The present study sought to provide support for the roles of both the social identity approach (group identification and identity leadership) and relational identification in adherence to group exercise classes. One hundred and twenty U.K. based group exercise class attendees completed an online survey in a cross-sectional design. Group identification, perceptions of identity leadership behaviour, and relational identification were not significantly associated with length of class attendance. However, both identity leadership behaviour of the class instructor and ingroup affect (measured as an element of multi-dimensional group identification), were significantly associated with expected likelihood of continued class participation. For every 1 unit increase in the identity leadership and in-group affect measures respectively, participants were 1.9 and 2.0 times more likely to be ‘at or near 100%’ likely to continue vs not. Social identity variables were not associated with how long exercisers had been attending class, but identity leadership and ingroup affect are positive influencers of expected future adherence. Further research into the social identity approach and identity leadership behaviour regards exercise class attendance tenure vs volume is warranted and is likely to benefit from the use of multi-dimensional group identification measures.

本研究旨在为社会认同方法（群体认同和认同领导）和关系认同在坚持小组运动课中的作用提供支持。一百二十名来自英国的小组练习班的参与者通过横断面设计完成了在线调查。群体认同，对身份领导行为的认知以及关系认同与上课时间的长短没有显着相关。但是，班主任的身份领导行为和小组影响（作为多维小组识别的一个要素）都与预期的继续参加课堂的可能性显着相关。身份领导力和小组内影响力每提高1个单位，参与者就增加1个。达到或接近100％的可能性分别是“达到或接近100％”的9和2.0倍。社会身份变量与运动者上课的时间没有关系，但是身份领导力和群体影响力是预期未来依从性的积极影响者。有必要进一步研究社会认同方法和认同领导行为，以考虑锻炼班的出勤任期与数量之间的关系，并且有可能受益于多维群体识别方法的使用。