Affective and ergogenic effects of beat‐accented synchronous music on acute exercise training in older adults with mild cognitive impairment or mild dementia
Bibliographic record
Abstract
Abstract Background Given the increasing dementia population and that no cure for dementia is available, exercise may be important for older adults in the early stages of cognitive decline (ESCD) to delay the progression of cognitive deterioration. However, functional limitations are prevalent in older adults, which often hinder their exercise participation. Exercising with music is a novel approach to facilitate exercise and maximize health benefits because humans like to move in synchrony with music and because both music and exercise can help improve cognitive health. As part of a proof‐of‐concept study, we tested the acute effects of beat‐accented synchronous music (BSM) on affective and psychophysiological responses to exercise in older adults with ESCD. Method We developed a chair‐based group exercise program consisting of 30 min of aerobic, strength, and balance training for older adults with functional limitations. A BSM playlist at 85 beats/min was created by imposing 4/4 drumbeats on top of instrumental country music that matched participants’ exercise pace and music preference. Nine older adults with ESCD ( M age = 80.9±15.1 years; 2 females; Montreal Cognitive Assessment scores ranged 11‐24) exercised with and without BSM (twice each, counterbalanced) and provided their ratings of feelings (FS) and perceived exertion (RPE) immediately before, midway through, and immediately after each exercise session. Data were analyzed by Friedman tests. Result We found significant effects of BSM on FS [ χ 2 (1) = 4, p <0.05] and RPE [ χ 2 (1) = 4.5, p <0.05] during exercise. Participants reported more positive feelings (9.78±0.22 > 8.56±0.56) and higher exertion (6±0.96 > 3.94±0.49) during BSM‐based exercise compared with no‐BSM exercise. No effects of BSM on FS and RPE were found before or after exercise ( p ’s>0.5). Conclusion Cognitive and functional decline restrains exercise participation in older adults, which exacerbates the cognitive and functional decline, creating a vicious cycle. Our findings suggest that BSM can make exercise more pleasurable while increasing perceived exercise intensity from ‘somewhat hard’ to above ‘hard’ in older adults with ESCD. These are important findings because positive affect during an acute bout of exercise is associated with future exercise participation. Future research needs to test the efficacy of a long‐term BSM‐based exercise intervention for older adults.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".