Group Cohesion and Social Support in Exercise Classes: Results From a Danish Intervention Study

2006 ◽  
Vol 33 (5) ◽  
pp. 677-689 ◽  
Author(s):  
Ulla Christensen ◽  
Lone Schmidt ◽  
Esben Budtz-Jørgensen ◽  
Kirsten Avlund
Keyword(s):  
Social Support ◽  
Group Dynamics ◽  
Leisure Time Physical Activity ◽  
Group Cohesion ◽  
Mutual Support ◽  
Grounded Theory Method ◽  
Cohesive Group ◽  
Exercise Activity ◽  
Exercise Classes ◽  
The Impact

This study examines the formation of group cohesion and social support in exercise classes among former sedentary adults, participating in a Danish community-based intervention. Furthermore, the aim is to analyze the impact of this process on exercise activity among the participants. A multimethod approach was used, analyzingboth survey data and 18 personalinterviews collected among87 participantswho completedthe intervention project. Analysis was performed according to the grounded theory method. The formation of group cohesion was conditioned by the social composition of the group, the teaching ability by the instructors, and the activity by itself. The cohesive group was characterized by an attitude of mutual support toward exercise activities. This mutual support facilitated development of self-efficacy beliefs among the participants improving their mastery expectation regarding exercise. Manipulating group dynamics may be a promising intervention tool in the promotion of leisure-time physical activity.

scholarly journals The New Learning Environment Meets the General Needs of the Students Teacher for a Day

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Alina Teurculet
Keyword(s):  
Leadership Style ◽  
Group Dynamics ◽  
Teaching Styles ◽  
Group Cohesion ◽  
Two Dimensions ◽  
Central Position ◽  
Democratic Classroom ◽  
New Learning ◽  
The Impact ◽  
Group Stratification

The issues of teaching styles represent a constant concern of contemporary pedagogy. The analysis of the determinants of educational styles is aimed at identifying effective style in relation to each educational context according to Fiedler’s contingency model. There are some opinions that effective educational style could be described by the interaction of two dimensions: control or independence and emotionality (Potolea et al., 1989; Iucu, 2008). A previous study conducted in 1939 by Lippitt showed that in the democratic classroom atmosphere, the teacher, as a formal leader, helped to make a central position in the group stratification accessible to all members, and a friendly spirit of work recognition existed between the members - items on co-operation, praise, constructive suggestions, and objective criticism. A dominating type of verbal expression appeared to be the only path left open by which members could strive toward status in autocratic classroom atmosphere (Lippitt, 1939). Previous studies highlighted the impact of culture within they occur on communication skills (Serbanescu, 2009). In these circumstances, we intend to conduct a study, at the level of primary education classes, in order to investigate the relation between the leadership style of the teacher and students achievements. Previous studies recorded better results regarding intrinsic motivation and group cohesion (Soar, 1972). We also intend to investigate the influence of democratic atmosphere on school results in terms of students' emotional potential.    Keywords: Democratic classroom atmosphere; Formal and informal structures in group dynamics; Group cohesion; Results in terms of students' emotional potential

The impact of social support on adolescent coping in the context of urban poverty.

2020 ◽  
Vol 26 (2) ◽  
pp. 200-214
Author(s):  
Ilana Reife ◽  
Sophia Duffy ◽  
Kathryn E. Grant
Keyword(s):  
Social Support ◽  
Urban Poverty ◽  
Adolescent Coping ◽  
The Impact

The Impact of Coping Strategies on Situational Coping in Daily Life: An Ecological Momentary Assessment Study with the mHealth application TrackYourStress (Preprint)

2020 ◽  
Author(s):  
Teresa O'Rourke ◽  
Carsten Vogel ◽  
Dennis John ◽  
Rüdiger Pryss ◽  
Johannes Schobel ◽  
...  
Keyword(s):  
Social Support ◽  
Coping Strategies ◽  
Daily Life ◽  
Stress Coping ◽  
Positive Thinking ◽  
Active Stress ◽  
Situational Coping ◽  
Ecological Momentary ◽  
The Impact ◽  
Positive Effect

BACKGROUND It is necessary to cope with situations in daily life to prevent stress-related health consequences. However, coping strategies might differ in their impact on dealing with stressful situations in daily life. Moreover, the effect of coping strategies on situational coping might differ between women and men. OBJECTIVE The aim of this study was to investigate the impact of coping strategies on situational coping in everyday life situations and to investigate gender differences. METHODS An ecological momentary assessment study with the mobile health app TrackYourStress (TYS) was conducted with 113 participants. Coping strategies were measured at baseline with the coping scales Positive Thinking, Active Stress Coping, Social Support, Support in Faith, and Alcohol and Cigarette Consumption of the Stress and Coping Inventory (SCI). Situational coping was assessed by the question “How well can you cope with your momentary stress-level” (slider 0-100) in daily life over four weeks. Multilevel models were conducted to test the effects of the coping strategies on situational coping. Additionally, gender differences were evaluated. RESULTS Positive Thinking (P=.03) and Active Stress Coping (P=.04) had significant positive impacts on situational coping in the total sample. For women, only Social Support had a significant positive effect on situational coping (P=.046). For men, only Active Stress Coping had a significant positive effect on situational coping (P=.001). Women had higher scores on the SCI scale Social Support than men (P=.007). CONCLUSIONS These results suggest that different coping strategies could be more effective in daily life for women than for men, which should be considered in the development of interventions aimed at reducing stress consequences through coping. Interventions taking gender into consideration might lead to better coping-outcomes than generalized interventions.

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