Sarah Ullrich-French, Anne E. Cox, Amanda K. McMahon, Sara A. Thompson
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引用次数: 0
Abstract
Objectives
Previous research reported that distraction strategies (e.g., music, podcast) result in more positive exercise experiences compared to no strategy or association (internal attention) strategies. Mindfulness is considered an associative strategy that also includes awareness with acceptance and non-judgement. Initial evidence suggests mindful exercise is similar in affective experience to distracted exercise. Whether these results for mindful associative attention hold at a controlled higher intensity is not clear. Therefore, this study tested if a guided mindful exercise condition differed from a podcast (distraction) exercise condition on affective and motivational responses at a controlled moderately high exercise intensity.
Method
An inactive female sample (n = 30) participated in a within-subjects crossover design consisting of a baseline and counterbalanced mindful and podcast 20-min continuous walking exercise conditions 1 week apart. Affect (in-task and post-task) and motivational responses were recorded. An interview to gather in-depth experiential responses was conducted after the final session.
Results
Experimental manipulation was supported with significantly higher (p < 0.001) state mindfulness and internal focus in the mindful compared to the podcast condition. No other differences (p > 0.05) emerged across the two conditions on any affect or cognitive outcomes. However, interviews revealed some aversive experiences to mindfulness condition by a third of the sample. Those high on trait intrinsic motivation experienced higher state intrinsic motivation, but only in the mindfulness condition.
Conclusions
Results help guide how and for whom guided mindfulness can be used to support positive exercise experiences. Those who do not appreciate the sensations of exercise experience may not benefit from an acute mindful exercise experience.
期刊介绍：
Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness; clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions; alleviation of personal and societal suffering; the nature and foundations of mindfulness; mechanisms of action; and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression
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