Title page for ETD etd-05162017-152515

Type of Document Master's Thesis
Author Glasgow, Trevin Earl
Author's Email Address trevin@vt.edu
URN etd-05162017-152515
Title Person-Oriented Versus Task-Oriented Spin Instruction: Differential Impact on Participants' Mood and Sociability
Degree Master of Science
Department Psychology
Advisory Committee
Advisor Name Title
E. Scott Geller Committee Chair
Roseanne J. Foti Committee Member
Samantha M. Harden Committee Member
  • leadership
  • health psychology
  • mood
Date of Defense 2017-05-05
Availability unrestricted
Exercise has been shown to improve mood (Stöhle, 2009). Research has explored how exercise instructors can affect class participants’ mood (Edmunds, Ntoumanis, & Duda, 2008). One style of instruction that is less understood relates to task-oriented vs. person-oriented instruction. The primary aim of this research was to explore the impact of spin-class instruction style on mood among spin-class participants. In Study 1, research assistants (RAs) evaluated the instruction of spin-class instructors and administered mood surveys to spin-class participants and instructors. Overall, positive mood improved for all spin-class participants and instructors. Instruction style did not moderate this effect. In Study 2, a refined instruction evaluation form was used to better detect person-oriented vs. task-oriented instruction. Unlike in Study 1, RAs also completed mood surveys. Overall, positive mood improved as a function of the exercise class for spin-class members and instructors, but not for RAs. Instruction style did not moderate this mood effect. Overall, the results support prior research that exercise leads to mood improvement. However, an impact of instruction style on class participants’ mood was not found. One novel approach of this study was that instruction style was not manipulated. This pragmatic approach allowed the research team to explore organic instructor-student dynamics in a spin-class, which may improve the generalizability of the findings.
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