The effect of a walking exercise intervention using social learning theory as a framework on self-efficacy in older adults attending senior nutrition centers

This quasi-experimental design study examined the effect of a Social Learning Theory intervention on exercise and physical activity in a sample of 95 older adults attending two Senior Nutrition Centers in the northwestern part of Texas. The subjects were divided into exercise, social, and control groups. The specific aims for this study were: (1) to determine whether a walking program intervention using social Learning Theory framework would have an effect on physical self-efficacy in older adults attending senior nutrition centers; (2) to determine the effects of a regular walking program on physical activity in older adults attending senior nutrition centers, and (3) to determine the relationship of self-efficacy level and the amount of exercise carried out in a 3-month fellow-up, in community-residing older adults.; The results indicated that there was a greater increase in self-efficacy (F = 19.73, p < .001) in older adults who participated in the walking exercise program. In addition there was a correlation between physical self-efficacy and physical activity (r = 0.752; p < 0.01) in a 3-month fellow-up. The level of physical activity increased (F = 28.11; p < .001).; Walking exercise using the Social Learning Theory had a positive effect in older adults attending senior nutrition centers. The exercise group increased in physical self-efficacy and physical activity. A strong correlation was found between self-efficacy and physical activity in the 3-month fellow-up. The treatment effects in the present study were supported by research findings in the literature.