The educational intervention based on social cognitive theory to promote physical activity participation in older adults: a quasi-experimental study

Abstract

Background Promoting physical activity (PA) behavior can help older adults create and maintain an active lifestyle. The study was conducted to determine the effect of an educational intervention based on social cognitive theory (SCT) on PA participation among Iranian older adults. Methods In this quasi-experimental study, 88 older adults referring to health centers in Isfahan City in 2024 were selected using a multi-stage cluster sampling method and divided into 2 intervention and control groups. Questionnaires were filled out in two groups before, 3, and 12 months after the six educational sessions based on SCT in the intervention group. Data were analyzed using RM-ANOVA and MANCOVA in SPSS23 software. Results The mean age of participants was 68.77 +/- 7.52. Three- and twelve-month follow-ups in the intervention group showed significant increases in mean scores of self-efficacy, social support, expectancy, and outcome value. PA participation levels also increased in the intervention group compared to the control group (P < 0.001). Conclusion The results indicate that the use of cognitive strategies is an important part of physical activity interventions and its use is effective in improving the participation of the elderly in the physical activity studied.