Physical activity has a significant impact on health, with ‘conclusive and overwhelming’ scientific evidence available highlighting physical inactivity as a primary cause of 35 chronic diseases (Boothe et al., 2012) and can be considered a ‘vital sign’ (Golightly et al., 2017). Regular physical activity can strengthen our immune systems as we age (Nieman & Wentz, 2019). Lowering our risk of heart disease, high blood pressure and diabetes various cancers and stroke (Allender et al., 2007). These benefits are not restricted to our physical body, as we can receive lowered risk of dementia, mental wellbeing, anxiety and depression (Knapen et al., 2019). As such, incorporating physical activity should be considered a ‘principal intervention’ for primary prevention of chronic disease (Durstine et al., 2013).
In the UK, there are approximately 2,630 adolescents and young adult (aged 15-24) cancer diagnoses every year. Thankfully, mortality rates for all cancers combined have almost halved since the mid-1970s, with 84% of young people in the UK surviving cancer for five years or longer (CRUK, 2019). However, intensive, highly toxic and long-term treatments are often required and can result in severe, acute, chronic and late appearing side effects (Lund, Schmiegelow, Rechnitzer, & Johansen, 2011). These side effects impact negatively on the physical, functional, social and emotional aspects of a young person’s quality of life. Sadly, compared to people with no history of cancer, Tai et al. (2012) found that those who had experienced cancer as young people were more likely to be smokers, obese, suffer various chronic conditions such as diabetes and cardiovascular disease, have registered disabilities, poorer mental health, and were also more likely than those with no history of cancer to be unemployed or unable to work. With such a positive five-year survival prognosis, yet apparent poorer outcomes for many aspects of quality of life, it is vital to help adolescent cancer survivors return to a healthy and functioning lifestyle.
Social-cognitive variables such as self-efficacy and self-regulated learning (SRL) are known to influence self-directed physical and mental health behaviour change, and motivation is crucial for effective engagement in a variety of health behaviours including PA (Bandura, 2004; 2005). Self-efficacy for disease management is positively associated with health-promoting behaviours in young cancer survivors (Herts, Khaled & Stanton, 2017), and SRL (planning, self-monitoring, self-evaluation, and reflection, effort, self-efficacy) plus emotional regulation are important in health contexts (Toering et al., 2012). However, SRL requires explicit, context specific training (van der Stel & Veenman, 2014); SRL is a limited resource requiring skills for management and replenishment (Baumeister, Vohs, & Tice, 2007); and, in order to learn to self- regulate well, individuals must value the activity (Ryan, & Deci, 2000). Motivation is the key barrier to behaviour change (Miller, Benefield, & Tonigan, 1993), Motivational interviewing (MI) has been identified as an effective treatment for adolescent health behaviours (Cushing, Jensen, Miller, & Leffingwell, 2014). To enhance motivation, MI has been identified as an effective treatment for adolescent health behaviours (Cushing, Jensen, Miller, & Leffingwell, 2014).
MI+SRL plus emotional regulation interventions have all been found to improve PA and mental health behaviours. During this difficult period for adolescent cancer survivors, interventions promoting healthy lifestyle behaviours would be well accepted and are essential to improve long-term health and health related quality of life (QoL; Murnane, Gough, Thompson, Holland, & Conyers, 2015).
The aim of this proposed study is to inspire confidence and help young cancer survivors develop their own motivation to regularly engaging in the recommended amount of PA. The proposed study will first conducting a systematic review. Secondly, a mixed method approach will explore the needs and barriers of individuals suffering from chronic health conditions. Finally, the aim will be to develop/test, and conduct a process evaluation (Saunders et al., 2005) of an optimised digital intervention to support PA, motivation, self-efficacy, and mental wellbeing outcomes in young cancer patients and survivors.
Academic qualifications
A first degree (at least a 2.1) ideally in exercise or health psychology, physical activity and health, or sport and/or clinical exercise science, with a good fundamental knowledge of motivation and behaviour change theories as well as counselling approaches, including motivational interviewing. A strong interest and some experience in digital and or technological approaches to support physical activity and health behaviours would also be valuable.
English language requirement
IELTS score must be at least 6.5 (with not less than 6.0 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University’s policy are available online.
Essential attributes:
· Experience of fundamental counselling approaches to physical activity and health behaviour change, in particular motivational interviewing
· Competent in theories related to exercise psychology and physical activity and health behaviour change
· Knowledge of digital and technological approaches to support physical and mental health behaviour change
· Good written and oral communication skills
· Strong motivation, with evidence of independent research skills relevant to the project
· Good time management
Desirable attributes:
Postgraduate training including technological approaches to health behaviour change.
Experience working with cancer populations.
When applying (PhD APPLIED SCIENCES), please quote the application reference SAS0163 on your form.
TO APPLY PLEASE CLICK ON THE 'INSTITUTION WEBSITE' LINK ON THE RIGHT HAND SIDE OF THIS PAGE.
APPLICATION CHECKLIST
· Completed application form
· CV
· 2 academic references, using the Postgraduate Educational Reference Form (Found on the application process page)
· A personal research statement (This should include (a) a brief description of your relevant experience and skills, (b) an indication of
· What you would uniquely bring to the project and (c) a statement of how this project fits with your future direction.)
· Evidence of proficiency in English (if appropriate)
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