Why motivation – and social connection – matter

Walk into a lively chair-based exercise class and you will notice more than movement. You will hear names being used, laughter shared, stories swapped and small wins celebrated. These moments do more than lift the mood; they nurture the kind of motivation that keeps people coming back. Self-Determination Theory (SDT), developed by psychologists Edward Deci and Richard Ryan, explains why.

SDT is one of the most influential frameworks for understanding human motivation. It shows that it is not just how much motivation we have that matters, but its quality. When motivation is controlled by pressure, guilt or fear of judgement, people tend to drop out or disengage. When motivation is autonomous – rooted in personal values, enjoyment and a sense of choice -participation is more satisfying and sustainable. According to SDT, three universal psychological needs underpin high-quality motivation: autonomy (a sense of choice and ownership), competence (feeling effective and capable) and relatedness (feeling connected and valued by others).

This lens is especially powerful for chair-based exercise with older adults and disabled people. Many face barriers to movement – pain, fatigue, mobility challenges, transport difficulties or past experiences of exclusion. At the same time, loneliness and social isolation can undermine wellbeing. Thoughtfully designed classes can address both the physical and social sides of health by actively supporting those three SDT needs. The result is not only better adherence, but a richer, more enjoyable experience where people feel motivated, confident and connected.

 

Fostering relatedness

At the heart of SDT is relatedness – the need to feel seen and supported. Chair-based programmes are ideal places to cultivate this.

• Start and end well. Begin with warm introductions, an icebreaker or a quick “two-word check-in” on how people are feeling. Close with a round of appreciations or highlights from the session.
• Build rituals. Use names often, celebrate birthdays and milestones, and create small traditions – theme days, favourite songs, or a group clap to mark achievements.
• Set shared goals. Try, “As a group, let’s reach 100 arm raises,” or “Let’s keep a beach ball in the air for 60 seconds.” Collective targets unite the group and make progress visible.
• Pair up and team up. Buddies and small teams foster accountability and camaraderie. Rotate pairs to expand connections while respecting comfort levels.
• Make stories part of the workout. Invite brief reminiscence (e.g., favourite holidays) or use “story chains” where each movement prompt connects to a light-hearted theme.

When people feel they belong, they contribute more, encourage each other and look forward to the next session.

 

Supporting autonomy

Autonomy grows when participants feel in control and respected.

• Offer a menu of options. Provide two or three versions of each movement (for example, small range, larger range, with or without a band) and invite participants to choose what suits them today.
• Encourage self-pacing. Normalise rest – “Choose the pace that feels good; resting is part of training.”
• Share the why. Briefly explain the value of activities: “This reach helps with everyday tasks like putting things on a shelf,” or “This rhythm work supports balance and coordination.”
• Invite preferences. Let the group vote on music (if used), theme or the order of activities. Occasionally co-design a short segment with participant suggestions.
• Use autonomy-supportive language. Replace “you must” with “you might try” and “would you like to…?” It sounds simple, but it makes a big difference.

When people feel their voice matters and their choices are respected, they are more likely to internalise the value of exercise and take part willingly.

 

Enhancing competence

Competence grows when tasks are clear, achievable and progressively challenging.

• Layer the difficulty. Demonstrate a baseline version first, then add options for more challenge. Everyone should experience success.
• Give clear, concise instructions. Use simple cues and demonstrations rather than long explanations.
• Offer specific feedback. “I noticed your posture improved in that set – great control,” is more effective than “well done” alone.
• Celebrate small wins. Track little improvements – one extra repetition, smoother coordination, steadier breathing – and reflect these back to the group.
• Make games inclusive. Target tosses, rhythm circles and story chains can be scaled to different abilities by changing distance, tempo or props.

Confidence begets enjoyment. Enjoyment begets persistence.

 

Structuring the social and physical environment

The room and equipment should make connection and participation effortless.

• Arrange for visibility. A circle or semi-circle allows eye contact, conversation and a sense of equality.
• Remove barriers. Ensure clear pathways, ramps and wide aisles. Offer easy-to-grip equipment and resistance bands of varying levels.
• Support sensory needs. Consider lighting, acoustics and hearing loops.
• Plan for comfort. Have water available, schedule short breathers and allow extra time for arrivals and departures so no one feels rushed.

An enabling environment quietly supports autonomy and competence without fuss.

 

Addressing individual preferences and inclusivity

Inclusivity is not an add-on; it is core to autonomy and relatedness.

• Group thoughtfully. When possible, form groups with similar interests, ages or goals to boost comfort. Smaller, familiar groups can ease social anxiety.
• Build in social time. A few minutes of tea and chat before or after class can be the highlight of the week and strengthens bonds.
• Adapt for all abilities. Offer lighter and heavier equipment, and alternatives for pain or fatigue days.
• Be culturally responsive. Use accessible language, acknowledge cultural preferences in music (if used) or themes, and invite participants to bring ideas that matter to them.

 

Evidence-based social engagement strategies

Structured social elements make connection reliable, not left to chance.

• Peer-sharing moments. Regularly invite short reflections on motivation, progress or tips. This normalises challenges and spreads ideas.
• Buddy systems. Pair participants for check-ins between sessions or to attend together. A friendly nudge can be more motivating than any poster.
• Linked activities. Organise occasional group walks or themed weeks to reinforce the class community beyond the chair.
• Co-created norms. Agree together on how the group supports each other – confidentiality, kindness, time for everyone to speak.

 

Continuous feedback and adaptation

Listening sustains motivation.

• Check the pulse. Quick thumbs-up/down, one-word check-outs or anonymous suggestion cards reveal what is working.
• Act on feedback. If people want more music choice (if used), a slower warm-up or extra time for socialising, try it and report back.
• Share ownership. Rotate small roles – timekeeper, music chooser, prop captain – to deepen investment without pressure.

 

When chair-based exercise classes are designed through the lens of Self-Determination Theory, they become more than workouts. They are communities where people feel connected, exercise by choice and build confidence session by session. By meeting the needs for relatedness, autonomy and competence, instructors create enjoyable, accessible programmes that support physical health, psychological wellbeing and long-term participation. Every session becomes an opportunity for movement, meaning and mutual support.

In summary

• Relatedness: nurture connection through introductions, shared goals, buddy systems and time to chat.
• Autonomy: offer meaningful choices, encourage self-pacing and explain the “why” behind activities.
• Competence: provide clear instructions, layered progressions and specific, positive feedback.

Meet these needs consistently, and older and disabled adults are more likely to enjoy, persist with and benefit from chair-based group exercise – turning each class into a step towards better health and a richer social life.

 

Links

Weir, K., 2025. Self-determination theory: A quarter century of human motivation research. American Psychological Association. Available at: https://www.apa.org/research-practice/conduct-research/self-determination-theory [Accessed 1 September 2025].

https://selfdeterminationtheory.org/ – The best place to explore SDT, featuring extensive materials, tools and research evidence.