PhysAgeNet Deliverable D1.4 Curriculum for teaching students and young scientists on the description tool

CA20104 – Network on evidence-based physical activity in old age (PhysAgeNet) Deliverable D1.4 D1.4 - Curriculum for teaching students and young scientists on the description tool RCO6 - Develop a description tool for interventions based on EBM standards. Contributors Working Group 1 Langeard, Antoine ; Lamberti, Nicola ; Giannaki, Christoforos ; Teloudi, Andriana; Netz, Yael ; Voelcker-Rehage, Claudia & Wollesen, Bettina SUMMARY 1. Introduction ........................................................................................................................................ 3 2. Curriculum CONTENT ....................................................................................................................... 3 2.1. Context regarding aging ...................................................................................................... 3 2.2. Physical activity in older age – Current state of the knowledge ................................... 3 2.3. Conducting and evaluating physical activity interventions for older adults .............. 4 2.4. Reporting standards in physical activity for older adults ............................................... 4 2.5. Technology Requirements for Physical Activity Interventions ..................................... 5 2.6. Future Directions ................................................................................................................... 5 3. Development and Iterative Process ............................................................................................... 6 4. Adoption and Implementation Across Europe ............................................................................ 7 5. Supporting documents .................................................................................................................... 7 6. References used for developping the curriculum ....................................................................... 7 1. INTRODUCTION The aim was to develop a curriculum for teaching students and young scientists the description tool for physical activity intervention in older age according to EBM standards (e.g. intensity, volume, frequency of exercise /activity, practical aspects) usable for training schools, and sharing the results produced by the PhysAgeNet working groups. This curriculum will be included in 5 or more postgraduate study programs. The curriculum will be deployed as a 3h workshop postgraduate level students. 2. CURRICULUM CONTENT The curriculum was co-developed by members of PhysAgeNet Working Group 1 through an iterative, evidence-based process that combined expert consensus, student feedback, and alignment with established EBM frameworks (FITT, CONSORT, TIDieR) to ensure harmonized teaching across European postgraduate programs. 2.1. Context regarding aging In this first section, the teacher will introduce students to the fundamental concepts of aging, focusing on its physiological, cognitive, and social dimensions. The teaching will begin with an overview of demographic trends in Europe, emphasizing the increasing proportion of older adults and the challenges and opportunities this presents. The teacher will explain the heterogeneity of aging, illustrating how biological, psychological, and social factors contribute to diverse aging trajectories among individuals. Students will learn about the key physiological changes associated with aging, such as declines in muscle mass, bone density, and cardiovascular function, as well as cognitive changes, including slower processing speeds and memory challenges. These concepts will be framed within the broader context of age-related diseases and multimorbidity, highlighting their impact on health and quality of life. The knowledge presented in this session is based on recent research on physiological changes and multimorbidity in older populations and incorporate findings from European demographic studies and key publications on healthy aging and plasticity. Activity: To enhance the reflection, using an aging simulation suit (if sufficient time during this workshop) or a movie clip about aging could offer students a hands-on understanding of the physical and cognitive changes older adults experience. This experiential approach can foster empathy and deeper insight into the diversity of the aging population. By the end of this section, students will have a clear understanding of the complexity of aging and its implications for health, well-being, and intervention design. 2.2. Physical activity in older age – Current state of the knowledge In this section, the teacher will explore the role of physical activity in older adults, presenting evidence on how physical activity positively influences various aspects of aging, including mobility, cognitive function, and emotional well-being. For example, the teacher will explain mechanisms such as improved cardiovascular health, muscle strength, and neuroplasticity, which underlie these benefits. Students will also engage with the knowledge gaps in this field, such as the need to identify specific types of exercises that provide optimal benefits for different mechanisms and outcomes. The content of this session draws from key sources, including WHO guidelines on physical activity, recent systematic reviews (e.g., Wollesen et al., 2024), and findings from the PhysAgeNet network. Evidence from studies on exercise and aging will support the discussion, ensuring that students gain insights grounded in reliable scientific research. Activity: Through guided discussion students will address key questions such as: How do we adapt exercise intensity, frequency, and type to the needs of older adults? What strategies can we use to ensure safety while maintaining the effectiveness of training interventions? This activity emphasizes the importance of evidence-based, personalized exercise interventions, fostering a holistic understanding of healthy aging. By the end of the session, students will understand the established benefits of physical activity for older adults, recognize the challenges of intervention design, and appreciate the importance of evidence-based approaches in promoting healthy aging. 2.3. Conducting and evaluating physical activity interventions for older adults The teacher will introduce the foundational principles of designing effective physical activity interventions for older adults, starting with the FITT framework—Frequency, Intensity, Time, and Type—which serves as the cornerstone for structuring interventions. They will explain how to align intervention goals with desired outcomes, such as improving strength, balance, or cardiovascular fitness, while accounting for individual variability. Emphasis will be placed on the importance of progression, ensuring exercises gradually increase in difficulty, and specificity, tailoring activities to directly address targeted outcomes. Additionally, students will learn how to define their target population by understanding the diversity within older adults, addressing variations in fitness levels, health conditions, and prior activity experience. To ensure the success of interventions, the teacher will explain strategies for monitoring participants’ progress. Through this, students will acquire the skills to design, implement, and adapt interventions that are both safe and effective, leveraging best practices from PhysAgeNet recommendations, current exercise physiology research, and validated assessment tools. By the end of this section, students will be able to design tailored physical activity interventions for older adults, taking into account individual needs and desired outcomes. This will equip them with the knowledge and skills to create impactful, adaptive, and research-informed exercise programs for aging populations. 2.4. Reporting standards in physical activity for older adults The teacher will focus on equipping students with the skills to evaluate physical activity interventions rigorously. They will introduce the principles of Randomized Controlled Trials (RCTs), emphasizing their role in assessing intervention efficacy while addressing specific challenges in older populations, such as randomization, blinding, and ethical considerations. Students will understand the importance of transparent reporting using frameworks such as CONSORT, ensuring findings can be replicated and applied in other contexts. This knowledge is drawn from global guidelines, including WHO recommendations and best practices for evaluating physical activity outcomes in older adults. Activity: The interactive activity will involve Wooclap questions focusing on the importance of reporting standards in physical activity interventions. Students will engage with topics such as documenting exercise intensity and progression, addressing participant demographics, reporting safety and adverse events, and ensuring replicability. By the end of this session, students will have a comprehensive understanding of designing, implementing, and evaluating physical activity interventions for older adults. They will recognize the critical role of detailed reporting in ensuring interventions are replicable, transparent, and impactful, providing them with research and practice skills. 2.5. Technology Requirements for Physical Activity Interventions The teacher will introduce students to the role of technology in supporting physical activity interventions for older adults. The session will focus on the types of technologies commonly used, such as wearable fitness trackers, mobile health applications, and tele-rehabilitation platforms. The teacher will explain how these tools can enhance engagement, monitor progress, and personalize interventions to meet individual needs. Students will learn how to integrate technology into interventions, addressing its potential to improve adherence and outcomes. The discussion will also highlight challenges, such as usability issues and the digital literacy gap among older adults and explore strategies to overcome these barriers. Evidence-based findings, including research from PhysAgeNet, will be used to illustrate the advantages and limitations of technology-assisted interventions. Through this session, students will gain practical insights into selecting and implementing appropriate technologies, considering both their benefits and the unique needs of older adults. This understanding will prepare them to design interventions that leverage technology to maximize impact while addressing accessibility and inclusivity. 2.6. Future Directions In this last section, the teacher will explore emerging challenges and opportunities, focusing on emotional, societal, and environmental factors. The teacher will emphasize the importance of addressing motivational aspects, such as building confidence, fostering social support, and creating accessible environments for exercise. They will also discuss the role of life events, such as retirement or bereavement, in shaping physical activity habits and strategies to mitigate their impact on participation. Students will learn how to incorporate these factors into intervention design, ensuring that programs are not only effective but also sustainable and adaptable to individual circumstances. Additionally, the session will address the influence of climate change on physical activity, such as heat stress, air quality issues, and their implications for older adults. Adaptation strategies, including adjusted training schedules, hydration planning, and alternative low-impact activities, will be introduced. By the end, students will be equipped to think critically about future challenges and develop innovative solutions to support active and healthy aging in diverse contexts. 3. DEVELOPMENT AND ITERATIVE PROCESS The curriculum was developed through an iterative co-creation process led by PhysAgeNet Working Group 1, integrating expertise from exercise physiology, gerontology, psychology, and education sciences. The process followed three main stages: 3.1. Initial design phase: Experts compiled evidence from PhysAgeNet deliverables, WHO guidelines, and recent systematic reviews to identify core components of an evidence-based description tool for physical activity interventions in older adults (FITT, CONSORT, TIDieR, PETRO). 3.1. Pilot implementation, evaluation and refinement: The first version of the 3-hour workshop were tested within postgraduate programs in Ferrara, Caen, Munich and Cologne. Each session combined theoretical input, guided discussions, and hands-on activities where students practiced using the description tool on sample intervention cases. Student feedback was systematically collected through quantitative questionnaires and open comments. Across the four sites (n = >150 responses), students consistently rated the content as clear, useful, and directly applicable to their research (Table 1). Students described the curriculum as well structured, topical, and presented in an interesting and critical way, with practical examples and clear links to research practice. They appreciated the opportunity for discussion and the integration of current PhysAgeNet findings, reporting that the active components and case studies helped them understand how to plan and describe interventions. Several comments highlighted the relevance of the content for thesis work and professional contexts, noting that the module offered new perspectives on evidence-based physical activity. Constructive remarks pointed to some repetition, slides occasionally too dense, and a few sessions being too theoretical or insufficiently interactive. Students also suggested adding more visual elements or short videos, clarifying learning objectives earlier in the session, and providing local-language slides when possible. The final curriculum therefore reflects a cyclic improvement approach, with changes implemented between each teaching session. Table 1: Student evaluation of the Curriculum Evaluation Criteria Caen Münster Ferrara Cologne 🧠🧠 Easy to understand 3.2 3.1 4.8 3,67 📖📖 Clear explanations 4.5 3.2 4.8 4,33 💡💡 Interesting 4.6 3.0 4.5 3,54 🛠🛠 Useful for future practice 4.8 3.3 4.5 3,54 4. ADOPTION AND IMPLEMENTATION ACROSS EUROPE The PhysAgeNet curriculum has now been formally adopted and implemented across five European universities, ensuring alignment with diverse postgraduate programs and national educational frameworks. 1. University of Caen Normandy (France) – Late 2024 2. University of Ferrara (Italy) – Late 2024 3. University of Muenster (Germany) – Early 2025 4. German Sport University Cologne (Germany) – Mid 2025 5. Ivan Boberskyj Lviv State University of Physical Culture (Ukraine) (University-level approval for implementation acquired in late 2025) This expansion demonstrates the curriculum’s transferability and acceptance across educational systems with different accreditation requirements. 5. SUPPORTING DOCUMENTS The next phase of the PhysAgeNet curriculum will emphasize dissemination, expansion, and improvement. The network aims to reach additional universities across Europe and beyond, within the PhysAgeNet and EGRAPA communities. We would like to create a set of animated capsule videos, each illustrating a specific section of the curriculum to support remote learning and enhance engagement. In parallel, members of the consortium will prepare a comprehensive teaching guide entitled “How to Teach the PhysAgeNet Curriculum”, providing standardized instructions, assessment examples, and pedagogical recommendations to facilitate its integration into diverse postgraduate contexts. All materials, including slides, worksheets, videos, and the guide, will be translated into multiple European languages and made freely available through the EGRAPA website to ensure broad accessibility. Finally, the curriculum will be continuously updated to incorporate the most recent scientific advances and methodological outputs generated within PhysAgeNet during the final year of the Action, ensuring that it remains aligned with the latest evidence and best practices in promoting physical activity for older adults. 6. 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