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Patterns of Motivation and Ongoing Exercise Activity in Cardiac Rehabilitation Settings: A 24-Month Exploration from the TEACH Study

  • Original Article
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Annals of Behavioral Medicine

Abstract

Background

Few studies have explored exercise and motivational patterns of cardiac rehabilitation patients in the long term.

Purpose

We explored differential patterns of exercise and motivation in cardiac rehabilitation patients over a 24-month period and examined the relationship between these emerging patterns.

Methods

Participants (n = 251) completed an exercise, barrier self-efficacy, outcome expectations and self-determined motivation questionnaire. Latent class growth modelling was used to classify patients in different exercise and motivational patterns.

Results

Three exercise patterns emerged: inactive, non-maintainers and maintainers (16%, 67% and 17% of sample per pattern, respectively). Multiple trajectories were found for barrier self-efficacy, outcome expectations and self-determined motivation (3, 5, and 4, respectively). Patients in high barrier self-efficacy, outcome expectation and self-determined groups had greater probability of being in the maintainer exercise group.

Conclusions

Identifying a patient’s exercise and motivational profile could help cardiac rehabilitation programmes tailor their intervention to optimize the potential for continued exercise activity.

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Acknowledgements

Shane N. Sweet was supported by a doctoral fellowship from the Social Science and Humanities Research Council of Canada. Robert D. Reid was supported by a New Investigator Award from the Heart and Stroke Foundation of Canada. This study was supported by a research grant from the Heart and Stroke Foundation of Ontario (HBR 4600).

Conflict of Interest Statement

The authors have no conflict of interest to disclose.

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Correspondence to Shane N. Sweet Ph.D. Cand..

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Sweet, S.N., Tulloch, H., Fortier, M.S. et al. Patterns of Motivation and Ongoing Exercise Activity in Cardiac Rehabilitation Settings: A 24-Month Exploration from the TEACH Study. ann. behav. med. 42, 55–63 (2011). https://doi.org/10.1007/s12160-011-9264-2

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  • DOI: https://doi.org/10.1007/s12160-011-9264-2

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