There’s more to increasing physical activity in mid and later life than just trying to make a plan and stick to it.

According to Meridith Griffin (McMaster University) it calls for a reflective process that draws upon one’s strengths of existing knowledge gained through life experience, and that addresses one’s on-going insecurities and anxieties.

In her new article published in the latest issue of Qualitative Research in Sport, Exercise and Health, http://dx.doi.org/10.1080/2159676X.2017.1348387, Griffin draws on the sociology of the body and aspects of “embodied learning” to explore how middle-aged and older adults learn to become more active in order to reap the benefits of physical exercise.

What’s it like to learn how to be active in mid-and later-life?

Griffin interviewed 10 adult newcomers to a sport or physical activity, both men and women, who lived in Southern Ontario. Through her analysis, three themes emerged:

(1) Vulnerability: a body exposed

Moving out of their comfort zone, participants talked about how they felt vulnerable and self-conscious when they began their new physical activity. This was regardless of their previous level of fitness or involvement in other activities across their lifespan.

(2) Vigilence: a body under scrutiny

Participants talked about being hyper-conscious of their bodily experiences within the first few weeks or months of starting a new physical activity.

(3) Enculturation: gaining comfort and familiarity

Participants identified various ways that they became enculturated into their chosen activity, which helped maximize the likelihood of persisting with the activity.

One participant talked about figuring out what combination of products, gear or accessories made her feel the most comfortable.

Others talked about the process of becoming familiar with a new environment (like a gym), repetition of movements, and by imitating other perceived “experts.”

Corporeal sociology

Griffin says that we tend to carry with us our prior understanding of our bodies, our capabilities and our insecurities—a sense of who we are and who we feel we can be.

Her thesis is that our orientations to physical activity are the product of historical and structural forces ingrained in our bodies. In turn, these inform our habits, and dispositions to be physically active, and, more fundamentally, our identity as physically active or otherwise.

The pay off?

Reflective embodied learning processes can help middle-aged and older adults who are motivated to do so reach their goals for increasing physical activity.

This approach can help coaches and trainers broaden their understanding of their clients’ learning needs, and enhance their methods for teaching and motivating their clients, especially when middle-aged and older adults are concerned.

By embracing the complexities of life and aging, it expands what Griffin calls simplistic behaviour change models that dominate the field of health promotion.

Finally, I would add that it encompasses spiritual health as well, along with the recognized physical, psychological, and social benefits of physical activity. For example, I wonder if it might even begin with a kind of spiritual assessment that could explore the lived experience of aging from a spiritual perspective freed from the narrative of inevitable decline, and that integrates the rich embodied resources of one’s past into the present process of envisioning a positive plan for one’s future more active and healthier self.

As an out-of-shape, middle-aged, periodic gym-goer myself, I need all the inspiration, support and encouragement I can get.