The effect of peer influence on treadmill exercise in collegiate distance runners and non-runners Andrew Carnes1, Jacob E. Barkley1, and Megan L. Williamson1 1Exercise Science, Kent State University, Kent, OH. Abstract Results BACKGROUND: Preliminary experimental studies in children and adults have shown a positive effect of the presence of a peer or friend on physical activity behavior. It is possible that exercising with teammates or training partners may increase physical activity effort (duration, intensity) and/or enjoyment of that training session, which could lead to enhanced performance or fitness. PURPOSE: : The purpose of this study was to determine if, relative to an alone condition, exercising with a teammate or training partner affects average running speed, RPE, and/or liking of the exercise during a self paced 30-minute training run in a sample of competitive collegiate distance runners or non-runner controls. METHODS: Colligate male distance runners (N=14, 20.2 ± 1.4 yr) and non-runner controls (N=10, 22.6 ± 2.01 yr) completed two running trials under two different social conditions (alone, with a peer) in a counterbalanced order. Running trials consisted of a 30-minute self paced treadmill run, with the treadmill incline held at 0% and the speed controlled voluntarily by the subject. Participants ran on a treadmill while alone during one visit and with a peer on a separate treadmill that was adjacent to their own during the other visit. The following dependent variables were assessed in each condition: heart rate (beats∙min-1), RPE, total distance ran (km), and liking of the activity. RESULTS Mixed model regression analysis revealed a significant (p ≤ 0.02) main effect of group (runners, non runners) for distance ran and average heart rate. Runners (6.023 ± .0970 km, 138.3 ± 17.2 beats∙min-1) ran a greater distance and exhibited a greater average heart rate than non runners (3.57 ± .1.05, 128.0 ± 19.83 beats∙min-1). There were no additional significant (p ≥ 0.09 for all) main or interaction effects of condition (alone, with peer) or group for distance ran, average heart rate, RPE or liking. CONCLUSIONS: The presence of a peer did not alter amount, perceived intensity, or enjoyment of treadmill exercise in either runners or non-runners. This lack of an effect may have occurred because subjects remain side by side regardless of running speed when running on treadmills, while the laboratory setting may have negatively impacted enjoyment of exercise. Table 1. Distance, HR, RPE, and enjoyment during alone and peer condition Table 2. Participant physical characteristics Runner Control Alone Peer Distance (km)* 6.023 ± .0970 6.073 ± 0.925 3.57 ± .1.05 3.11 ± 0.376 Speed (km∙hr-1) 12.046 ± 1.904 12.146 ± 1.85 7.14 ± 2.10 6.22 ± 0.572 Heart Rate (beats˙min-1)* 138.3 ± 17.2 136.86 ± 16.74 128.0 ± 19.83 120.2 ± 21.8 Perceived exertion 10.39 ± 1.30 10.62 ± 1.21 10.99 ± 1.61 11.16 ± 1.67 Enjoyment (cm) 68.9 ± 22.4 71.9 ± 16.8 69.3 ± 20.4 74.0 ± 15.0 Variable Runner Control Age (yr) 20.2 ± 1.4 22.6 ± 2.01 Weight (kg)* 67.54 ± 4.96 85 ±14.81 Height (cm) 178.73 ± 5.76 173.30 ± 5.16 VO2 Max (ml∙kg-1∙min-1)* 72.03 ± 5.91 47.89 ±7.27 Data are means ± SD *Significant difference between runners and control subjects (p< 0.02). *Runners had a significantly higher VO2 max (p<0.001) and significantly lower body weight (p≤0.001) than control subjects. Background Social facilitation theory suggests that physical performance is enhanced in the presence of others1. While it is a common practice for athletes to train with fellow athletes and/or teammates, experimental research on the effect of peers on athletes' exercise behavior is limited and equivocal2-4. Available studies focus on an athlete's maximal performance in a competitive situation2-4. Empirical research on the effect that the presence of peers may have on submaximal, "free choice" exercise consists of a small number of studies on non-athlete adults5,6 and children7-9. These previous experimental studies on adults and children suggest that the presence of others may positively affect physical activity behavior. Purpose To experimentally determine if, relative to an alone condition, exercising with a teammate or training partner affects average running speed, ratings of perceived exertion (RPE), and/or enjoyment of exercise during 30 minutes of self-paced running/walking exercise in a sample of competitive collegiate distance runners or non-runner controls. Figure 1. Total Distance. There was no main effect of condition on distance ran in runners or non-runners (p=0.70). Figure 2. Enjoyment. There was no main effect of condition on enjoyment of treadmill exercise in runners or non-runners (p=0.49). Methods Fourteen male distance runners (VO2 max=72±5 ml∙kg-1∙min-1) and ten non-runner controls (VO2 max=47 ±7 ml∙kg-1∙min-1) between the ages of 18 and 24 participated in this study. Each participant completed two running trials under two different social conditions (alone, with a peer) in a counterbalanced order. Each trial consisted of a self-paced 30-minute treadmill run /walk with the incline held at 0% and the speed controlled voluntarily by the subject. During the peer condition, participants ran/walked on separate treadmills positioned side-by-side. Subjects were free to communicate during the session. Average heart rate, RPE, total distance, and liking were recorded for each session. NOTE: All runners were participants in the study. Conclusion The presence of a peer did not alter distance ran/walked, perceived intensity, or enjoyment of treadmill exercise in either runners or non-runners. This may be due to limitations in our study design, or it may suggest that the presence of a peer does not alter aerobic exercise behavior or liking when performed on a stationary piece of exercise equipment, such as a treadmill. Further research is needed to explore the possible effect of peer influence on exercise and training behavior in competitive athletes and non-athletes. Analytic Plan References 1. Zajonc RB. (1965). Social facilitation. Science, 149, 269–274. 2. Corbett J, Barwood MJ, Ouzounogluo A, Thelwell R, & Dicks M. (2012). Influence of competition on performance and pacing during cycling exercise. Medicine and Science in Sports and Exercise, 44(3), 509-515. 3. Rhea MR, Landers DM, Alvar BA, & Arent SM. (2003). The effects of competition and the presence of an audience on weight lifting performance. Journal of Strength and Conditioning Research, 17(2), 303-306. 4. Williams KD, Nida SA, Baca LD, & Latane B. (1989). Social loafing and swimming: Effects of identifiability on individual and relay performance of intercollegiate swimmers. Basic and Applied Social Psychology, 10(1), 73-81. 5. Grindrod D, Paton CD, Knez WL, & O'Brien BJ. (2006). Six minute walk distance is greater when performed in a group than alone. British Journal of Sports Medicine, 40, 876-877. 6. Plante TG, Madden M, Mann S, Lee G, Hardesty A, Gable N, Terry A, & Kaplow G. (2010). Effects of perceived fitness level of exercise partner on intensity of exertion. Journal of Social Sciences, 6(1), 50-54, 2010. 7. Rittenhouse M, Salvy SJ, & Barkley JE. (2011). The effect of peer influence on the amount of physical activity performed in 8- to 12-year-old boys. Pediatric Exercise Science, 23(1), 49-60. 8. Salvy SJ, Bowker JW, & Roemmich JN. (2008). Peer influence on children's physical activity: an experience sampling study. Journal of Pediatric Psychology, 33, 39-49. 9. Salvy SJ, Roemmich JN, Bowker JC, Romero ND, Stadler PJ, & Epstein LH. (2009). Effect of peers and friends on youth physical activity and motivation to be physically active. Journal of Pediatric Psychology, 34, 217-225. Independent samples t-tests were conducted on subjects' physical characteristics between groups. Mixed effects models were used to analyze any differences in the dependent variables between the social conditions (alone, with a peer). Separate models were performed for each of the following dependent variables; liking, total distance ran and average heart rate, running speed, and RPE. All regression analyses utilized the following model: Dependent variable =  + 1 (social condition) + 2 (group) + 3 (social condition*group)