Older Adults' Uptake and Adherence to Exercise Classes: Instructors' Perspectives.

Area of Science:

• Gerontology
• Exercise Science
• Behavioral Science

Background:

• Older adults benefit from exercise classes, yet adherence is low.
• Understanding instructors' experiences is crucial for improving class engagement.
• The Theory of Planned Behavior (TPB) provides a framework for analyzing behavioral influences.

Purpose of the Study:

• To explore exercise instructors' perspectives on older adults' uptake and adherence to multicomponent exercise classes.
• To identify barriers and solutions related to class participation from the instructor's viewpoint.
• To inform the design of more effective exercise programs for seniors.

Main Methods:

• Semistructured interviews were conducted with 19 instructors.
• The Theory of Planned Behavior (TPB) guided the interview structure and analysis.
• Qualitative data analysis focused on instructors' insights into older adult exercise behavior.

Main Results:

• Barriers to uptake included issues with identity, control, cost, and venue.
• Solutions for uptake involved offering choice, linking exercise to identity, and providing social support.
• Adherence barriers comprised unrealistic expectations and social factors; solutions included fostering commitment and social cohesion.
• Older adults' attitudes significantly influenced both uptake and adherence.
• Instructors play a key role, but not in isolation, in older adults' class engagement.

Conclusions:

• Instructor perspectives offer valuable insights into designing successful exercise classes for older adults.
• Addressing barriers related to choice, identity, social factors, and expectations is vital.
• Fostering a positive attitude towards exercise and building social connections within classes can enhance adherence.
• Interventions should consider the instructor's role alongside broader contextual factors.