AASP Newsletter - August 2017

Lauren Samson, PhD, University of Auckland, New Zealand
Beth Lewis, PhD, University of Minnesota

Affect is a broad construct referring to the evaluative mental state when a person is either generally pleased or displeased with what is happening (Gray & Watson, 2007). Early research on the relationship between affect and physical activity (PA) has demonstrated a consistent increase in affect post-PA (Bixby, Spalding, & Hatfield, 2001; Blanchard, Rodgers, Spence, & Courneya, 2001). However, the experience of affect during PA is dependent on PA intensity. The dual-mode model, developed by Ekkekakis and colleagues (Ekkekakis, 2003, 2005; Ekkekakis & Petruzzello, 2002), states that as PA intensity increases, the associated affective valence (pleasure-displeasure) decreases. The tipping point in valence is specifically associated with an individual’s ventilator threshold (VT). VT is defined as, “the exercise intensity at which the increase in ventilation becomes disproportional to the increase in power output or speed of locomotion” (Svedahl & MacIntosh, 2003, p. 301). PA above the VT results in a consistently negative affective valence response, while PA at the VT produces a variable influence on affect. However, PA performed below the VT consistently produces positive affective valence (i.e., pleasure). The dual-mode model accounts for these changes in affect due to the differing influence of cognitive and interoceptive factors at varying intensities.

Using the foundation of the dual-mode model, a 12-week randomized intervention was conducted to enhance positive PA-related affect to increase PA adherence. The AASP Research Grant supported the current study through the purchase of supplies (e.g. envelopes, printing, postage), equipment (e.g. ActiGraph accelerometers and waist clips), and participant incentives (e.g. e-gift cards). After eligibility screening and baseline assessments (e.g. 4-day ActiGraph wear and psychosocial questionnaires), 40 low-active adults were randomly assigned to either the affective intervention or behavioral comparison group.

Participants in the affective intervention group were taught behavioral strategies geared specifically towards focusing on and enhancing positive affect experienced the moment they engaged in PA. Those in the behavioral comparison group were taught traditional behavioral strategies (e.g. reminders, rewards, goal setting). All participants self-selected and self-paced their PA and completed eight telephone sessions where they received instructions on the use of group specific strategies across 12-weeks. Additionally, they completed weekly PA tracking logs and a once-a-week assessment of affect during PA using the Feeling Scale (Hardy & Rejeski, 1989). At the end of 12 weeks, participants again completed all assessments with an abbreviated follow-up at 16 weeks (e.g. psychosocial questionnaires). E-gift cards worth $25 were sent to participants following the 12 and 16 week assessments.

Results showed that participants in the affective condition demonstrated increases in objectively measured PA at 12 weeks relative to the behavioral comparison group, after controlling for baseline ƒ(1,28)=14.764, p < .005. However, there were no between group differences on self-reported PA at 12 or 16 weeks. After controlling for baseline, participants in the affective intervention group reported increases in positive Pre-PA affect ƒ(1,26)=5.485, p < .05, and reported marginal increases in affect during PA ƒ(1,26)=3.037, p = .094, relative to the behavioral comparison group. Additionally, participants in the affective intervention group reported marginal increases in PA enjoyment relative to the behavioral comparison group at 16 weeks ƒ(1,32)=3.68, p = .064. These findings provide initial evidence that teaching low-active individuals strategies to increase positive PA-related affect before and during PA is efficacious for increasing PA participation. Future studies with larger samples, and real-time assessment strategies are needed to further understand the efficacy of PA affect interventions.

References

Bixby, W. R., Spalding, T. W., & Hatfield, B. D. (2001). Temporal dynamics and dimensional specific of the affective response to exercise of varying intensity: Differing pathways to a common outcome. Journal of Sport and Exercise Psychology, 23, 171-190.

Blanchard, C. M., Rodgers, W. M., Spence, J. C., & Courneya, K. S. (2001). Feeling state responses to acute exercise of high and low intensity. Journal of Science and Medicine in Sport, 4, 30–38.

Ekkekakis, P. (2003). Pleasure and displeasure from the body: Perspectives from exercise. Cognition and Emotion, 17, 213–239.

Ekkekakis, P. (2005). The study of affective responses to acute exercise: The dual-mode model. In R. Stelter & K. K. Roessler (Eds.), New approaches to exercise and sport psychology (pp. 119–146). Oxford, United Kingdom: Meyer & Meyer Sport.

Ekkekakis, P., & Petruzzello, S. J. (2002). Analysis of the affect measurement conundrum in exercise psychology: IV. A conceptual case for the affect circumplex. Psychology of Sport and Exercise, 3, 35–63.

Gray, E. K., & Watson, D. (2007). Assessing positive and negative affect via self-report. In J. A. Coan, & J. J. B Allen (Eds.) Handbook of emotion elicitation and assessment (pp. 17–183). New York, NY: Oxford University Press.

Hardy, C. J., & Rejeski, W. J. (1989). Not what, but how one feels: The measurement of affect during exercise. Journal of Sport and Exercise Psychology, 11, 304-317.

Svedahl, K., & MacIntosh, B. R. (2003). Anaerobic threshold: The concept and methods of measurement. Canadian Journal of Applied Physiology, 28, 299-323.

Williams, D. (2008). Exercise, affect, and adherence: An integrated model and a case for self-paced exercise. Journal of Sport and Exercise Psychology, 30, 471-496.

Williams, D. M., Dunsiger, S., Jennings, E. G., & Marcus, B. H. (2012). Does affective valence during and immediately following a 10-min walk predict concurrent and future physical activity? Annuals of Behavioral Medicine, 44, 43-51. doi:10.1007/s12160-012-9362-9. 2.