Effects of Rest-Break on Mental Fatigue Recovery Determined by a Novel Temporal Brain Network Analysis of Dynamic Functional Connectivity

Prolonged theoretical classes impact students' perceptions: an observational study

Mental fatigue (MF) arises during prolonged demanding cognitive activity and results in acute feelings of tiredness and a decreased physical and/or cognitive performance capacity. An often-overlooked population that is significantly at risk for the development of MF are university students. The current study investigated the impact of prolonged in-person theoretical classes on the perceptions of MF, boredom, and sleepiness among 27 Slovenian university students (first-year physiotherapy). Their subjective experiences at various time points during a 4-h class interspersed with a 20 min break were assessed with a repeated measures ANOVA and consequent Bonferroni post-hoc tests (significance set at <0.05). Subjective MF and sleepiness significantly increased during the first and the second part of the class (p < 0.05), while they significantly decreased during the break (p < 0.05). Boredom levels only increased significantly during the second part of the class (p < 0.05). Additionally, students who had inadequate sleep the night before the class reported higher levels of MF at the beginning of the class. This study highlighted a significant impact of a theoretical class on subjective feelings of mental fatigue and showed that a break in the middle of the class temporarily alleviated this negative impact. These results emphasize the importance of adequate sleep, effective breaks, and strategies to manage cognitive workload in optimizing students' cognitive well-being and academic performance. Further research is needed to better understand the underlying factors and develop targeted interventions to support students' cognitive functioning and well-being during prolonged academic sessions.

Self-regulation of effort for a better health-related quality of life: a multidimensional activity pacing model for chronic pain and fatigue management

PURPOSE

To propose a comprehensive multidimensional model of activity pacing that improves health-related quality of life and promotes sustained physical activity engagement among adults with chronic conditions.

MATERIALS AND METHODS

A narrative review was conducted to examine the existing literature on activity pacing, health-related quality of life, pain and fatigue management, and physical activity promotion in chronic conditions.

RESULTS

The literature revealed a lack of a cohesive approach towards a multidimensional model for using activity pacing to improve health-related quality of life. A comprehensive multidimensional model of activity pacing was proposed, emphasizing the importance of considering all aspects of pacing for sustained physical activity engagement and improved health-related quality of life. The model incorporates elements such as rest breaks, self-regulatory skills, environmental factors, and effective coping strategies for depression/anxiety. It takes into account physical, psychological, and environmental factors, all of which contribute significantly to the enhancement of health-related quality of life, physical function, and overall well-being, reflecting a holistic approach.

CONCLUSIONS

The model offers guidance to researchers and clinicians in effectively educating patients on activity pacing acquisition and in developing effective interventions to enhance physical activity engagement and health outcomes among adults with chronic conditions. Additionally, it serves as a tool towards facilitating discussions on sustained physical activity and a healthy lifestyle for patients, which can eventually lead to improved quality of life.

International orienteering experts' consensus on the definition, development, cause, impact and methods to reduce mental fatigue in orienteering: A Delphi study

Orienteering is an outdoor activity wherein participants use a map and compass to locate control points and choose the quickest path to the next control point in a natural environment. Attentional focus, rapid decision-making, and high aerobic fitness may influence orienteering performance. Therefore, this research aimed to seek international orienteering expert consensus regarding the definition, development, causes, influences and methods to reduce mental fatigue (MF) in orienteering based on practical experience. Following ethical approval, a three-round Delphi survey was conducted online with twenty-four orienteering coaches and athletes (or former athletes) from 10 different countries with international orienteering competition experience. The threshold of consensus was ≥ 70% agreement among respondents. The experts agreed that MF exists in daily life and orienteering with a substantial negative effect on their conscious decision-making performance and psychological responses. The experts disagreed that the form of MF that athletes experienced in orienteering training are similar to the competition. However, there was no agreement that MF would impact endurance and high-speed running performance during orienteering. This research refines the definition of MF and summarises the distinctions in what causes MF in orienteering training and competition, implying that MF should be addressed separately.

Neural mechanisms underlying state mental fatigue: a systematic review and activation likelihood estimation meta-analysis

Sustained performance of cognitive tasks could lead to the development of state mental fatigue characterized by subjective sensation of mental weariness and decrease in cognitive performance. In addition to the occupational hazards associated with mental fatigue, it can also affect physical performance reducing endurance, balance, and sport-specific technical skills. Similarly, mental fatigue is a common symptom in certain chronic health conditions such as multiple sclerosis affecting quality of life of the patients. Despite its widely acknowledged negative impact, the neural mechanisms underlining this phenomenon are still not fully understood. We conducted a systematic review and activation likelihood estimation (ALE) meta-analysis of functional neuroimaging studies investigating the effect of mental fatigue due to time-on-task (TOT) on brain activity to elucidate the possible underlying mechanisms. Studies were included if they examined change in brain activity induced by experimental mental fatigue (TOT effect) or investigated the relationship between brain activity and subjective mental fatigue due to TOT. A total of 33 studies met the review's inclusion criteria, 13 of which were included in meta-analyses. Results of the meta-analyses revealed a decrease in activity with TOT in brain areas that constitute the cognitive control network. Additionally, an increased activity with TOT, as well as negative relationship with subjective mental fatigue was found in parts of the default mode network of the brain. The changes in cognitive control and the default mode networks of the brain due to state mental fatigue observed in this study were discussed in relation to the existing theories of mental fatigue.

Modulating break types induces divergent low band EEG processes during post-break improvement: A power spectral analysis

Conventional wisdom suggests mid-task rest as a potential approach to relieve the time-on-task (TOT) effect while accumulating evidence indicated that acute exercise might also effectively restore mental fatigue. However, few studies have explored the neural mechanism underlying these different break types, and the results were scattered. This study provided one of the first looks at how different types of fatigue-recovery break exerted influence on the cognitive processes by evaluating the corresponding behavioral improvement and neural response (EEG power spectral) in a sustained attention task. Specifically, 19 participants performed three sessions of psychomotor vigilance tasks (PVT), with one session including a continuous 30-min PVT while the other two sessions additionally inserted a 15-min mid-task cycling and rest break, respectively. For behavioral performance, both types of break could restore objective vigilance transiently, while subjective feeling was only maintained after mid-task rest. Moreover, divergent patterns of EEG change were observed during post-break improvement. In detail, relative theta decreased and delta increased immediately after mid-task exercise, while decreased delta was found near the end of the rest-inserted task. Meanwhile, theta and delta could serve as neurological indicators to predict the reaction time change for exercise and rest intervention, respectively. In sum, our findings provided novel evidence to demonstrate divergent neural patterns following the mid-task exercise and rest intervention to counter TOT effects, which might lead to new insights into the nascent field of neuroergonomics for mental fatigue restoration.

How to Tackle Mental Fatigue: A Systematic Review of Potential Countermeasures and Their Underlying Mechanisms

INTRODUCTION

Mental fatigue (MF) is a psychobiological state that impairs cognitive as well as physical performance in different settings. Recently, numerous studies have sought ways to counteract these negative effects of MF. An overview of the explored countermeasures for MF is, however, lacking.

OBJECTIVES

The objective of this review is to provide an overview of the different MF countermeasures currently explored in literature. Countermeasures were classified by the timing of application (before, during or after the moment of MF) and type of intervention (behavioural, physiological and psychological).

METHODS

The databases of PubMed (MEDLINE), Web of Science and PsycINFO were searched until March 7, 2022. Studies were eligible when MF was induced using a task with a duration of at least 30 min, when they assessed MF markers in at least two out of the three areas wherein MF markers have been defined (i.e., behavioural, subjective and/or [neuro]physiological) and used a placebo or control group for the countermeasure.

RESULTS

A total of 33 studies investigated one or more countermeasures against MF. Of these, eight studies assessed a behavioural countermeasure, 22 a physiological one, one a psychological countermeasure and two a combination of a behavioural and psychological countermeasure. The general finding was that a vast majority of the countermeasures induced a positive effect on behavioural (e.g., task or sport performance) and/or subjective MF markers (e.g., visual analogue scale for MF or alertness). No definitive conclusion could be drawn regarding the effect of the employed countermeasures on (neuro)physiological markers of MF as only 19 of the included studies investigated these measures, and within these a large heterogeneity in the evaluated (neuro)physiological markers was present.

DISCUSSION

Within the physiological countermeasures it seems that the use of odours during a MF task or caffeine before the MF task are the most promising interventions in combating MF. Promising behavioural (e.g., listening to music) and psychological (e.g., extrinsic motivation) countermeasures of MF have also been reported. The most assumed mechanism through which these countermeasures operate is the dopaminergic system. However, this mechanism remains speculative as (neuro)physiological markers of MF have been scarcely evaluated to date.

CONCLUSION

The present systematic review reveals that a wide range of countermeasures have been found to successfully counteract MF on a subjective, (neuro)physiological and/or behavioural level. Of these, caffeine, odours, music and extrinsic motivation are the most evidenced for countering MF. To provide in-detail practical guidelines for the real-life application of MF countermeasures, more research must be performed into the underlying mechanisms and into the optimal dosage and time of application/intake.

Objective Assessments of Mental Fatigue During a Continuous Long-Term Stress Condition

Prolonged periods of cognitive workload will cause mental fatigue, but objective, quantitative, and sensitive measurements that reflect long-term, stress-induced mental fatigue have yet to be elucidated. This study aims to apply a potential marker of Rényi entropy to investigate the mental fatigue changes in a long-term, high-level stress condition and compare three different instruments for assessment of mental fatigue: EEG, the oddball task, and self-scoring. We recruited nine individuals who participated in a 5-day intellectually challenging competition. The participants were assessed for mental fatigue each day of the competition using prefrontal cortex electroencephalogram (EEG). Reaction time in an oddball task and self-rated scoring were used comparatively to evaluate the performance of the EEG. Repeated measures ANOVA was utilized to analyze the differences among score, reaction time, and wavelet Rényi entropy. The results demonstrated that both wavelet Rényi entropy extracted from EEG and self-rated scoring revealed significant increases in mental fatigue during the 5 days of competition (P < 0.001). The reaction time of the oddball task did not show significant changes during the five-day competition (P = 0.066). Moreover, the wavelet Rényi entropy analysis of EEG showed greater sensitivity than the self-rated scoring and reaction time of the oddball task for measuring mental fatigue changes. In conclusion, this study shows that mental fatigue accumulates during long-term, high-level stress situations. The study also indicates that EEG wavelet Rényi entropy is an efficient metric to reflect the change of mental fatigue under a long-term stress condition and that EEG is a better method to assess long-term mental fatigue.

Effects of Various Behaviours in the Break Times between Learning

E-learning provides users with the experience of learning at their own pace, without being restricted by time and place. Learners tend to get tired gradually during learning, and therefore, it is important to have breaks between studies to maintain learning performance. Furthermore, the break time has to be effective so that learners can refresh. This study compares three types of breaks: quiet, active, and communication breaks. In the experiment, university students in their twenties are asked to solve as many mathematical calculation problems as possible for 15 min. The experiment comprises three learning sessions and two three-minute breaks between them. Learners are assigned one of the three types of breaks to refresh themselves. The effect of those resting behaviours on learning is examined, and the results are evaluated with regard to the accuracy of their calculations and their answering time. The effects of these behaviours will be discussed based on the experimental results and the questionnaire.