This study examined the effects of different tempo music selections on effort-related thoughts, rating of perceived exertion (RPE),
affect, heart rate, and performance of isometric strength exercises. Participants were assigned to one of three conditions: silent control,
fast tempo music first followed by slow tempo music, and slow tempo music first followed by fast tempo music. Participants performed a
baseline test of two different isometric strength exercises and then completed the exercises two additional times under the assigned
condition. Measures of HR, RPE, and effort-related thoughts (i.e., attention) were taken throughout each exercise and participants reported
their levels of arousal and pleasantness at the end of the three trials. Three-way mixed RM ANOVAs were performed for HR, RPE, and attention
to determine differences among the three conditions for 30 and 60 seconds and 30, 60, and 90 seconds of each exercise. A RM ANOVA was
performed to test for differences in time until volitional exhaustion among conditions and a one-way ANOVA was performed on each measure of
affect. No significant differences were found between conditions during any of the trials for any repeated measures; indicating both the
presence of music and music tempo failed to influence HR, RPE, and attention. No differences between conditions in time to exhaustion
emerged, indicating that contrary to hypotheses neither the addition of music nor the tempo of music effected time until volitional
exhaustion. Lastly, no differences between either music condition and the silent control condition was observed, indicating music was unable
to influence emotion affect during exercise. Conclusion: The presence of music nor the tempo of music was able to influence physical or
psychological aspects of isometric strength exercise as it has been shown to do in aerobic and other strength-type exercises. / A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment
of the requirements for the degree of Master of Science. / Fall Semester 2017. / November 10, 2017. / Includes bibliographical references. / Gershon Tenenbaum, Professor Directing Thesis; Graig Michael Chow, Committee Member; Qian Zhang,
Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_604963 |
| Contributors | Feiss, Robyn Sienna (author), Tenenbaum, Gershon (professor directing thesis), Chow, Graig Michael (committee member), Zhang, Qian (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, master thesis |
| Format | 1 online resource (91 pages), computer, application/pdf |
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