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NIEjr04A: Effects of Music on Secondary School Students Experience - - PowerPoint PPT Presentation

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NIEjr04A: Effects of Music on Secondary School Students Experience and Performance During 800m Running Tricia Chee & Lauren Yeo Methodist Girls School Presentation Outline 4. Results and Discussion 1. Background Information 5.

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NIEjr04A:

Effects of Music on Secondary School Students’ Experience and Performance During 800m Running

Tricia Chee & Lauren Yeo

Methodist Girls’ School

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Presentation Outline

  • 4. Results and Discussion
  • 5. Conclusion
  • 6. Limitations
  • 7. Acknowledgements
  • 8. References
  • 9. Q&A
  • 1. Background Information
  • a. Inactivity
  • b. Music and Exercise
  • 2. Aims and Objectives
  • 3. Methodology

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1. Background Information

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Inactivity

■ very common among Singaporean youths ■ national guidelines not met ■ health complications ■ obesity rates increasing

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Wen-Yi Lee, "Adults Are Getting Fitter, but Children Are Increasingly Overweight: MOH Figures." Linette Lai, "Singapore Risks Hitting Obesity Rates of 15% in Seven Years."

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NAPFA

improve test experience → positive mindset → active lifestyle

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Music and Exercise

Positive Effect ■ Reduced rate of perceived exertion (RPE)

▸ Silva A.C. et al., “Effect of Music Tempo on Attentional Focus and Perceived Exertion during Self-selected Paced Walking” (2016) ▸ S Yamashita et al., “Effects of Music during Exercise on RPE, Heart Rate and the Autonomic Nervous System.” (2006)

■ Increased dissociation

▸ Silva A.C. et al. (2016) ▸ Terry, Peter C., & C.I. Karageorghis, “Music in Sport and Exercise” (2011)

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Music and Exercise

Negative or No Effect

■ No effect / higher RPE

▸

  • S. E. Schwartz, B. Fernhall, and S. Plowman, "Effects of Music
  • n Exercise Performance." (1990)

▸

  • G. Tenenbaum et al. "The Effect of Music Type on Running

Perseverance and Coping with Effort Sensations." (2004) ▸

  • R. Bonnette et al. "The Effect Of Music Listening On

Running Performance And Rating Of Perceived Exertion Of College Students." (2010)

■ Increased fatigue

▸

  • D. Macone, C. Baldari, A. Zelli, and L. Guidetti, "Music and

Physical Activity in Psychological Well-being." (2006)

■ No effect on heart rate

▸

  • S. E. Schwartz, B. Fernhall, and S. Plowman (1990)

▸

  • G. Tenenbaum et al. (2004)
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Synchronous Music

the beats synchronise with participants’ repetitive running and movement patterns

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Asynchronous Music

the beats do not synchronise with participants’ repetitive running and movement patterns

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Music and Exercise Synchronous Music

■ Increased time to exhaustion

▸

  • P. C. Terry et al. "Effects of Synchronous Music on Treadmill Running

among Elite Triathletes." (2012) ▸

  • R. J. Bood, M. Nijssen, J. Van Der Kamp, and M. Roerdink, "The Power of

Auditory-Motor Synchronization in Sports: Enhancing Running Performance by Coupling Cadence with the Right Beats." (2012) ▸ C.J. Bacon, T.R. Myers, and C.I. Karageorghis, "Effect of Music- movement Synchrony on Exercise Oxygen Consumption." (2012)

■ Improved mood

▸ P.C. Terry et al. (2012)

■ Reduced RPE

▸

  • P. C. Terry et al. (2012)
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Music and Exercise

Asynchronous Music

■ Reduced RPE

▸

  • L. Szmedra, and D. Bacharach, “Effect of Music on Perceived

Exertion, Plasma Lactate, Norepinephrine and Cardiovascular Hemodynamics during Treadmill Running.” (1998) ▸ Brenda L. Copeland, and Brooke Franks, “Effects of Types and Intensities of Background Music on Treadmill Endurance.” (1991) ▸ Jeffrey A. Potteiger, “Influence of Music On Ratings Of Perceived Exertion During 20 Minutes Of Moderate Intensity Exercise.” (2000)

■ Reduced heart rate

▸

  • L. Szmedra, and D. Bacharach (1998)

■ Increased time to exhaustion

▸ Brenda L. Copeland, and Brooke Franks (1991)

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2. Aims and Objectives

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To explore the effects of music on secondary school students’ experience and performance during 800m running.

Aim

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To explore the effects of music on secondary school students’ experience and performance during 800m running.

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Objectives

■ Review literature concerning physical and psychological effect of music; ■ Investigate how music affects attentional focus and enjoyment levels of runners; ■ Compare results between various subject groups; and ■ Identify improvements required to facilitate optimal running experience for secondary school students

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I Synchronous music could induce more positive experiences and increase efficiency in running.

Hypothesis

II Female adolescents could gain tremendously from music application to enhance their exercise experience and performance.

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3. Methodology

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■ 26 students from 3 schools ■ physically healthy ■ volunteers ■ withdrawal permitted at any time

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Participants

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Process

Familiarisation session Experiment Analysis

  • f data

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  • a. Attentional Focusing Questionnaire (AFQ)

Internal consistency measured with Cronbach alpha coefficients reported to be acceptable. (association – α = .84; dissociation – α = .68; and distress – α = .80).

Familiarisation Session

  • b. Brunel Music Rating Inventory-3 (BMRI-3)

Used to rate motivational qualities of 30 songs. Reliable instrument for exercise settings.

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Experiment

■ Physical Activity Readiness Questionnaire ■ 2 minute warm-up ■ 5 minute rest ■ 3 sets of 800m run with 10 minute rest

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Measurements

Variable Instrument Used

Heart Rate Heart Rate Monitor Attentional Focus Attentional Focus Scale Perceived Exertion Ratings of Perceived Exertion Scale Enjoyment Level Intrinsic Motivation Inventory

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4. Results and Discussion

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  • Note. Overall students N = 26, females n = 15, males n = 11

Music Condition Female Male Total M SD M SD M SD No Music 4.20 2.37 4.73 1.85 4.42 2.14 Asynchronous Music 6.00 2.14 5.45 2.38 5.77 2.22 Synchronous Music 5.73 2.40 5.36 2.01 5.58 2.21 24

Table 1: Attentional Focus Means by Music Condition and Gender

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  • Note. Overall students N = 26, females n = 15, males n = 11

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Table 2: Enjoyment Means by Music Condition and Gender

Music Condition Female Male Total M SD M SD M SD No Music 2.93 1.09 3.31 1.49 3.09 1.26 Asynchronous Music 4.26 1.35 4.19 1.35 4.23 1.33 Synchronous Music 3.84 1.14 4.47 1.53 4.10 1.33

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**. Correlation is significant at the 0.01 (2-tailed)

  • Note. Overall students N = 26

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Table 3: Correlations between outcome variables in No Music condition

No Music HR No Music AFS No Music RPE No Music Enjoymen t No Music HR Pearson Correlation 1 .064 .056 .004

  • Sig. (2-tailed)
  • .755

.787 .986 No Music AFS Pearson Correlation

  • 1
  • .115

.505**

  • Sig. (2-tailed)
  • .574

.009 No Music RPE Pearson Correlation

  • 1
  • .237
  • Sig. (2-tailed)
  • .243

No Music Enjoyment Pearson Correlation

  • 1
  • Sig. (2-tailed)
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**. Correlation is significant at the 0.01 (2-tailed)

  • Note. Overall students N = 26

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Table 4: Correlations between outcome variables in Synchronous Music condition

Synchronous HR Synchronous AFS Synchronou s RPE Synchronou s Enjoyment Synchronous HR Pearson Correlation 1

  • .145

.494*

  • .084
  • Sig. (2-tailed)
  • .479

.010 .684 Synchronous AFS Pearson Correlation

  • 1
  • .688**

.483*

  • Sig. (2-tailed)
  • .000

.012 Synchronous RPE Pearson Correlation

  • 1
  • .269
  • Sig. (2-tailed)
  • .184

Synchronous Enjoyment Pearson Correlation

  • 1
  • Sig. (2-tailed)
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**. Correlation is significant at the 0.01 (2-tailed)

  • Note. Overall students N = 26

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Table 5: Correlations between outcome variables in Asynchronous Music condition

Asynchronou s HR Asynchronous AFS Asynchronou s RPE Asynchronou s Enjoyment Asynchronous HR Pearson Correlation 1

  • .001

.214 .048

  • Sig. (2-tailed)
  • .995

.294 .817 Asynchronous AFS Pearson Correlation

  • 1
  • .500**

.266

  • Sig. (2-tailed)
  • .009

.189 Asynchronous RPE Pearson Correlation

  • 1
  • .156
  • Sig. (2-tailed)
  • .447

Asynchronous Enjoyment Pearson Correlation

  • 1
  • Sig. (2-tailed)
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5. Conclusion

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5.1

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Results did not fully support hypothesis that synchronous music would induce more positive experiences and increase efficiency in running. No significant difference in attentional focus ratings across music conditions.

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5.2

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Results indicate higher average enjoyment levels in the presence of music. Highest average enjoyment level for Asynchronous Music condition, lowest for No Music condition.

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5.3

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Results did not support hypothesis that female adolescents can gain tremendously from music application to enhance exercise experience and performance. Interaction effect between music conditions and gender not significant.

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A person’s response to music is highly individual. Each person needs to find their own preference and optimal condition for themselves.

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5.4

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School-based intervention to permit the use of music during physical activity. Improve NAPFA test experience to cultivate positive mindset towards physical activity and encourage active lifestyle.

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6. Limitations

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Participants may have exercised harder in the presence of music, causing them to exert themselves and associate more, leading to a decrease in AFS ratings.

6.1

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Participants who are physically not so fit may have gotten more tired with each run, leading to an decrease in AFS ratings in the later runs.

6.2

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Participants may have been distracted by external stimuli as the experiment was conducted in a communal area, thus increasing AFS ratings.

6.3

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7. Acknowledgement s

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Nanyang Technological University

Source: http://www.ntu.edu.sg/home/prem/images/ntu.png

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Assistant Professor Masato Kawabata

Source: http://merl.nie.edu.sg/researcherslocal.html Edited by Lauren and Tricia

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Ms Bern Bree Ashley

NTU

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Mr Lim Lee (Teacher Coordinator)

Source: https://www.mgs.moe.edu.sg/secondary/staff/teachers/s econdary-four Edited by Lauren and Tricia

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Participants

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Thank You

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8. References

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Bacon, C.J., T.R. Myers, and C.I. Karageorghis. "Effect of Music-movement Synchrony on Exercise Oxygen Consumption." The Journal of Sports Medicine and Physical Fitness 52, no. 4 (2012): 359-365. Bonnette, Randy, Morgan C. Smith, Frank Spaniol, Don Melrose, and Liette Ocker. "The Effect Of Music Listening On Running Performance And Rating Of Perceived Exertion Of College Students." Journal of Strength and Conditioning Research 24 (2010): 1. doi:10.1097/01.jsc.0000367073.45565.4b. Bood, Robert Jan, Marijn Nijssen, John Van Der Kamp, and Melvyn

  • Roerdink. "The Power of Auditory-Motor Synchronization

in Sports: Enhancing Running Performance by Coupling Cadence with the Right Beats." PLoS ONE 8, no. 8 (2013). doi:10.1371/journal.pone.0070758. Borg, Gunnar. "Borg's Perceived Exertion and Pain Scales." Human Kinetics, 1998.

47

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Chia, Michael. "Physical Inactivity among Children and Adolescents in Singapore: A Paradoxical Issue." Acta Kinesiologica 2, no. 2 (2008): 7-15; Chia, Michael. "Still and Heavy - Obesity and Physical Inactivity among Singaporean Youths- Consequences and Challenges for the 21st Century." Journal of Obesity & Weight Loss Therapy 02, no. 07 (2012). doi:10.4172/2165- 7904.1000e107. Copeland, Brenda L., and Brooke Franks. "Effects of Types and Intensities of Background Music on Treadmill Endurance." The Journal of Sports Medicine and Physical Fitness 31,

  • no. 1 (1991): 100-103.

Halpern, Andrea R., and James C. Bartlett. "The Persistence of Musical Memories: A Descriptive Study of Earworms." Music Perception: An Interdisciplinary Journal 28, no. 4 (2011): 425-32. doi:10.1525/mp.2011.28.4.425.

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Karageorghis, Costas I., Jasmin C. Hutchinson, Leighton Jones, Hannah L. Farmer, Metin S. Ayhan, Rachel C. Wilson, Joshua Rance, Christopher J. Hepworth, and Stewart G.

  • Bailey. "Psychological, Psychophysical, and Ergogenic

Effects of Music in Swimming." Psychology of Sport and Exercise 14, no. 4 (2013): 560-68. doi:10.1016/j.psychsport.2013.01.009. Karageorghis, Costas I., Peter C. Terry, and Andrew M. Lane. "Development and Initial Validation of an Instrument to Assess the Motivational Qualities of Music in Exercise and Sport: The Brunel Music Rating Inventory." Journal of Sports Sciences 17, no. 9 (1999): 713-24. doi:10.1080/026404199365579. Lai, Linette. "Singapore Risks Hitting Obesity Rates of 15% in Seven Years." The Straits Times. June 20, 2017. Accessed August 11, 2018. https://www.straitstimes.com/singapore/singapore-risks- hitting-obesity-rates-of-15-in-seven-years.

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Lee, Wen-Yi. "Adults Are Getting Fitter, but Children Are Increasingly Overweight: MOH Figures." The Straits

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https://www.straitstimes.com/singapore/adults-are- getting-fitter-but-children-are-increasingly-overweight- moh-figures. Macone, Damiano, Carlo Baldari, Arnaldo Zelli, and Laura Guidetti. "Music and Physical Activity in Psychological Well-being." Perceptual and Motor Skills 103, no. 1 (August 2006): 285-95. doi:10.2466/pms.103.1.285-295. Noble BJ, Robertson RJ (1996). Perceived Exertion. Human Kinetics, Leeds. "Physical Inactivity a Leading Cause of Disease and Disability, Warns WHO," World Health Organization, December 08, 2010, accessed August 11, 2018, https://www.who.int/mediacentre/news/releases/release 23/en/.

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Potteiger, Jeffrey A. "Influence Of Music On Ratings Of Perceived Exertion During 20 Minutes Of Moderate Intensity Exercise." Perceptual and Motor Skills 91, no. 7 (2000):

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Ryan, Richard M., and Edward L. Deci. "Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being." American Psychologist 55,

  • no. 1 (2000): 68-78. doi:10.1037//0003-066x.55.1.68.

Schwartz, Susan Elens, Bo Fernhall, and Sharon Plowman. "Effects

  • f Music on Exercise Performance." Journal of

Cardiopulmonary Rehabilitation 10, no. 9 (September 1990): 312-16. doi:10.1097/00008483-199009000- 00002. Silva, Aldo Coelho, Sandro Dos Santos Ferreira, Ragami Chaves Alves, Lucio Follador, and Sergio Gregorio Da Silva. "Effect

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"Sports Safe U Guide." Sport Singapore. Accessed April 28, 2018. https://www.sportsingapore.gov.sg/sports- education/sports-safety/sports-safe-u-guide. “Start the New School Year on the Right Foot with 60 Minutes of Physical Activity a Day.” Health Promotion Board, Accessed August 11, 2018, https://www.hpb.gov.sg/articl/start-the-new-school-year-

  • n-the-right-foot-with-60-minutes-of-physical-activity-a-

day. Szmedra, L., and D. Bacharach. "Effect of Music on Perceived Exertion, Plasma Lactate, Norepinephrine and Cardiovascular Hemodynamics during Treadmill Running." International Journal of Sports Medicine 19, no. 01 (1998): 32-37. doi:10.1055/s-2007-971876. Tammen, Vance V. "Elite Middle and Long Distance Runners Associative/dissociative Coping." Journal of Applied Sport Psychology 8, no. 1 (1996): 1-8. doi:10.1080/10413209608406304.

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Tenenbaum, G., R. Lidor, N. Lavyan, K. Morrow, S. Tonnel, A. Gershgoren, J. Meis, and M. Johnson. "The Effect of Music Type on Running Perseverance and Coping with Effort Sensations." Psychology of Sport and Exercise 5, no. 2 (2004): 89-109. doi:10.1016/s1469-0292(02)00041-9. Terry, Peter C., Costas I. Karageorghis, Alessandra Mecozzi Saha, and Shaun D’Auria. "Effects of Synchronous Music on Treadmill Running among Elite Triathletes." Journal of Science and Medicine in Sport 15, no. 1 (2012): 52-57. doi:10.1016/j.jsams.2011.06.003. Terry, Peter C., and Costas I. Karageorghis. "Music in Sport and Exercise." Edited by T. Morris and P.C. Terry. The New Sport and Exercise Psychology Companion, 2011, 359-80. Ting, Jamie Lye Ching, Swarup Mukherjee, and Michael Chia Yong

  • Hwa. "Physical Activity and Sedentary Behavior Patterns
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and Health 12, no. 9 (2015): 1213-220. doi:10.1123/jpah.2014-0207.

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Van Dyck, Edith, and Marc Leman. "Ergogenic Effect of Music during Running Performance." Annals of Sports Medicine and Research 3, no. 6 (August 10, 2016). Yamashita, S, Iwai K, Akimoto T, Sugawara J, and Kono I. "Effects of Music during Exercise on RPE, Heart Rate and the Autonomic Nervous System." The Journal of Sports Medicine and Physical Fitness 46, no. 3 (September 2006): 425-30.

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Q & A

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