School of Physical Education, Sport & Exercise Sciences, University of Otago, Dunedin, New Zealand (Dr Hargreaves), Department of Human Nutrition, University of Otago, Dunedin, New Zealand (Miss Hayr), School of Physical Education, Sport & Exercise Sciences, University of Otago, Dunedin, New Zealand; Department of Psychological Medicine, University of Otago, Wellington, New Zealand (Dr Jenkins), Division of Sciences, University of Otago, Dunedin, New Zealand (Dr Perry) and Department of Human Nutrition, University of Otago, Dunedin, New Zealand (Dr Peddie).
J Occup Environ Med. 2020 Apr;62(4):317-324. doi: 10.1097/JOM.0000000000001832.
To understand the practicalities of undertaking 2 to 3 minutes of light to moderate intensity physical activity after every 30 minutes of prolonged sitting by examining barriers and facilitators.
Around 27 (n = 22 women) employees working in higher education who sat for greater than 5 hours during a work day participated in a focus group discussion.
Through inductive thematic analysis, themes characterising workplace culture and having the knowledge (or not) of benefits were found to be a facilitator and a barrier. Additional barriers were a perceived reduction in work productivity and specific work tasks that precluded taking activity breaks. Extrinsic motivators and prompts were suggested to facilitate participation.
Environmental and individual strategies are required to build capability, opportunity, and motivation for undertaking regular activity breaks and should inform the development of an ecologically valid workplace intervention.
通过研究障碍和促进因素，了解每隔 30 分钟久坐后进行 2 到 3 分钟轻至中等强度体育活动的实际情况。
参与此次焦点小组讨论的是 27 名（n=22 名女性）在高等教育领域工作的员工，他们每天的工作时间超过 5 小时。
通过归纳主题分析，发现工作场所文化和对益处的了解（或不了解）这两个主题是促进因素和障碍。其他障碍包括工作效率降低和特定工作任务不允许进行活动休息。建议采用外部激励和提示来促进参与。
需要采取环境和个人策略来培养定期进行活动休息的能力、机会和动力，并为制定具有生态有效性的工作场所干预措施提供信息。
