The effect of an educational program on strength-training adherence in older adults
Department or Administrative Unit
Nutrition Exercise and Health Sciences
The purpose of this study was to compare the effects of a strength-training program combined with an educational intervention on resistance-training knowledge, adherence, psychological parameters, and functionality in older individuals residing in assisted living facilities. Twenty-four (mean age: 83.8 ± 8.0 years) participants were divided into three groups; one group participated in strength-training plus an educational program, the second group participated in a strength-training program, and the third group served as a reference group. Both strength-training groups completed an 8-week training program using elastic tubing twice per week. The educational program was offered once a week for 20 minutes and consisted of various strength-training topics. All participants completed the Up and Go test; handgrip strength test; questionnaires to determine quality of life, depression and fatigue; and a strength-training knowledge test before and after 8 weeks of training. Repeated Measures ANOVA was used to determine differences. The strength training plus education group had a significantly (p = .03) higher (87.5%) attendance rate compared to the strength training only group (69.2%). After 8 weeks of training, the participants in the combined strength and education group experienced a significant (p > .05) increase in strength-training knowledge, functional ability, and quality of life compared to baseline testing. The results showed that an educational intervention has a positive effect on strength knowledge, function, and attendance rate. Additional research is needed to determine the long-term effect of such educational components when added to regular strength-training programs.
Papadopoulos, C., & Jager, J. M. (2015). The effect of an educational program on strength-training adherence in older adults. Educational Gerontology, 42(5), 342-351. https://doi.org/10.1080/03601277.2015.1121752
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This article was originally published in Educational Gerontology. The full-text article from the publisher can be found here.
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