Streetman Aspen E, Lewis Aidan K, Rogers Elizabeth L, Heinrich Katie M, DeBlauw Justin A
Department of Kinesiology, Kansas State University, Manhattan, KS 66506, USA.
Department of Health and Human Physiological Sciences, Skidmore College, Saratoga Springs, NY 12866, USA.
Eur J Investig Health Psychol Educ. 2022 Sep 9;12(9):1349-1357. doi: 10.3390/ejihpe12090094.
Accurate baseline data are essential for researchers to determine an intervention’s effects yet may be affected by anticipatory anxiety and assessment familiarity. Familiarization sessions help establish accurate baseline data. High-intensity functional training (HIFT) elicits performance outcomes based on constantly varied workouts. It is unclear how familiarization affects anticipatory anxiety and workout performance among HIFT novices. Familiarization was hypothesized to decrease anxiety and improve workout performance. Sixteen college-aged subjects (62.5% women, 20.2 ± 1.14 years) completed one introductory and four sessions of the same workout. All subjects were recreationally trained with no HIFT experience. State and trait anxiety were assessed at the first session. During the workout sessions, state anxiety (SQALS) was assessed upon arrival at the gym (SQALS 1), after learning the workout protocol (SQALS 2), and when the workout concluded (SQALS 3). A significant main effect of the number of previous sessions on workout performance was observed (p = 0.011). A repeated-measures ANOVA showed a main effect of time on SQALS 1 (p < 0.001), SQALS 2 (p < 0.001), and SQALS 3 (p < 0.001). Our results suggest implementing two familiarization sessions for our HIFT-based workout was sufficient to decrease anxiety and establish a baseline measurement. Future research should examine if this remains true for other types of HIFT-based workouts.
准确的基线数据对于研究人员确定干预效果至关重要，但可能会受到预期焦虑和评估熟悉度的影响。熟悉环节有助于建立准确的基线数据。高强度功能性训练（HIFT）基于不断变化的锻炼方式得出性能结果。目前尚不清楚熟悉环节如何影响HIFT新手的预期焦虑和锻炼表现。研究假设熟悉环节会降低焦虑并提高锻炼表现。16名大学生（62.5%为女性，年龄20.2±1.14岁）完成了一次入门课程和四次相同锻炼课程。所有受试者均为业余训练，无HIFT经验。在第一节课上评估状态焦虑和特质焦虑。在锻炼课程期间，在到达健身房时（SQALS 1）、学习锻炼方案后（SQALS 2）以及锻炼结束时（SQALS 3）评估状态焦虑（SQALS）。观察到之前课程次数对锻炼表现有显著的主效应（p = 0.011）。重复测量方差分析显示时间对SQALS 1（p < 0.001）、SQALS 2（p < 0.001）和SQALS 3（p < 0.001）有主效应。我们的结果表明，为基于HIFT的锻炼实施两次熟悉环节足以降低焦虑并建立基线测量。未来的研究应考察对于其他类型的基于HIFT的锻炼是否仍然如此。
