Year: 2015
Type: article
Abstract: Cognitive strategies have been used by experienced and inexperienced exercisers in order to achieve positive psychological states, improved physiological functioning, and enhance performance.However, the type of cognitive strategy used, association or dissociation, differentially influences the possible outcomes and benefits of exercise.The primary purpose of the current study was to examine how the cognitive strategies of association and dissociation influenced psychological, physiological, and performance outcomes.More specifically, exercise enjoyment, mood states, self-efficacy, heart rate, ratings of perceived exertion, and time to completion were examined as male, recreational exercisers completed a 1.5-mile jog at a moderate-intensity.Participants included 21 male, recreational exercisers who exercised for at least 120 minutes/week in the previous month.Participants' completed two 1.5 mile jogging sessions using both an associative and dissociative strategy.During the exercise, heart rate and ratings of perceived exertion were recorded every four laps, and time to completion and state enjoyment were recorded following the completion of the run.Self-efficacy and mood states were measured pre-and post-exercise.No evidence was produced that to indicate that state enjoyment, heart rate, ratings of perceived exertion, time to completion, and scheduling selfefficacy were influenced by the type cognitive strategy used.However, participants did report increases in RPE over time and increases in coping self-efficacy and task self-efficacy pre-to post-exercise.The participants' mood states of Tension, Confusion, and Depression were found to decrease, but only when using the dissociation intervention first.It was concluded that the cognitive strategy intervention did not directly influence any dependent variables, and that this outcome was likely the result of a controlled intensity instead of a self-selected intensity.
Author: Matthew Steven Jones
Institution: Bowling Green State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2603572971