Instruction modulates affectives responses during lifting task [Dataset]

Abstract

The instruction given prior to a lifting task could modulate the affective responses of the participants in a training program. The aim of this study was to analyze the effects of instructions on affective responses. Twenty-one subjects participated in the present study. Instruction was provided prior to perform each lifting task. On day 1, familiarization was done about questionnaires and tasks. Experimental conditions were counterbalanced on day 2 and 3. Affective responses as preferences, self-efficacy and feeling scale were assessed after the lifting task. Participants showed a preference to receiving instruction when compared to not receiving instruction, augmenting their self-efficacy. Nonetheless, in those participants that preferred analogy instruction, force applied was reduced. In conclusion, analogy and explicit learning enhances selfefficacy when number of rules is low without changes between experimental conditions. It is crucial to provide the instruction when a participant practice exercise for a better experience, especially in novices. In addition, this may have a positive impact on exercise adherence.