Engagement in physical activity generates exertive sensations; at high enough intensities, these sensations eventually reach a high level of discomfort. The negative affective response may be partially to blame for the high rates of physical inactivity in the United States (Ekkekakis, 2011). Discomfort from physical effort appears to be dose-related and mediated by attention allocation (Tenenbaum, 2001). According to Tenenbaum's model, during the early phases of the exercise task, attention is primarily dissociative and can easily switch between attention outward and attention inward (i.e., away from or on the task and exertive sensations). As exercise intensifies, attention shifts to primarily associative focus; physiological factors dominant attention, and this marks imminent termination of the task. Researchers using this model investigate strategies for decreasing discomfort or effort perception during the dissociative phase and for delaying the shift from dissociative to associative attention in order to increase effort endurance. Based on Tenenbaum's model, psychological interventions using imagery (Coote & Tenenbaum, 1998; Razon, Basevitch et al., 2010), music (Atkinson, Wilson, & Eubank, 2004; Elliot, Carr, & Orme, 2005; Yamashita, Iwai, Akimoto, Sugawara, & Kono, 2006), and smells (Basevitch et al., 2010) have been studied to date. This study investigated the effect of self-talk on attention allocation, effort perception, and effort endurance. Four self-talk conditions were used: motivational, instructional, task-irrelevant, and a control condition. Each participant used one type of self-talk during two different isometric tasks: a handgrip task and a leg extension task. The use of self-talk successfully directed attention focus, either toward effort (i.e., internal-associative) or away from effort (i.e., external-dissociative). The use of task-irrelevant self-talk delayed the D/A shift, led to decreased effort perception, and resulted in longer overall task endurance in comparison with the control condition. The use of instructional self-talk led to dissociative attention and delayed the D/A shift in comparison with the control condition, but did not decrease effort perception or lead to longer overall endurance. The use of motivational self-talk resulted in the longest task endurance at high intensities. Results lend support to Tenenbaum's (2001) model and may aid in making suggestions for self-talk interventions that are appropriate for an exerciser's goals, whether reducing effort perception, enduring longer on task overall, or enduring longer at higher intensity. Future research directions include investigating the effectiveness of self-talk in more dynamic tasks, using self-talk congruent with the participant's natural self-talk, and expanding or clarifying the attention mediator with current models of attention focus. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2012. / October 25, 2012. / exercise endurance, perceived exertion, self-talk / Includes bibliographical references. / Gershon Tenenbaum, Professor Directing Dissertation; Lynn Panton, University Representative; Robert Eklund, Committee Member; Robert Gluekhauf, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185055 |
| Contributors | Nascimento, Tonya, 1981- (authoraut), Tenenbaum, Gershon (professor directing dissertation), Panton, Lynn (university representative), Eklund, Robert (committee member), Gluekhauf, Robert (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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