Despite the terms’ often being used interchangeably, it has been suggested that perceptions of effort and perceptions of exertion may differ. Eccentric (ECC) cycling may provide a model of exercise by which differences between these perceptions can be examined. Purpose: To examine and compare perceptions of effort and exertion during ECC and concentric (CONC) cycling at 4 intensities. Methods: Ten healthy male participants (mean [SD]: age = 29.8 [2.3] y) performed an incremental cycling test for the determination of maximal aerobic power output, followed in a randomized and crossover design, by four 5-min bouts (30%, 60%, 80%, and maximal) of either ECC or CONC cycling. Through each bout, participants were asked to report their perceived effort, exertion, and muscle pain. Heart rate and oxygen consumption were continuously recorded throughout each bout. Results: Perceived exertion was greater for CONC at 30% (8.5 [1.5] vs 7.1 [1.8]; P = .01), 60% (12.4 [1.4] vs 10.3 [2.0]; P = .01), 80% (15.8 [1.7] vs 12.4 [2.5]; P < .01), and maximal (17.2 [1.3] vs 15.6 [1.8]; P = .03) in comparison with ECC. Perceptions of effort and pain were similar between CONC and ECC. Heart rate and oxygen consumption were greater during CONC than ECC. Conclusions: Perceived exertion was greater during CONC compared with ECC cycling, yet effort was similar between conditions despite different physiological stress. Such findings have implications for understanding the development of such perceptions during exercise.
Luis Peñailillo, Karen Mackay and Chris R. Abbiss
Karen Hind, David Torgerson, Jim McKenna, Rebecca Ashby, Andy Daly-Smith, John Truscott, Heather MacKay and Andrew Jennings
Developing Interventions for Children’s Exercise (DICE) is an initiative aimed at determining effective schoolbased exercise programs. To assess feasibility, we conducted a pilot study of exercise sessions which varied in duration and frequency.
Exercise interventions were delivered to Year 3 pupils (age 7–8 years; n = 73) in primary schools within Yorkshire, UK. Evaluations were conducted using focus group sessions, questionnaires and observations.
The study revealed positive aspects of all interventions, including favorable effects on children’s concentration during lessons and identified the value of incorporation of the DICE concept into curriculum lessons. Children appeared enthused and reported well-being and enjoyment. Areas requiring attention were the need for appropriate timetabling of sessions and ensuring the availability of space.
The concept and sessions were well-accepted by teachers who confirmed their full support of any future implementation There appears to be potential for the encouragement and empowerment of teachers to support physical activity and healthy school environments, and to take an interest in the health of their pupils. Ultimately, these findings should assist in the design of successful exercise interventions in the school setting.