) or a Standard Walking Intervention (n = 31). Participants in both groups received weekly step goals and tracked steps/day with a pedometer. Women in the Facebook Social Support Group were also enrolled in a Facebook group and asked to post information about their steps/day and provide feedback to one another. RESULTS Women in both intervention arms significantly increased steps/day pre- to postintervention (F(8,425) = 94.43, P < .001). However, women in the Facebook Social Support Group increased steps/day significantly more (F(1,138) = 11.34, P < .001) than women in the Standard Walking Intervention, going from 5295 to 12,472 steps/day. CONCLUSIONS These results demonstrate the potential effectiveness of using Facebook to offer a social support group to increase physical activity in young women. Women in the Facebook Social Support Group increased walking by approximately 1.5 miles/day more than women in the Standard Walking Intervention which, if maintained, could have a profound impact on their future health.

Responsiveness of motion sensors to detect change in sedentary and physical activity behaviour

Background The purpose of this study was to determine the responsiveness of two motion sensors to detect change in sedentary behaviour (SB) and physical activity (PA) during an occupational intervention to reduce sitting time. Methods SB and PA were assessed using a hip-worn Actigraph GTX3 (AG) and a thigh-worn activPAL (AP) during three consecutive workdays throughout baseline and intervention periods. Mean scores at baseline and intervention were estimated by hierarchical linear models (HLM) with robust SEs, adjusting for random variance of average scores between participants. Change scores (mean baseline minus mean intervention) were calculated for each device. Response to change was assessed for each device using the standardised response mean. Results 67 adults (45±11 years; 29.3±7.7 kg/m2) wore the acceleration-based motion sensors for 8.3 (SD=1.2) and 8.3 (SD=1.1) h during the baseline and intervention periods, respectively. HLM showed that AP sitting/lying time (−16.5 min, −5%), AP stepping (+7.5 min, 19%), AP steps/day (+838 steps/day, +22%), AP sit-to-stand transitions (+3, +10%), AG SB (−14.6 min, −4%), AG lifestyle moderate-intensity PA (LMPA, +4 min, +15%) and AG MPA (+3 min, 23%) changed significantly between the baseline and the intervention period. Standardised response means for AP sitting/lying time, stepping, steps/day, sit-to-stand transitions and AG SB, LMPA and MPA were above 0.3, indicating a small but similar responsiveness to change. Conclusions Responsiveness to change in SB and PA was similar and comparable for the AP and AG, indicating agreement across both measurement devices.

Physical activity intervention using Fitbits in an introductory college health course

Objective: This study took the form of an intervention examining change in physical activity and quality of experience among students in an introductory health course who were asked to wear a Fitbit activity monitor throughout the semester. Method: College students (N = 56) took part in this controlled trial. Students enrolled in an introductory health course (Education + Fitbit; n = 24) were asked to purchase a Fitbit and wear it throughout the semester. This activity monitor purchase replaced the textbook requirement to reduce the financial burden for students. Change in objectively measured physical activity within this group was compared to students enrolled in a traditional introductory health course (Education Only; n = 14) and students enrolled in an introductory humanities course (Control; n = 18). To assess objectively measured physical activity, all participants wore a sealed pedometer for one week at the beginning and end of the semester. Students in the Education + Fitbit group also provided written feedback on their experience with the Fitbit. Results: A 2 × 3 repeated-measures analysis of variance (ANOVA) revealed a significant interaction between time and group, F(2, 53) = 3.957, p = .025. Post hoc analysis of this interaction indicated that students in the Education + Fitbit group significantly increased (p = .014) objectively measured physical activity by 1,078 steps/day, whereas physical activity in Education Only and Control groups did not significantly change. Qualitative data demonstrated that student experiences with the Fitbit were resoundingly positive. Conclusion: Replacing a textbook requirement with requiring a commercially available activity monitor in an introductory health course may be an effective and enjoyable strategy to increase physical activity among US college students.

Development and Assessment of a Course to Reduce Weight Bias in Undergraduate Health Promotion Students

Experiencing discrimination based on body size has numerous health consequences and negatively affects motivation for positive health behaviors. Because weight bias is particularly prevalent among health professionals, interventions to reduce weight bias in this group are essential. The purpose of this mixed-methods, 15-week study was to develop and examine the effect of a college course focused on reducing weight bias in health promotion undergraduates. In this study (N = 64), quantitative change in implicit and explicit weight bias among students enrolled in a course to reduce weight bias was compared with a control group and two other groups of students in the health promotion degree program. Qualitative data were also analyzed through content analysis of pre- and postsemester writing assignments among students in the course focused on weight bias. Statistical analyses revealed a significant reduction in explicit weight bias among students in the course focused on weight bias with no significant changes in explicit weight bias for any other group. There were no significant changes in implicit weight bias for any group. Content analysis of qualitative data was consistent with the quantitative reductions in extrinsic weight bias. Students shared substantially more nuanced understandings of obesity postsemester. Furthermore, the persistence of internal contradictions in students’ analyses illustrates the particular challenge in reducing implicit bias. These results demonstrate that, although intrinsic weight bias may be more difficult to change, a college course focused on reducing weight bias can facilitate significant reductions in extrinsic weight bias among health promotion undergraduates.

LOCATION OF BODY FAT AMONG WOMEN WHO ACCURATELY OR INACCURATELY PERCEIVE THEIR WEIGHT STATUS.

This cross-sectional study investigated location of body fat, with specific focus on abdominal fat, among normal weight and overweight women who accurately or inaccurately perceived their weight status. Young, adult women (N = 120; M age = 19.5 yr., SD = 1.2) were asked to classify their weight status using the Self-Classified Weight subscale from the Multidimensional Body–Self Relations Questionnaire. Actual weight status was operationalized via dual-energy x-ray absorptiometry. Overweight women who thought they were normal weight had an average of 19 pounds more fat than normal weight women with 1.5 pounds of excess abdominal fat. Interventions to raise awareness among overweight women unaware of their fat level are warranted. However, these interventions should balance consideration of potential detriments to body image among these women.