Motivational Effects of Different Teaching Methods of Exercise Therapy in Diabetes Medical Treatment Guidance: Comparison of Lecture- and Experience-type Instruction

[Purpose] To clarify the difference in the effect (motivation of exercise) obtained by different types of exercise guidance for diabetes patients. [Participants and Methods] The subjects were 50 diabetes patients who attended either a diabetes lecture or diabetes awareness event held at our hospital...

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Bibliographic Details
Published inRigaku ryoho kagaku Vol. 34; no. 6; pp. 789 - 792
Main Author MIZOGUCHI, Katsura
Format Journal Article
LanguageJapanese
Published Tokyo The Society of Physical Therapy Science 2019
Japan Science and Technology Agency
Subjects
Diabetes
Exercise
experience type
lecture type
motivation
Physical therapy
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Summary:[Purpose] To clarify the difference in the effect (motivation of exercise) obtained by different types of exercise guidance for diabetes patients. [Participants and Methods] The subjects were 50 diabetes patients who attended either a diabetes lecture or diabetes awareness event held at our hospital (lecture, n=35; awareness event, n=15). We conducted a motivational questionnaire (BREQ-2) on exercise and compared the results of before and after the instruction. [Results] Among the lecture participants, the non-autonomous adjustment style improved with intrinsic motivation. Among the awareness event participants, the non-autonomous adjustment style did not improve, while the more autonomous adjustment style improved. [Conclusion] The results suggest that improvement of different motivational adjustment styles for exercise can be obtained through different types of instruction.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1341-1667
2434-2807
DOI:10.1589/rika.34.789