Reducing sedentary behaviour after stroke: perspectives of ambulatory individuals with stroke
Bibliographic record
Abstract
PURPOSE: Understanding the determinants of sedentary behaviour (sitting or lying with low energy expenditure) in stroke survivors can enhance the development of successful behaviour change strategies. This qualitative study explored the perceptions of stroke survivors about sedentary behaviour and ways in which it can be changed. METHODS: An interpretative qualitative inquiry was used with thematic analysis of interview data. Interviews were conducted using a semi-structured guide with 13 stroke survivors. Interview transcripts were analysed using thematic analysis. Self-reported sedentary time was assessed during interviews. RESULTS: Four main themes emerged from the data: meaning of sedentary behaviour, reasons for sedentary behaviour, barriers and facilitators to reducing sedentary behaviour, and strategies to sit less and move more. Only 6 participants knew about sedentary behaviour, and 2 were aware of the associated health risks. Participants encountered barriers in their daily lives that affect engagement in activity including motor impairments, fatigue, cognitive problems, and lack of motivation. Using wearable technologies and action planning to reduce sedentary behaviour hold promise as behaviour change strategies. CONCLUSIONS: There is limited awareness of health risks of sedentary behaviour among stroke survivors. Strategies involving self-monitoring and movement throughout the day are potential ways to reduce sedentary behaviour. Implications for Rehabilitation Reducing sedentary behaviour in ambulatory stroke survivors is dependent on a number of modifiable determinants. Planning regular interruptions in sedentary time, such as standing or walking frequently throughout waking hours, during television commercial breaks or while using the phone are some potential strategies for reducing sedentary behaviour in stroke survivors. Availability of social and professional support and self-monitoring using wearable technologies that provide real-time feedback might result in increased motivation to sit less and move more. Using alarms and devices that provide cues to action by reminding participants to sit less and move more were perceived as important.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".