Understanding physical activity facilitators and barriers during and following a supervised exercise programme in Type 2 diabetes: a qualitative study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
AIMS: To assess barriers and facilitators of participation in a supervised exercise programme, and adherence to exercise after programme completion. METHODS: Focus group discussions addressed factors which could facilitate attendance, current engagement in exercise, reasons for continuing or discontinuing regular exercise and ways to integrate exercise into daily life. Three focus groups, with a total of 16 participants, were led by a trained moderator; audiotapes were transcribed verbatim; transcripts were coded and themes were identified. Themes that recurred across all three focus groups were considered to have achieved saturation. RESULTS: Motivation was the most critical factor in exercising both during and following the programme. Participants appreciated the monitoring, encouragement and accountability provided by programme staff. They voiced a need for better transition to post-programme realities of less support and supervision. Co-morbid conditions were apt to derail them from a regular exercise routine. They viewed the optimal programme as having even greater scheduling flexibility and being closer to them geographically. Post-programme, walking emerged as the most frequent form of physical activity. CONCLUSIONS: Adults with Type 2 diabetes require long-term monitoring and support for physical activity and exercise.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| 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 it