Exercise Exercise is good for us, and music during exercise can help motivate us to work harder and longer. Music can divert attention from uncomfortable sensations, provide supporting rhythm and tempo (speed), function as a stimulant, and improve mood. Choosing music with motivating qualities can maximize these benefits during exercise. The Brunel Music Rating Inventory-3 (Karageorghis 2008) was designed to help select motivating music for exercise. In this assignment you will use the Rating Scale (below) to develop your own exercise playlist of 10 motivating songs. In order to complete the assignment you will need to exercise whilst listening to the playlist and then report on your experience with reference to the literature. You are welcome to undertake this regime more than once in order to re-rate some songs and/or to be able to reflect more deeply on changes that occur between exercise sessions. Begin the assignment by describing your experience of generating a play list using BMRI-3. This should be a short paragraph that provides a first person account of the process of song selection as experienced by you. The technical details should be left for the body of the report. The body of the report should be made up of 10 short explanations of approximately 100 words each, containing the following: “ Your actual expereince of exercising with the song and what was more or less motivating “ How the related literature explains why the song did or did not fulfill your expectations “ If relevant, include a comment on any changes that occured when re-rating the song, and whether that was anticipated by teh literature A complete reference to the song should be reported in the sub-title for each section, followed by your initial rating of the song, as seen in the following example. P!NK (2006). Stupid girls. On I’m not dead (CD/Album). Australia: Sony Music Entertainment. Initial Rating = 35 Conclude your assignment with a reflection on whether you think the rating provided you with realistic scores overall. Make suggestions about how such a rating tool could be improved and what research might provide greater insights into the relationship between music and exercise. Brunel Music Rating Inventory-3 œThis questionnaire is designed to assess the extent to which the piece of music you are about to hear would motivate you during [insert activity here]. For our purposes, the word œmotivate means music that would make you want to either pursue [insert activity here] with greater intensity or to stick at it for longer, or both. As you listen to the piece of music, indicate the extent of your agreement with the six statements listed below by circling one of the numbers to the right of each statement. You should provide an honest response to each statement. Give the response that best represents your opinion, and avoid dwelling for too long on any single statement. (Karageorghis, 2008, p 115). Strongly disagree In-between Strongly agree 1 The rhythm of this music would motivate me during [inset activity here] 1 2 3 4 5 6 7 2 The style of this music (i.e. rock, dance, jazz, hip-hop, etc.) would motivate me during [inset activity here] 1 2 3 4 5 6 7 3 The melody (tune) of this music would motivate me during [inset activity here] 1 2 3 4 5 6 7 4 The tempo (speed) if this music would motivate me during [inset activity here] 1 2 3 4 5 6 7 5 The sound of the instruments used (i.e. guitar, synthesizer, saxophone, etc.) would motivate me during [inset activity here] 1 2 3 4 5 6 7 6 The beat of this music would motivate me during [inset activity here] 1 2 3 4 5 6 7 BMRI-3 Scoring instructions Add the six items for a score between 6 and 42. A score in the range of 36-42 indicates high motivational qualities in the piece of music, a score in the range of 24-35 indicates moderate motivational qualities, while a score below 24 indicates that the rated track lacks motivational qualities or is oudeterous1. Karageorghis, C.I. (2008). The scientific application of music in sport and exercise. In A.M. Lane (Ed.) Sport and Exercise Psychology: Topics in Applied Psychology (pp. 109-137). London, United Kingdom: Hodder Education Group: United Kingdom.