Social Leisure Activity, Physical Activity, and Valuation of Life: Findings from a Longevity Study

Research-Driven Guidelines for Delivering Group Exercise Programs via Videoconferencing to Older Adults

Telehealth holds much potential for supporting older adults' physical and social health. In particular, telewellness interventions to support the physical and social wellness of older adults are needed to overcome participation barriers with in-person programs. This paper presents guidelines for delivering telewellness interventions to older adults, which were informed by a human factors approach to developing a Tele Tai Chi intervention for older adults with mobility disabilities, including reviewing user needs literature and conducting user-centered needs assessment research. From these findings, we developed a protocol and support materials for delivering a telewellness intervention and conducted a feasibility study. We also established an adaptation committee to provide recommendations on the intervention. The outcome of our human factors approach was the establishment of research-driven design guidelines for delivering group exercise programs to older adults using videoconferencing. The guidelines provide direction for designing a telewellness protocol, supporting remote participation, and promoting socialization and engagement. These guidelines can be used to deliver interventions that increase access to socially-engaging, physical activity programs for older adults, which can ultimately help support their physical health, mental health, and quality of life.

Rapidly adapting an effective health promoting intervention for older adults-choose to move-for virtual delivery during the COVID-19 pandemic

Background

The COVID-19 (COVID) pandemic shifted way of life for all Canadians. ‘Stay-at-home’ public health directives counter transmission of COVID but may cause, or exacerbate, older adults’ physical and social health challenges. To counter unintentional consequences of these directives, we rapidly adapted an effective health promoting intervention for older adults—Choose to Move (CTM)—to be delivered virtually throughout British Columbia (BC). Our specific objectives were to 1. describe factors that influence whether implementation of CTM virtually was acceptable, and feasible to deliver, and 2. assess whether virtual delivery retained fidelity to CTM’s core components.

Methods

We conducted a 3-month rapid adaptation feasibility study to evaluate the implementation of CTM, virtually. Our evaluation targeted two levels of implementation within a larger socioeconomic continuum: 1. the prevention delivery system, and 2. older adult participants. We implemented 33 programs via Zoom during BC’s 1st wave acute and transition stages of COVID (April–October 2020). We conducted semi-structured 30-45 min telephone focus groups with 9 activity coaches (who delivered CTM), and semi-structured 30-45 min telephone interviews with 30 older adult participants, at 0- and 3-months. We used deductive framework analysis for all qualitative data to identify themes.

Results

Activity coaches and older adults identified three key factors that influenced acceptability (a safe and supportive space to socially connect, the technological gateway, and the role of the central support unit) and two key factors that influenced feasibility (a virtual challenge worth taking on and CTM flexibility) of delivering CTM virtually. Activity coaches also reported adapting CTM during implementation; adaptations comprised two broad categories (time allocation and physical activity levels).

Conclusion

It was feasible and acceptable to deliver CTM virtually. Programs such as CTM have potential to mitigate the unintended consequences of public health orders during COVID associated with reduced physical activity, social isolation, and loneliness. Adaptation and implementation strategies must be informed by community delivery partners and older adults themselves. Pragmatic, virtual health promoting interventions that can be adapted as contexts rapidly shift may forevermore be an essential part of our changing world.

What makes life enjoyable at an older age? Experiential wellbeing, daily activities, and satisfaction with life in general

OBJECTIVES

This study uses a broad range of activities to examine how the type of activity, its social context, associated stress, importance, and the level of effort required are linked with activity enjoyment. Using aggregated data from all activities, it analyses the association between the experiential wellbeing of individuals and their satisfaction with life in general.

METHOD

The data set included 1809 activities, reported by 200 non-institutionalised adults, aged 65 and above, living in Poland. Activity data were collected using the experience sampling method. Multilevel mixed effects models examined what makes an activity enjoyable for older adults. Linear regression models examined the relationship between aggregated subjective activity characteristics and satisfaction with life in general.

RESULTS

The most enjoyable activities were religious practice, childcare, and socialising. Enjoyment was positively associated with perceived activity importance, inversely associated with stress, and formed a U-shaped association with effort. On the aggregated level, a higher mean enjoyment predicted a higher satisfaction with life in general, whereas the opposite was the case for the mean importance. However, having greater variance in importance was associated with higher satisfaction with life.

CONCLUSIONS

Enjoyable daily activities may boost the global wellbeing of older adults. Balancing high-effort and low-effort activities may provide additional benefits. This study points to new directions for research and shows that activities rarely studied in the existing literature have significant effects on the wellbeing of older adults.

Older Adults' Mental Health Through Leisure Activities During COVID-19: A Scoping Review

Older adults are at high risk for mental health distress due to COVID-19 pandemic restrictions. This scoping review aimed to map emerging evidence on the types of leisure and recreation activities (LRA) adults, 60 years and older, are engaged in for their mental health during the COVID-19 pandemic. We identified 10 studies on LRA for mental health by older adults with COVID-19 mitigation from a search of the following databases: Medline/PubMed, Excerpta Medica database (EMBASE), Cumulative Index of Nursing and Allied Health Literature (CINAHL), Cochrane Database of Systematic Reviews, JBI Evidence Synthesis, and Epistemonicos. A narrative synthesis of the data revealed age cohorts of young-old (60-69 years) and middle-old (70-79 years) engaging mainly in online LRA for mental health compared to the older-old adults (80 years and older). The middle-old (70-79 years) and older-old adults (80-89 years) engaged in more physical LRA for mental health compared to the younger-old adults. Across age cohorts, the older adults engaged in social connectedness LRA for mental health wellbeing. COVID-19-safe LRA mental health support interventions for older adults should be tailored to their age cohort predispositions for optimal benefit.

Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report

The number of lifelong learning institutes serving older adults in the U.S. has increased in the last few decades. To date, these institutes have functioned primarily in traditional, in-person classroom, and seminar formats; however, technology-enhanced methods may help provide greater access to high-quality lifelong learning experiences. This research note reports the results of a cross-institutional survey of Osher Lifelong Learning Network participants. The survey participants' high levels of computer utilization and experience with modern distance education capabilities opens the possibility that Technology-Based Instruction (TBI) can augment or supplement in-person lifelong learning experiences. Specifically, TBI may be effective in expanding access for older adults who have mobility or other health limitations, as well as those who live far from the location of any such program. Example approaches are suggested for developing blended, hybrid in-person, and online lifelong learning environments, which may offer enriching intellectual engagement and meaningful socialization.