Talk:Motivation and emotion/Book/2013/Motivating the elderly to exercise

Comments

Hi Jess!

I have found some articles which you may benefit from in your research. I accessed them through Google scholar. I will attach them below.

Also have you considered breaking down your "how to motivate the elderly to exercise?" section into smaller sub-sections e.g. initiating motivation and maintaining motivation? Just a suggestion to break it down a little further and add some depth.

Schutzer, K. A., & Graves, B. S. (2004). Barriers and motivations to exercise in older adults. Preventive medicine, 39(5), 1056-1061.

Phillips, E. M., Schneider, J. C., & Mercer, G. R. (2004). Motivating elders to initiate and maintain exercise. Archives of physical medicine and rehabilitation, 85, 52-57.

Mullan, E., & Markland, D. (1997). Variations in self-determination across the stages of change for exercise in adults. Motivation and Emotion, 21(4), 349-362.

Hope this helps.

--Bridgiedidge (discuss • contribs) 02:13, 10 October 2013 (UTC)

Hi Jess!

Awesome to see you have made a start on your chapter!

Now you have established the barriers to exercise for the elderly maybe you could have a look at how this effects their motivation? Or maybe a better way to approach it would be to outline the relevant motivation theories and then discuss how these could be applied to help the elderly overcome these barriers and engage in exercise. I think there is a bit of intformation on self-determination theory.

Hope this helps?

--Bridgiedidge (discuss • contribs) 03:53, 25 October 2013 (UTC) Thanks heaps bridge! I will need to start putting in some motivation theories!

Hi Jess, Your chapter is really starting to take shape and establish a solid structure. I have a few suggestions. Have you considered rearranging you chapter headings so you list the barriers first, then outline the relevant motivation theories second, and then discuss how these can be applied to motivate exercise in the elderly? As a reader I just feel like it might flow a little better and make for an easier read as each section will build on the next. Just some food for thought!

My second suggestion is for your "Theories section". Maybe instead of saying that there are no "specific" motivation theories relevant to your topic you could rephrase it something like, "Unsatisfactory levels of exercise amongst the elderly population is a common problem which needs addressing. In order to address this problem and help the elderly overcome the barriers they face, the following theories of motivation should be harnessed:" Once again as the reader I feel like this would make me have more confidence in the content I am reading just by setting this section up as 'these are the theories relevant to my topic' rather then 'well there aren't any specific theories for my topic, but these ones seem relevant". Does this make sense? Again just another idea.

Keep on keeping on! It's the homestretch now!

I hope this helps and thank you so much for contributing to my chapter. Your feedback is helpful! --Bridgiedidge (discuss • contribs) 07:15, 29 October 2013 (UTC)

P.s: would you be able to help me with my reference list? I can't figure out how to indent the longer ones so they are in APA style! Feel free to directly edit it, I have them saved on an external document. --Bridgiedidge (discuss • contribs) 07:24, 29 October 2013 (UTC)

Hello Jess. Yay, nearly there. A few suggestion for this final stage. Adding some pictures is really going to give you page a lift but I am sure you have already thought about adding this when everyhting else is finished. I thought maybe instead of saying the flow of this chapter... you could propose a few key questions the chapter is aiming to answer. A few other have done this and I have found it to be effective for estblishing the flow without explicitly stating it, does this make sense?

Also I was telling another student a technique I use to tighten up the language is to read the chapter pretending you have no idea about any of this information in there and then ask myself if it makes sense? It just helps bring some clarity of expression. Anyway, goodluck for the final few days. --Bridgiedidge (discuss • contribs) 22:31, 1 November 2013 (UTC)

Some more theories for your topic

Hi my topic was https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2013/Health_behaviours and I talked about a few theories for health motivation that overlaps with your topic. The topic 'What motivates such behaviour?' on my page covers several theories that could really add to your chapter if you think they are appropriate. Peg93 (discuss • contribs) 09:20, 3 November 2013 (UTC)

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Motivation to exercise] Useful links could be added to the chapters on dementia and Alzheimer's - exercise reduces the likelihood of such problems There are some grammar problems - see my edits for suggestions. Theory Motivational theory is well applied to exercise. Perhaps there could be more extensive linkage to previous chapters related to exercise, sport, and motivation. Research Some research is cited, but more could be added, with perhaps more details about some key studies. Written expression The chapter has an excellent self-help orientation. More wiki-links could be added e.g., University of Canberra Convert external Wikipedia and Wikiversity links such as shown in previous point e.g., for [https://en.wikiversity.org/wiki/Motivation_and_emotion/Textbook/Motivation/Exercise

-- Jtneill - Talk - c 05:01, 4 December 2013 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.

Overall Overall, this is an effective presentation that makes good use of basic tools. Structure and content Very well structured and organised. This is a disciplined presentation that has done of excellent job of deciding what to include and what to leave out. The presentation is very strong on theory but less strong on research. Communication The presentation is well communicated. Beautifully prepared and illustrated visual presentation. Excellent voice narration / speaking voice with varied intonation which helped to maintain interesting. Hard to read "education" cartoon. Production quality Production quality is very good - basic tools are used very effectively. Effective of images to communicate ideas. Excellent to see relatively little text per slide with one key concept per slide based on one phrase etc. SDT slide font could be larger and text could have higher contrast. Microphone may have been a touch close (slightly muffled?)

-- Jtneill - Talk - c 03:22, 9 December 2013 (UTC)