Translational Journal of the American College of Sports Medicine: 2022 Paper of the Year
Notice bibliographique
Résumé
The following article was chosen as the 2022 Translational Journal of the American College of Sports Medicine Paper of the Year: Collins KA, Huffman KM, Wolever RQ, Smith PJ, Siegler IC, Ross LM, Hauser ER, Jiang R, Jakicic JM, Costa PT, Kraus WE. Determinants of dropout from and variation in adherence to an exercise intervention: the STRRIDE Randomized Trials. Transl J Am Coll Sports Med. 7(1):e000190. doi: 10.1249/TJX.0000000000000190. Understanding how to support people to change their exercise behavior is an important and pressing public health issue. To extend what is known about the reasons people give for not regularly participating in exercise, Collins et al. looked at when and why people typically stopped structured exercise interventions. The goal of this work was to inform the development of future intervention studies to better support those at risk for dropout. The work will also be of interest to exercise professionals working on exercise behavior change with clients. The analysis combined data from three Studies of a Targeted Risk Reduction Intervention through Defined Exercise (STRRIDE) randomized trials that examined the differential effects of exercise amount, mode, and intensity on cardiometabolic health. All STRRIDE studies enrolled individuals who were previously sedentary with overweight or obesity, in addition to either mild-to-moderate dyslipidemia or prediabetes (1–3). The general design of the trials was a control run-in period (3–4 months), followed by an 8- to 12-wk ramp period, during which participants were asked to slowly increase exercise volume to reach the intended exercise prescription target for the 6- to 8-month exercise intervention. Participants who dropped out were on average non-White, had higher body mass index, and were less fit at baseline. In terms of timing, 66% of those who dropped out did so early, either during baseline visits, the run-in period, or the exercise ramp period. Of note, exercise adherence remained consistently high (i.e., >80% of the intended prescription) after the ramp period, suggesting if participants completed the ramp period, they were more likely to complete the 6- to 8-month intervention and meet the weekly exercise targets. The most common reason people reported for dropping out of the intervention was lack of time or a combination of lack of time due to family and/or work responsibility and lack of motivation. The article by Collins et al. provides new and novel insights that can help researchers and exercise professionals to rethink how to engage people early in the behavior change process. Additional support and tailoring of the intervention for people with demographic factors associated with higher risk of dropout were advised. For individuals who changed their minds about participating during the run-in period, health coaching or motivational interviewing at the time of enrollment and early in the intervention, including how to manage perceived barriers such as lack of time, could help to keep people engaged and motivated to participate. Collins et al. also questioned if the current approaches commonly used to ramp up exercise volume may be too ambitious for individuals who are previously sedentary or have overweight or obesity. Adjusting the ramp period, especially for those who find it a challenge to add exercise into their daily routine, was suggested as another key way to reduce dropouts. If we can overcome these early challenges to engagement in the behavior-change process, the findings of Collins et al. suggest that successful exercise adoption and adherence are possible. Editor’s note: The 2022 Paper of the Year for Translational Journal of the American College of Sports Medicine was selected based on the significance and impact of the article. To read more about the award and the articles selected for the other four American College of Sports Medicine journals, see https://www.acsm.org/education-resources/journals/paper-of-the-year-awards.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,000 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,003 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».