Fostering positive affective exercise experiences and affect-related competencies for a physically active lifestyle: The FEEL Project – Results of the Pilot-Study

Introduction Interventions for physically inactive individuals often show rather small and unsustainable effects on exercise and sport behavior. This could be because too little consideration is given to affective processes during and after exercise and sport activities (e.g. shame; Hohberg et al., 2022). Furthermore, people are insufficiently enabled to independently regulate their affective well-being through exercise and sport. However, affect regulation competence is central to fostering sustainable exercise and sport behavior (Sudeck et al., 2022). The FEEL program addresses this gap. The 8-week intervention aims to promote positive affective exercise experiences (Ekkekakis et al., 2021), affect regulation competence, well-being and, consequently, exercise and sport. Topics such as affect-based intensity regulation, attention strategies or the individually “suitable” sport activity (Schorno et al., 2022) are addressed in the program and reflected upon based on participants’ experience. Methods The main study, employing a randomized controlled design started in October 2024. Participants are aged 18 to 35 who do not in regularly engage in exercise and sport. The control condition is a functional fitness program. At the SGS Conference, results from the pilot study which was done in Spring 2024 will be presented. Participants of the pilot study (N=20) completed written questionnaires before and after the FEEL program. Afterwards, a focus group discussion (N=5) was conducted to gain insights into the participants experiences. Results The primary outcome, affect regulation competence, showed a large effect from pre- to post-measurements, while affective exercise experiences demonstrated medium to large effects. Similar results were observed in the focus group discussion. Additionally participants also expressed that they valued the safe space atmosphere, the encouragement to reflect on their affect during exercise and sport and the opportunity to experience different activities. Discussion This study explores the potential effects of a multifaceted intervention in primary prevention. It may provide valuable insights into how affective processes and related competencies can be better integrated into exercise and sport programs. References Ekkekakis, P., Zenko, Z., & Vazou, S. (2021). Do you find exercise pleasant or unpleasant? The Affective Exercise Experiences (AFFEXX) questionnaire. Psychology of Sport and Exercise, 55, 101930. https://doi.org/10.1016/j.psychsport.2021.101930 Hohberg, V., Kreppke, J. N., Cody, R., Guthold, R., Woods, C., Brand, R., Dunton, G., Rothman, A., Ketelhut, S., & Nigg, C. (2022). What is needed to promote physical activity? Current Issues in Sport Science, 7(5). https://doi.org/10.36950/2022ciss005 Schorno, N., Gut, V., Conzelmann, A., & Schmid, J. (2022). Effectiveness of individual exercise and sport counseling based on motives and goals: A randomized controlled trial. Journal of Sport and Exercise Psychology, 44(2), 103–115. https://doi.org/10.1123/jsep.2021-0018 Sudeck, G., Rosenstiel, S., Carl, J., & Pfeifer, K. (2022). Bewegungsbezogene Gesundheitskompetenz – Konzeption und Anwendung in Gesundheitsförderung, Prävention und Rehabilitation. In K. Rathmann, K. Dadaczynski, O. Okan, & M. Messer (Eds.), Gesundheitskompetenz. Springer. https://doi.org/10.1007/978-3-662-62800-3_135-1