Table 3 Driving and restraining forces for principles for action in exercise groups
Principle for action | Driving forces (+) | Restraining forces (−) |
|---|---|---|
Active participation | Â | Â |
Group formation | â–ª using personal beneficial experiences as motivating messages in social network | â–ª irregular attendance |
| Â | â–ª tolerance of newcomers, open group boundaries | â–ª too much difference in physical activity skills between beginners and advanced participants |
| Â | â–ª exercise trainers seeking publicity and mobilising key persons | Â |
| Â | â–ª acceptance of group maintenance as a mutual group interest | â–ª lack of ownership and/or interest in group maintenance |
Content activity class | â–ª taking responsibility for oneself in communication and action | â–ª lack of time/opportunity for dialogue |
| Â | â–ª awareness of personal limitations in practicing physical activity | â–ª poor language skills or health literacy |
|  | ▪ exercise trainer’s sensitivity to personal needs | ▪ change in exercise trainer |
Community initiative | ▪ exercise trainer acting as initiator | ▪ lack of participants’ interest or support |
| Â | â–ª shared responsibility for group activity | â–ª lack of (additional) leisure time |
Enjoyment | Â | Â |
Enjoyment | â–ª exercises aimed at cooperation and nonverbal communication | â–ª lack of physical activity skills |
| Â | â–ª providing for energising experiences, relaxation exercises, and playfulness | â–ª lack of variety in activities |
| Â | â–ª interpersonal attractiveness | â–ª lack of sensitivity to individual needs |
|  | ▪ use of music of participants’ past or country of origin | ▪ lack of sensitivity to individual backgrounds |
Feelings of safety | ▪ minding one another’s (physical) safety | ▪ lack of sensitivity to one another |
| Â | â–ª secure physical activity environments | â–ª lack of (perceived) safety of physical activity material or sports venue |
| Â | â–ª being sensitive to one another | â–ª judging one another |
| Â | â–ª helping one another, giving assistance | Â |
| Â | â–ª trust and mutual respect | â–ª lack of mutual trust and respect |
Fostering group processes | Â | Â |
Social support | â–ª care for non-attenders (reaching out, visit) | â–ª lack of time or opportunity to socialise during exercise class |
| Â | â–ª encouraging one another during and outside the physical activity classes | Â |
| Â | â–ª sharing knowledge about a healthy and active lifestyle | Â |
| Â | â–ª making group roles explicit during classes (group leader, helper, partner) | Â |
| Â | â–ª shared norms about group behaviour, e.g., timeliness | Â |
| Â | â–ª shared norms about physical activity (healthy) | Â |
| Â | â–ª tolerance of dress codes | â–ª lack of tolerance |
| Â | â–ª acceptance of diversity (e.g., in culture, opinions, health status, literacy rate, or physical activity skills) | Â |
Learning achievements | â–ª in culturally diverse groups, use of Dutch as common language | â–ª use of native language among one another |
| Â | â–ª practical instructions about how to practice exercises in daily life | â–ª lack of group support |
â–ª too much involvement in day-to-day concerns | ||
| Â | â–ª learning by imitating exercise trainer or fellow participant | â–ª too much difference between trainer and participants (e.g., age or phase of life, attitude, outfit) |
Role exercise trainer | â–ª organising time and opportunity for socialising | â–ª program or staffing irregularities |
| Â | â–ª sensitivity to individual needs, selecting activities tailored to personal needs | â–ª lack of target group involvement |
| Â | â–ª well-prepared (good planning and time management) | Â |
| Â | â–ª managing differences and group maintenance | â–ª lack of sensitivity to group dynamics |
| Â | â–ª taking the initiative | â–ª lack of physical activity knowledge or initiative |
| Â | â–ª professionally trained in physical activity and healthy lifestyle | Â |
| Â | â–ª acting as a personal coach | Â |
| Â | â–ª enthusiasm, positive disposition | Â |
| Â | â–ª willingness to share personal experiences | â–ª frequent staff changes |
| Â | â–ª responsive guidance | â–ª too much difference/distance between trainer and participants (e.g., age, phase of life, attitude) |
| Â | â–ª being a friend as well as an expert | â–ª expert instead of egalitarian perspective |