Individual’s Affective Responses to High Intensity Interval Training Relative to Moderate Intensity Continuous Training
2021-05
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Individual’s Affective Responses to High Intensity Interval Training Relative to Moderate Intensity Continuous Training
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2021-05
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Even though physical activity among adults is associated with several health benefits, the majority of adults do not meet physical activity recommendations. Examining if the type of physical activity has an impact on an individual’s affective and psychological responses is vital in potentially increasing the physical activity rates among young adults. The purpose of this study was to examine the affective responses among participants who completed a high intensity interval training (HIIT) class or a moderate intensity continuous training (MICT) class. Participants (n=41) were randomized to participate in either the HIIT or MICT class. There was no effect of group assignment on enjoyment, self-efficacy for physical activity, tranquility, positive engagement, or revitalization. There was an effect of group assignment on physical exhaustion and mid-class affect. HIIT resulted in more physical exhaustion and displeasurable affect during physical activity than MICT. However, group assignment did not impact participant’s enjoyment or post-class affect. These findings suggest that although HIIT requires more exertion and intensity relative to MICT, the affect and enjoyment experienced as a result of physical activity does not differ. Given the lack of physical activity in young adults, examining enjoyable avenues for physical activity is crucial. Further research is needed to examine the extent that affect before, during, and after a session of physical activity predicts future engagement in physical activity.
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University of Minnesota M.S. thesis. May 2021. Major: Kinesiology. Advisor: Beth Lewis. 1 computer file (PDF); vi, 74 pages.
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Dregney, Tyler. (2021). Individual’s Affective Responses to High Intensity Interval Training Relative to Moderate Intensity Continuous Training. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/223093.
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