This study examined the effect of motivational music on a 20-min sub-maximal cycle task. Eighteen untrained student volunteers (10 males, 8 females) were required to partake in three experimental conditions: no music, oudeterous (nonmotivational) music, and motivational music. Participants' in-task affective states and rate of perceived exertion were assessed on rating scales during the trials and the distance traveled for each trial was recorded. In addition, participants' attitudes towards the exercise experience were assessed on rating scales administered post-trial. The results of the study indicate that both motivational and oudeterous music can significantly increase distance traveled when compared to the control condition. However, no significant differences were observed between the two music conditions and the increased exercise intensity associated with musical accompaniments was not associated with an increased perception of effort. Both music conditions elicited increased in-task affect and generated equally positive post-task attitudes towards the exercise experience. No significant Gender )/Trial interactions were identified for any of the dependent measures.

The purpose of this investigation was to determine the characteristics of relaxing music for anxiety control. Undergraduate students (N=84) were instructed to imagine themselves in an anxiety producing situation while listening to a selection of 30 music compositions. For each composition, level of relaxation, the factors that either enhanced or detracted from its relaxing potential and the emotional labels attached were assessed. Participants were also asked to state which music components (e.g., tempo, melody) were most conducive to relaxation. Additional information was obtained through the use of a focus group of 6 undergraduate music students. This paper presents details on the characteristics of relaxing-music for anxiety control and emotional labels attached to the relaxing compositions. Furthermore, an importance value has been attached to each of the music components under scrutiny, thus providing an indication of which music components should receive greatest attention when selecting music for anxiety control.

This study sought to investigate the predictive relationship that dimensions of attachment shared with an array of indicators of psychosocial wellbeing and mental health in a sample of students making the transition to higher education. One hundred and thirty one students completed the Vulnerable Attachment Styles Questionnaire (VASQ) prior to enrolment in their first semester of university education. Subsequently, students completed measures related to perceived loneliness, institutional integration, psychological need satisfaction, depressive symptoms, and ways of coping during their first semester. Results suggested that higher scores in relation to the insecurity dimension of the VASQ were instrumental in predicting negative psychosocial wellbeing and mental health. Results discussed the key vulnerability dimensions of attachment when seeking to predict indices of psychosocial wellbeing and mental health.

This investigation examined the effects of relaxing music for anxiety control on measures of competitive state anxiety and the performance of a simple motor skill. Seventy-two undergraduate students volunteered to participate in the study. Participants were informed that they would be required to partake in a sport competition, possibly with an audience present, and possibly whilst being filmed. Participants were randomly allocated to one of three intervention conditions, listening to relaxing music for anxiety control, listening to non-relaxing music or a no music control. During the 10-minute intervention period, measures of anxiety (CSAI-2R, subjective relaxation and HR) were taken on three occasions (baseline, pre-intervention and post-intervention). Repeated measures MANOVA showed that all three interventions provoked significant reductions in competitive state anxiety. Condition had no impact upon any of the DVs. These results suggest that listening to relaxing music for anxiety control was no more effective at reducing competitive state anxiety than non-relaxing music or a period of silence. ES, mean difference and 90% CI data did however provide some support for the application of relaxing music for anxiety control. There were no between-condition differences in motor task performance.

This study examined barriers to Physical Education (PE) in a sample of Christian and Muslim schoolgirls attending UK comprehensive secondary schools. Also assessed was whether religion and school year (age) had any impact upon barrier strength and if school year × religion interactions existed. A questionnaire was developed and exploratory factor analysis was utilised to uncover barrier factors. Six factors were found; these were: ‘Self-Conscious’, ‘Sensations’, ‘Embarrassment’, ‘Dislike/Unimportant’, ‘PE Uniform’ and ‘Religiosity’. For the total sample, the highest quotient was assigned to the ‘PE Uniform’ barrier factor. The remaining barrier factors received relatively low quotients. When analysed by religious persuasion, it was found that four of the barrier factors were rated significantly higher by the Muslim girls. For both Christian and Muslim samples, barrier strength tended to increase in line with school year (age). School year × religion interactions were also evident. These results provide a contemporary picture of potential barriers to PE for girls attending comprehensive secondary schools in the UK.