Investigating the Psychosocial Determinants of Physical Activity in Older Adults: A Qualitative Approach

Objective: Despite the benefits of physical activity (PA), only one-third of older adults meet the recommended levels. The present study focused on psychosocial determinants of PA following retirement. Social cognitive theory (SCT) was used to better understand pre- and post-retirement adults’ thoughts about PA, the reasons why some individuals are more active than others, and how PA is incorporated into daily life after retirement. Design: Seven focus groups of older adults (N = 37, M = 64, SD = 5.20; males = 20) representing a range of PA levels and retirement length participated in one of seven focus groups. Results: Aligned with SCT, self-efficacy beliefs along with perceptions about barriers and benefits of PA were among the major determinants of PA. Findings highlighted the importance of social support, positive outcome expectations and self-regulatory strategies as motivators. The lack of structure in retirement was a hindrance to incorporating PA into daily routine but, when incorporated, PA provided a sense of purpose in the lives of retired individuals. Conclusion: It is important to understand the meaning of retirement as a life transition and how it affects beliefs about PA to inform SCT-based health promotion interventions targeting individuals in retirement age

Barriers and enablers of physical activity engagement for patients with COPD in primary care

Maria-Christina Kosteli,1 Nicola R Heneghan,1 Carolyn Roskell,1 Sarah E Williams,1 Peymane Adab,2 Andrew P Dickens,2 Alexandra Enocson,2 David A Fitzmaurice,2 Kate Jolly,2 Rachel Jordan,2 Sheila Greenfield,2 Jennifer Cumming1 1School of Sport, Exercise and Rehabilitation Sciences, 2Institute of Applied Health Research, University of Birmingham, Edgbaston, Birmingham, UK Background: Given that physical activity (PA) has a positive impact on COPD symptoms and prognosis, this study examined the factors that both encourage and limit participation in PA for individuals with COPD in a primary care setting from the perspective of social cognitive theory.Methods: A purposive sample of 26 individuals with a range of COPD severity (age range: 50–89 years; males =15) were recruited from primary care to participate in one of four focus groups. Thematic analysis was undertaken to identify key concepts related to their self-efficacy beliefs.Results: Several barriers and enablers closely related to self-efficacy beliefs and symptom severity were identified. The main barriers were health related (fatigue, mobility problems, breathing issues caused by the weather), psychological (embarrassment, fear, frustration/disappointment), attitudinal (feeling in control of their condition, PA perception, older age perception), and motivational. The main enabling factors were related to motivation (autonomous or controlled), attitudes, self-regulation, and performance accomplishments.Clinical implications: When designing interventions for individuals with COPD, it is important to understand the patient-specific social cognitive influences on PA participation. This information can then inform individually tailored management planning. Keywords: COPD, social cognitive theory, self-efficacy, barriers, enablers, primary car

Imagery use in older adults

Underpinned by Bandura’s social-cognitive theory (SCT), this thesis examined the perceptions of physical activity (PA) in healthy and unhealthy older adults, and examined imagery as a potential strategy to promote PA. Focus groups with healthy older adults (Chapter 2) and those diagnosed with chronic obstructive pulmonary disease (COPD) (Chapter 3) examined how PA is incorporated into daily living, and the unique barriers and enablers of PA in older adults. The subsequent chapters focus on the role of imagery as a strategy to increase PA. Using the revised applied model of deliberate imagery use as a framework, Chapter 4 explored where, when, what, and why older adults image PA. Based on Chapter 2 and 3’s finding that older adults use a range of imagery types and functions, and the importance of self-regulation, Chapter 5 investigated how self-regulatory imagery (i.e., images of goals and planning) related with social-cognitive variables, enjoyment, and PA. Overall, the thesis recognises the importance of SCT in explaining the unique challenges older adults face in relation to PA while accounting for contextual factors including PA level, disease severity, and employment status. The thesis also demonstrates imagery as a potential strategy for promoting PA in older adults

Self-regulatory imagery and physical activity in older adults: A social-cognitive perspective

Limited research has investigated exercise imagery use in middle-aged and older adults and its relationship with affective and behavioural correlates. The study examined the association between self-regulatory imagery and physical activity (PA) through key social cognitive variables. Middle-aged and older adults (N = 299; Mage = 59.73 years, SD = 7.73, range = 50 to 80) completed self-report measures assessing self-regulatory imagery use, self-efficacy, outcome expectations, perceived barriers, self-regulatory behaviour, enjoyment, and PA levels. Path analysis supported a model (χ2 (14) = 21.76, p = .08, CFI = .99, TLI = .97, SRMR = .03, RMSEA = .04) whereby self-regulatory imagery positively predicted self-efficacy, outcome expectations, and self-regulatory behaviours. Furthermore, self-regulatory imagery indirectly predicted barriers, outcome expectations, self-regulation, enjoyment, and PA. This research highlights self-regulatory imagery as an effective strategy in modifying exercise-related cognitions and behaviours. Incorporating social cognitive constructs into the design of imagery interventions may increase PA engagement

Effect of energy restriction and physical exercise intervention on phenotypic flexibility as examined by transcriptomics analyses of mRNA from adipose tissue and whole body magnetic resonance imaging

Overweight and obesity lead to changes in adipose tissue such as inflammation and reduced insulin sensitivity. The aim of this study was to assess how altered energy balance by reduced food intake or enhanced physical activity affect these processes. We studied sedentary subjects with overweight/obesity in two intervention studies, each lasting 12 weeks affecting energy balance either by energy restriction (~20% reduced intake of energy from food) in one group, or by enhanced energy expenditure due to physical exercise (combined endurance- and strength-training) in the other group. We monitored mRNA expression by microarray and mRNA sequencing from adipose tissue biopsies. We also measured several plasma parameters as well as fat distribution with magnetic resonance imaging and spectroscopy. Comparison of microarray and mRNA sequencing showed strong correlations, which were also confirmed using RT-PCR. In the energy restricted subjects (body weight reduced by 5% during a 12 weeks intervention), there were clear signs of enhanced lipolysis as monitored by mRNA in adipose tissue as well as plasma concentration of free-fatty acids. This increase was strongly related to increased expression of markers for M1-like macrophages in adipose tissue. In the exercising subjects (glucose infusion rate increased by 29% during a 12-week intervention), there was a marked reduction in the expression of markers of M2-like macrophages and T cells, suggesting that physical exercise was especially important for reducing inflammation in adipose tissue with insignificant reduction in total body weight. Our data indicate that energy restriction and physical exercise affect energy-related pathways as well as inflammatory processes in different ways, probably related to macrophages in adipose tissue.</p

Relationship between sport type and body image of female athletes

Introduction. Research suggests that sport involvement enhances body image [1]. Research also indicates that athletes involved in certain sports, such as gymnastics and distance running, are at risk for body image disturbances [2]. Aim of the Study. The purpose of this research was to explore this apparent paradox, that physical activity enhances body image but athletes in certain sports may be at risk for body image concerns. Material and Methods. The sport and societal attractiveness body image ideals of female long distance runners (n = 21) and throwers (n = 18) were assessed via questionnaires, line drawings, and digital body image software. Results. Consistent with social comparison theory, long distance runners were more satisfied with their bodies than were throwers when considering societal attractiveness ideals. Throwers, however, were more satisfied with their bodies than were distance runners when considering sport ideals. When considering body image without regard to the different body ideals, distance runners reported a more favorable body image overall than did throwers. Conclusions. These results suggest that complex factors affect the body image of women athletes. With regard to body image measurement, digital body image software may be more sensitive than line drawings in detecting predicted relationships

Life Skills Development in Physical Education: A Self-Determination Theory-Based Investigation Across the School Term

Objectives: Grounded in self-determination theory (SDT), the main aim of this study was to examine the longitudinal associations between teacher autonomy support, students’ basic psychological need satisfaction and life skills development in physical education (PE). Design: This study employed a two-wave longitudinal research design.Method: Students (N = 266, Mage = 12.94 years, SD = 0.70) completed measures assessing perceived autonomy-supportive teaching, need satisfaction (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Data collections took place during week 6 (timepoint 1; T1) and week 15 (timepoint 2; T2) of the autumn school term.Results: Cross-lagged panel analyses showed that T1 teacher autonomy support did not significantly predict students’ three basic psychological needs, total need satisfaction or life skills development at T2. Students’ T1 total need satisfaction positively predicted their development of all eight life skills at T2. Additionally, students’ T1 autonomy satisfaction positively predicted their teamwork, social skills, emotional skills, leadership, and interpersonal communication skills at T2, T1 competence satisfaction positively predicted students’ teamwork skills at T2, and students’ T1 relatedness satisfaction positively predicted their social skills at T2. Conclusions: Providing partial support for SDT, the findings highlighted that satisfaction of students’ three basic psychological needs had some positive effects on students’ life skills development in PE. As such, a climate that satisfies students’ basic psychological needs should help to develop their life skills in PE

Investigating adolescent girls’ perceptions and experiences of school-based physical activity to inform the Girls’ Peer Activity (G-PACT) intervention study

ABSTRACT BACKGROUND Adolescent girls are more likely to be inactive than boys. A range of factors including multiple psychosocial aspects are thought to influence their engagement in physical activity (PA). This study aimed to explore adolescent girls’ perceptions and experiences of school-based PA to inform a subsequent intervention, the Girls Peer Activity (G-PACT) project. METHODS The Youth Activity Profile was used to assess adolescent girls’ current PA levels. Open-ended questions were used to investigate girls’ perceptions and experiences of school-based PA. Focus groups stratified by PA level were then conducted to explore their perceptions and experiences in depth. The focus group data were analysed using inductive thematic analysis. RESULTS The master themes emanating from the focus groups were non-competitive activities and after-school sport culture for lower active girls. Higher active girls’ master themes were PA perceptions and PE. Regardless of activity level, participants reported greater enjoyment from PA when participating with friends and having choice over activities provided within the school setting. CONCLUSIONS The findings highlight the importance of choice, peer groupings, non-competitive opportunities and PA competence to adolescent girls’ school-based PA behaviours. The school environment can support and restrict girls’ engagement in PA. The findings will be applied to the design, content and implementation of the G-PACT project

The acceptability and feasibility of a novel peer-led schoolbased physical activity intervention for adolescent girls: The girls' peer activity (G-PACT) project

Meeting abstract presented at 7th International Society for Physical Activity and Health Congress, London, England, 15-17 October, 2018.Introduction: This study assessed the feasibility and acceptability of a novel peer-led physical activity (PA) intervention for adolescent girls aged 13-14 years. Methods: The intervention employed a three-tier peer-led model under- pinned by Social Cognitive Theory (SCT) and Self-Determination Theory (SDT). The 8-week intervention was delivered in three schools and involved 233 participants. Each school recruited 12-16 girls to become PA-leaders, who received leadership training delivered by undergraduate PA students, who subsequently acted as their intervention mentors and role models. The PA-leaders were encouraged to support their school peers to engage in more PA. Two of the schools provided organised after- school PA opportunities which the PA-leaders actively promoted. The acceptability, practicality, engagement, and perceived success of the intervention was investigated using focus groups and interviews. Qualitative analysis adopted deductive and inductive methods, using SCT and SDT as thematic frameworks, and then exploring additional emergent themes. Results: The intervention was perceived as feasible and acceptable between mentors (n = 6) and leaders (n = 47). However, the relationship between leaders and their peers (n = 196) suggested uncertainty in delivery and engagement Disparity was reported from the peers in how much and what information was conveyed to them by their PA-leaders. Conclusions: This intervention was reported to be feasible and acceptable among mentors and PA-leaders. Teachers were supportive of the intervention and the intervention demonstrates innovation incorporating undergraduate students as mentors and role models to adolescent girls. Further research is needed to clarify the roles and responsibilities for the PA-leaders.External funding details: This research was funded by Edge Hill University