Functional Health: Innovations in Research on Physical Activity with Older Adults
Bibliographic record
Abstract
PURPOSE: This symposium was structured to provide two keynote addresses and recent innovations on the topic of physical activity interventions. OVERVIEW: In the first paper, Drs. W. Jack Rejeski and Lawrence R. Brawley combine the content of their two keynotes into a single integrative review. This paper is then followed by four studies that build on and extend the research reviewed in their keynotes. The first is a study that examines the measurement properties of a scale designed to assess older adults' desire for physical competence. The second is an experiment that tests the efficacy of a brief intervention for increasing older adults' motives to attend educational sessions on physical activity in the context of assisted living. The third involves a pilot study in older adults that explores the feasibility and efficacy of using a group-mediated intervention for psychological empowerment in conjunction with more traditional methods of strength training. The fourth examines an innovative intervention that was designed to link the abilities acquired during strength training to older adults' performance of activities of daily living. CONCLUSIONS: Physical activity interventions should be designed to promote collaborative relationships between interventionists and participants. Older adults bring with them symptoms, emotions, motives, and beliefs that are as important to adherence and to the outcomes of interventions as the physical training regimen itself. Furthermore, from the perspective of both behavior change and physical training, the design of physical activity programs for older adults should pay close attention to intended objectives.
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".