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Record W3211268993

Social support and emotions in group physical activity programs for older adults

2021· article· en· W3211268993 on OpenAlexaboutno aff
Meghan H. McDonough, Jennifer Hewson, Peter R.E. Crocker, Ann M. Toohey, Cari Din, Stephanie Won, AJ Matsune, Raynell A McDonough

Bibliographic record

VenueJournal of Exercise, Movement, and Sport (SCAPPS refereed abstracts repository) · 2021
Typearticle
Languageen
FieldPsychology
TopicBehavioral Health and Interventions
Canadian institutionsnot available
Fundersnot available
KeywordsPsychologyLonelinessAttendanceSocial supportShameDisengagement theorySocial psychologyFocus groupPridePeer supportSupport groupRecreationApplied psychologyDevelopmental psychologyGerontologyMedicine
DOInot available

Abstract

fetched live from OpenAlex

Social support can encourage physical activity among older adults, and group exercise creates an opportunity for social connection. Understanding interpersonal actions which support physical activity and participants' emotional responses to these exchanges can have motivational implications. This study examined older adults' emotional experiences with social support in group exercise programs and their connections to motivation. As part of a larger study using interpretive description methodology, ten focus groups were conducted with 29 female and 9 male older adults (Mage=69.5 years) participating in group exercise at civic recreation centers. Emotional responses to support interactions were interpreted and analyzed. Four themes highlighted motivating impacts of emotional responses to support interactions. Positive social interactions made exercise fun. Checking on each other if they missed classes, sharing information about health, and instructors' corrections to prevent injury were experienced as compassionate. Knowing absences would be noticed was associated with anticipated guilt, motivating attendance. Seeing peers' diverse bodies and abilities, and instructor cues and options aimed at enabling success decreased anticipated shame and enhanced pride. Four themes highlighted demotivating impacts. Instructors chastising or encouraged to push beyond their limits, however, was humiliating and prompted disengagement. Frustration occurred when instructors were unresponsive to participant needs, or peers provided unwanted support. Loneliness occurred if they felt excluded from peer gatherings. Finally, accessing support was difficult if initiating interactions was anxiety provoking. Understanding how supportive attempts contribute to emotions and motivation is important for developing best practices for instructor and peer support in exercise among older adults.Acknowledgments: Funding: Social Sciences and Humanities Research Council of Canada Insight Grant

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 machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.003
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.002
Threshold uncertainty score0.005

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.003
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.001
Scholarly communication0.0010.001
Open science0.0000.001
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0010.000

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.

Opus teacher head0.033
GPT teacher head0.339
Teacher spread0.306 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designObservational
Domainnot available
GenreEmpirical

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".

Quick stats

Citations0
Published2021
Admission routes1
Has abstractyes

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