Planning for a Healthy Aging Program to Reduce Sedentary Behavior: Perceptions among Diverse Older Adults

Int J Environ Res Public Health. 2022 May 17;19(10):6068. doi: 10.3390/ijerph19106068.

Abstract

Reducing prolonged engagement in sedentary behavior is increasingly considered a viable pathway to older-adult health and continued functional ability. Community-based programs that aim to increase physical activity can improve programs' acceptability by integrating older adults' perspectives on sedentary behavior and healthy aging into their design. The purpose of this study was to better understand the perceptions of a diverse group of community-dwelling older adults regarding sedentary behavior and its influence on healthy aging. Six focus group discussions with forty-six participants took place across two senior centers in New York City. Self-report questionnaires about daily activity patterns, general health status, and typical sedentary behaviors were also completed by the participants and analyzed using descriptive statistics. The focus group discussions were audio-recorded, transcribed, and analyzed using inductive and deductive approaches and an ecological framework to identify salient themes. A qualitative analysis revealed that the participants were aware of the physical costs of engaging in prolonged sedentary behavior. However, many routine sedentary activities were perceived to be health-promoting and of psychological, cognitive, or social value. The insights gained can inform the development of senior-center programs and health-promotion messaging strategies that aim to reduce older adults' sedentary behavior.

Keywords: healthy aging; older adults; perceptions; program development; qualitative; sedentary behavior; senior center; sitting.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Aged
  • Exercise / psychology
  • Healthy Aging*
  • Humans
  • Independent Living
  • Sedentary Behavior*
  • Surveys and Questionnaires

Grants and funding

This research was funded by the School of Education Student Research Fund, University of Pittsburgh and the Council for Graduate Students in Education (CGSE), University of Pittsburgh.