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ERIC Number: EJ1072454
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0270-1367
The Impact of Continuous and Interval Cycle Exercise on Affect and Enjoyment
Kilpatrick, Marcus W.; Greeley, Samuel J.; Collins, Larry H.
Research Quarterly for Exercise and Sport, v86 n3 p244-251 2015
Rates of physical activity remain low despite public health efforts. One form of physical activity that provides significant physiological benefit but has not been evaluated in terms of affective and enjoyment responses is interval exercise. Purpose: The purpose of this study was to compare affect and enjoyment assessed before, during, and after interval and continuous exercise sessions. Method: Twenty-four participants (12 men, 12 women; body mass index = 24 ± 4, maximal oxygen consumption = 41 ± 5 mL/kg/min) completed a maximal cycle ergometer test used to prescribe experimental trials: (a) moderate continuous, (b) heavy continuous, (c) heavy interval, and (d) severe interval. All trials were 20 min in length, and all intervals utilized 60-s segments and a 1:1 work-to-rest ratio. Results: Affective and enjoyment responses were significantly less positive for the heavy continuous trials in comparison with all other trials during exercise (p < 0.05; ES = 0.2-0.8). Additionally, both severe and heavy interval exercise were more enjoyable than heavy continuous exercise (p > 0.05). Conclusion: Findings suggest that interval protocols produce affective and enjoyment responses that are equal to moderate continuous exercise and more positive than heavy continuous exercise. These results indicate that interval-based exercise may be a viable alternative to continuous exercise in the promotion of health and fitness.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A