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This study has the purpose of providing a differentiated program accommodating the participational desire of physical activities in elderlies, and effective teaching methods, member management, improvement of drawbacks of teachers, expert teacher distribution, and additionally, the basic data for the smooth performance of the role as a teacher and measure for the initiation of physical activities in elderlies, by constructing a role template of teachers based on the participational desire of physical activities in elderlies. To achieve this purpose, the opinions of an elderly physical activity expert (university `elderly physical activity` department professor, researcher in its laboratory, administrative management employee, and site leader) on participational desire of elderlies in physical activities (reliance on teacher, HSP value, intention of continued participation, intention of conversion) was collected. 35 aspects based on the role of the teacher was acquired through similar delphi analyses, with the ultimate extraction of 27 aspects passing through an editing process of synthesis and separations. Further collection of subjective opinions have been executed from physical activity teachers, comparing with prior perceptions in which common positive opinions were seen, resulting in a more practical analysis of the role of an elderly physical activity teacher, leading to the construction of its template, giving the following conclusions. Firstly, the elderly physical activity teacher must induce motivation within the participating elderly. Secondly, the planning and preparation of classes must be thoroughly conducted. Thirdly, the teacher must induce recognition of the effect of exercise by the participating elderly. Fourthly, a sense of professionalism must be attained. Lastly, the teacher must induce recognition of the necessity of exercise by the participating elderly. Further concurrence of the role of the teacher included systematic process, providing of various information, understanding of the elderly, composition of class atmosphere, program development/distribution, maintenance of friendliness, responsibility, personalized teaching, goal proposal, providing of opportunities, and grasp of individual nature. On the other hand, an insufficient awareness of the role of a teacher was seen relating to member management.
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