The Influence of Music of Exercise

The Influence of Music of Exercisers
(Term Paper)
Introduction
Myriad studies have shown that music is especially influential during repetitive, endurance-type
activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce
ratings of perceived exertion, improve energy efficiency and lead to increased work output. Music
influence people to use this for recreational activities and to release bad atmosphere to beneficial the body
by combining music and exercise to make it useful by having good physical health and mentality.
In some instancesss
Listening to music while exercising doesn't just relieve boredom but it can help improve the quality of
your workout by increasing your stamina and putting you in a better mood. Music can influence an
individual to have a great performance while exercising because it can change your mood into energetic
movements in physical activity and the lines of the will be motivational music and encourage you to
exercise longer or work harder while doing you exercise routine.
Music is an important part of our physical and emotional well-being. Listening to music releases
endorphins in the brain. In addition to feeling euphoric, endorphins quell anxiety, ease pain and stabilize
the immune system. It can help to improve memory, workouts, helps you heal, improves sleep quality,
reduces stress and eases anxiety.
Music is one the better way to make exercise much more fun and creative and at the same it can also
reduce feelings of fatigue, increase mental arousal, improves motor coordination, and increases
relaxation.
Music can influence your exercisers routine and give you a fresh perspective of your daily lifestyle.
Body
The Effects of Music on Exercise Performance

-Schwartz, S. E., Fernhall, B., & Plowman, S. A. (1990).
Studies investigating the effects of music on exercise performance have revealed inconsistent data. Music
accompaniment has been shown to improve muscular endurance in the performance of junior high
students doing sit-ups (Chipman, 1966) and college women doing push-ups (Koschak, 1975), while it did
not enhance the running speed of female youth (Leslie, 1967). In contrast, college-aged males and
females were able to walk farther and with less effort when exercising to music as compared to no music
(Beckett, 1990).
In a well-designed study, Schwartz, Fernhall and Plowman (1990) investigated the effect
of music on submaximal bicycle performance with untrained college men and women. Music exhibited
no significant influence on any physiological variable measured (aerobic capacity, ventilation, respiratory
exchange ratio, heart rate, and blood lactates). In addition, the psychological perception of effort was not
altered with or without the music stimulus, although subjects felt they performed better with the music.
Another investigation of submaximal intensity walking/jogging on a treadmill showed that subjects had
longer times to exhaustion when listening to slow, soft music as compared to loud fast music (Copeland
& Franks, 1991).
A possible explanation to some of the discrepancies seen in these studies can be attributed to subject bias.
In some studied the subjects were aware of the purpose of the study, which may have led them to try to
"help the researcher." In studies involving music, "blinding" the subjects as to the purpose of the study
will most likely improve the internal validity (see Reading and Enjoying Research) of the study.
The Effects of Rhythmic Accompaniment Upon Learning Fundamental Motor Skills
-Beisman, G. L. (1967).
In a rather large study with over 600 boys and girls in grades 1 through 6, Beisman (1967) compared
basic motor skills such as throwing, catching, climbing, balancing, dodging, bouncing, and striking
learned to music and no music.
In all grade levels and in both genders, students learned the motor skills better, as demonstrated by
performance tests, with the rhythmic accompaniment. In the discussion the author noted that the music
produced a relaxed and enjoyable atmosphere for the students to learn.
Effects of Different Types of Music on Physical Strength

-Pearce, K. A. (1981).
Surprisingly, only one investigator has thoroughly conducted research comparing the influence of
stimulative music, sedative music, and silence (no music) on measured grip strength (Pearce, 1981).
Subjects were 33 male and 16 female undergraduate students randomly assigned to the order of the three
types of stimulation (stimulative, sedative, and silence).
Analysis indicated that listening to sedative music decreased strength significantly when compared to
stimulative music and silence. However, no statistical, significant difference was seen between
stimulative music and silence.
Synthesis
The Effects of Music on Exercise Performance
The practical application of this research is indirect. Research is unclear at this point as to the
physiological effect music may have on exercise performance. New, well-designed and controlled studies
are warranted. However, more important to the health and fitness educator is the exercise adherence of
his/her students to the physical activity programs.
Music in many ways may improve a person's enjoyment and compliance to a fitness program, therefore
ensuring long-term benefits, such as enhanced quality of life and reduction of risk to coronary heart
disease and other causes of death.
The Effects of Rhythmic Accompaniment Upon Learning Fundamental Motor Skills
This study supports the value of music in teaching motor skills that many elementary physical education
instructors and teachers are aware of from their empirical experience.
Effects of Different Types of Music on Physical Strength
It appears that sedative music may actually decrease a person's muscular fitness potential training ability.
This is congruent with early pioneering research that shows muscle tension can be altered by choice of
music: stimulating music increasing muscle tension with sedative music decreasing muscle tension
(Sears, 1957).
Although more research is needed, the lack significant difference in strength comparing stimulative music
to silence suggests that personal trainers would be well-advised in surveying their clients as to their
perceived best workout environment (with or without music accompaniment).
Coclusion
References:
Read more at: https://www.scienceofpeople.com/benefits-music/
https://www.center4research.org/can-listening-music-improve-workout/#:~:text=Listening%20to
%20music%20while%20exercising,you%20in%20a%20better%20mood.&text=The%20lyrics%20or
%20catchy%20rhythm,harder%20during%20your%20exercise%20routine
https://www.unm.edu/~lkravitz/Article%20folder/musicexercise.html
Beisman, G. L. (1967). Effect of rhythmic accompaniment upon learning of fundamental motor skills.
Research Quarterly, 38, 172-176.
You sent Today at 4:38 PM
Schwartz, S. E., Fernhall, B., & Plowman, S. A. (1990). Effects of music on exercise performance.
Journal of Cardiopulmonary Rehabilitation, 10, 312-316.
Pearce, K. A. (1981). Effects of different types of music on physical strength. Perceptual and Motor
Skills, 53, 351-352.

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The Influence of Music of Exercisers

The Effects of Music on Exercise Performance

Effects of Different Types of Music on Physical Strength

The Effects of Music on Exercise Performance

The Effects of Rhythmic Accompaniment Upon Learning Fundamental Motor Skills

Effects of Different Types of Music on Physical Strength

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