scholarly journals The effect of descriptive age norms on the motivation to exercise among older adults

2017 ◽  
Vol 34 (3) ◽  
pp. 400-409
Author(s):  
Johan Pelssers ◽  
Katrien Fransen ◽  
Norbert Vanbeselaere ◽  
Filip Boen
Keyword(s):  
Older Adults ◽  
Repeated Measures ◽  
Autonomous Motivation ◽  
The Elderly ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Age Norms ◽  
The Social ◽  
Exercise Activity ◽  
The Impact

Summary Based on the principles of the Social Identity Approach (SIA), the present experiment aimed to examine the impact of communicating descriptive age norms on older adults’ autonomous motivation to exercise. Under the cover of a marketing study, older adults (n = 120; age = 65–70 years) participated in a newly created exercise activity, ‘Pattern Stepping’. This activity was framed as an activity that was descriptively normative either for older adults, for younger adults, for both groups, or for none. Repeated measures ANOVAs revealed that participants felt greater satisfaction of their basic psychological needs and were more autonomously motivated to exercise if Pattern Stepping was framed as an activity popular among the young, rather than among older adults. These findings suggest that framing an exercise as descriptively normative for the elderly can thwart older adults’ autonomous motivation if they do not identify as an older adult.

Impact of a Sustained TPSR Program on Students’ Responsibility, Motivation, Sportsmanship, and Intention To Be Physically Active

2020 ◽  
Vol 39 (2) ◽  
pp. 247-255 ◽  
Author(s):  
Juan Andrés Merino-Barrero ◽  
Alfonso Valero-Valenzuela ◽  
Noelia Belando Pedreño ◽  
Javier Fernandez-Río
Keyword(s):  
Social Responsibility ◽  
Direct Instruction ◽  
Repeated Measures ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Physically Active ◽  
Psychosocial Consequences ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

Effect of “freedom of choice” on Task Performance and Well-Being During Leisure Activity: An Intercultural Study Among Older Adults in China and France

2021 ◽  
pp. 009141502110376
Author(s):  
Minmin Tang ◽  
Dahua Wang ◽  
Alain Guerrien
Keyword(s):  
Older Adults ◽  
Task Performance ◽  
Leisure Activities ◽  
Leisure Activity ◽  
Well Being ◽  
The Elderly ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Freedom Of Choice ◽  
Choice Group

Based on the perspective of self-determination theory (SDT) and the cross-cultural, the aim of the present study was to explore the effect of “freedom of choice” on the well-being of institution-dwelling older adults (elderly residences and nursing homes), in particular during leisure activities. Participants ( NChina = 67, Mage = 80.55 years; NFrance = 90, Mage = 82.19 years) were randomly assigned to the “elderly-choice” group or “staff choice” group to participate in a puzzle game. Consistent with SDT, results showed that basic psychological needs satisfaction (autonomy, competence, relatedness) was positively associated with elderly well-being. However, our findings did not demonstrate the importance of freedom of choice for promoting such well-being in the context of leisure activities for either culture; this may be related to the recompense of close relationships or else the particularity of the elderly population. Interestingly, competence satisfaction was observed to act as a complete mediating variable between task performance and well-being only in the French population.

scholarly journals Gamification in sport apps: the determinants of users' motivation

2020 ◽  
Vol 29 (3) ◽  
pp. 365-381 ◽  
Author(s):  
Paula Bitrián ◽  
Isabel Buil ◽  
Sara Catalán
Keyword(s):  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Online Questionnaire ◽  
Content Type ◽  
Game Elements ◽  
The Impact ◽  
The Relationship

PurposeGamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.Design/methodology/approachTo achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.FindingsThe results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.Practical implicationsThe findings of this study provide guidelines for practitioners and app developers.Originality/valueBased on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.

scholarly journals Sport, physical activity and social health in older adults. Caring with technology in the COVID-19 pandemic

2021 ◽  
pp. 101269022110456
Author(s):  
Ivana Matteucci
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Older Adults ◽  
Social Networks ◽  
The Elderly ◽  
Social Health ◽  
Short Version ◽  
The Social ◽  
Communications Technologies ◽  
The Impact

The aim of this paper was to photograph this precise moment in history, focusing on the situation of older adults during the COVID-19 health emergency in Northern Italy. In particular, we analysed the relationship between social networks and social support, sport and recreational activity, and the use of communications technologies in December 2020. We investigated and discussed such use of technologies, wondering if and how it helped to compensate for the diminishment in social health, usually gained trough social interactions and the practice of sport and physical activity. We examined how reduction of mobility, social distancing and isolation measures imposed by the government to reduce the spread of COVID-19, affected the living conditions of the older adults, in particular their social health, and the level of sport and physical activity they were engaged in. We collected data through interviews with the subjects, assessing their social networks, the perceived social support provided by their family members, friends and caregivers, and the level of sport and physical activity they were engaged in. Moreover, we analysed the impact of technological communications devices, which were employed to help older adults to maintain their relationships with the outside world and to preserve their active life. The interview questions were formulated based on the Lubben Social Network Scale-Revised (LSNS-R), the short version of the Social Support List (SSL12-I) for the elderly and the Physical Activity Scale for the Elderly (PASE). A relationship was found between the social health related to physical activity of the older adults subjects during the COVID-19 emergency and the use of communications technologies, which played a role in mitigating the impact of the crisis on their social health by helping them to keep physically and socially active.

scholarly journals Conclusion

2021 ◽  
pp. 769-772
Author(s):  
Margaret L. Kern ◽  
Michael L. Wehmeyer
Keyword(s):  
Coping Skills ◽  
Character Strengths ◽  
Self Regulation ◽  
Psychological Needs ◽  
Environmental Context ◽  
Basic Psychological Needs ◽  
Positive Education ◽  
School Environments ◽  
The Social ◽  
The Impact

AbstractThe chapters in this Handbook provide evidence of the plurality of theories, models, methods, and perspectives relevant to positive education. Chapters highlight the diverse ways in which positive education is conceptualized and implemented, complexities inherent to school environments, and the need to rigorously study the impact of activities. Chapters describe core ingredients of positive education, including basic psychological needs, mindset, character strengths, coping skills, empathy, engagement, gratitude, social relationships, emotions, kindness, meaning and purpose, mindfulness, self-efficacy, self-regulation, and wellbeing literacy. These ingredients primarily emphasize the skills and attributes of the person. Yet other chapters remind us of the importance of the social and environmental context, including the impact that trauma, disadvantage, culture, socioeconomic pressures, and broader systemic pressures have. Together, the chapters speak to both the possibilities and challenges of what positive education might become.

scholarly journals The Geriatric Medication Game to Raise Community Pharmacists’ Awareness on Older Adults’ Day-to-Day Challenges

2021 ◽  
pp. 1-6
Author(s):  
Aisha F. Badr
Keyword(s):  
Older Adults ◽  
Saudi Arabia ◽  
Learning Process ◽  
Community Pharmacists ◽  
The Elderly ◽  
Learning Activity ◽  
Simulation Games ◽  
Self Reflection ◽  
Satisfaction Rate ◽  
The Impact

<b><i>Introduction:</i></b> In Saudi Arabia; it is estimated that the elderly (aged 60 and above) would reach up to (22.9%) by 2050, compared to (5.6%) in 2017. Simulation games have proven to be a useful and effective method of education in pharmacy schools, as it actively involves participants in the learning process. The objective of this study was to examine the impact of the modified geriatric medication game on community pharmacists’ awareness and attitudes toward older adults with common disabilities. <b><i>Methods:</i></b> A modified geriatric medication game was adopted to stimulate both physical and sensory disabilities in older adults. A total of 9 community pharmacists were gathered in 1 room and were asked to play 2 scenarios each. Self-reflection was assessed and ground theories were analyzed. <b><i>Results:</i></b> All pharmacists felt frustration and anger playing the game (100%), followed by becoming more aware of the extra time and guidance needed with older adults and realized how disabling chronic diseases could be, and felt they needed to improve common perceived attitude towards the elderly (88.89%). Pharmacists also felt empathy, sympathy, and compassion towards this population, needed improvement of common perceived attitude towards older adults, and felt the need to double check with older adults if they have any disabilities before counseling (77.78%). Finally, over half pharmacists (55.5%) wished they had more training on geriatrics during pharmacy school and the need for further review of Beer’s criteria. All pharmacists were satisfied with the game and recommended it to all community pharmacists. <b><i>Conclusion:</i></b> Simulation games are a great way to strengthen awareness and change practice accordingly. Pharmacists improved their awareness and attitude towards the elderly and reported a positive perceived value of this learning activity; with a 100% satisfaction rate. Adding a geriatric course with simulation component is recommended for better geriatric care.

scholarly journals Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiska A. Patiwael ◽  
Anje H. Douma ◽  
Natalia Bezakova ◽  
Rashmi A. Kusurkar ◽  
Hester E. M. Daelmans
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Training Session ◽  
Autonomous Motivation ◽  
Skills Training ◽  
Psychological Needs ◽  
Active Participation ◽  
Basic Psychological Needs ◽  
Collaborative Testing ◽  
Traditional Format

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

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