Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students

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.

Sitting vs. standing: an urgent need to rebalance our world

During their activities of daily living, humans run, walk, stand, sit and lie down. Recent changes in our environment have favored sedentary behavior over more physically active behavior to such a degree that our health is in danger. Here, we sought to address the problem of excessive time spent seated from various theoretical viewpoints, including postural control, human factors engineering, human history and health psychology. If nothing is done now, the high prevalence of sitting will continue to increase. We make a case for the standing position by demonstrating that spending more time upright can mitigate the physiological and psychological problems associated with excessive sitting without lowering task performance and productivity. The psychological literature even highlights potential benefits of performing certain tasks in the standing position. We propose a number of recommendations on spending more time (but not too much) in the standing position and on more active, nonambulatory behaviors. There is a need to inform people about (i) harmful consequences of excessive sitting and (ii) benefits of spending more time performing active, nonambulatory behaviors. One clear benefit is to reduce detrimental health consequences of excessive sitting and to provide potential additional benefits in terms of productivity and performance.

Development and validity of a mentally-passive and mentally-active sedentary time questionnaire in nursing college students

Objective

This study aimed to develop and validate a questionnaire to evaluate nursing college students' mentally-passive and mentally-active sedentary time (M-PAST) in China.

Methods

An initial M-PAST questionnaire with mentally-passive and mentally-active sedentary behaviors was developed with content validity undertaken through a consensus panel and pilot test where a convenience sample of six nursing students was recruited to assess the relevance, comprehensiveness, and comprehensibility of the refined questionnaire after expert panelists' responses. A cross-sectional online survey using a self-reported questionnaire was distributed to nursing students by email and then conducted using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the construct validity of the M-PAST questionnaire and factor structures. Finally, the criterion validity was examined by exploring the associations between the M-PAST and the IPAQ sitting time, psychological distress, and insomnia.

Results

Eight items regarding learning and leisure were included in the final version of the M-PAST questionnaire. A group of 650 nursing college students in China completed the study. Principal component analysis revealed two factors (i.e., mentally-passive and mentally-active sedentary behaviors), which explained 41.98% of the variance contributing to the questionnaire. The CFA reached the adaptive standard. Cronbach's α ranged from 0.730 to 0.742. The correlations between M-PAST and IPAQ total sitting time were significant (p < 0.01, r = 0.125-0.396). Mentally-passive sedentary time was associated with psychological distress and insomnia (p < 0.01, r = 0.078-0.163), while no significant associations were found in mentally-active sedentary behaviors.

Conclusion and implications for practice

The M-PAST questionnaire appears to be a reliable and valid tool that reported both mentally-passive and mentally-active sedentary behaviors in nursing college students in China. However, future studies may need to further examine its validity among international nursing college students. This study further confirmed that mentally-passive sedentary behavior was positively associated with psychological distress and insomnia. Effective strategies are needed to reduce nursing college students' mentally-passive sedentary time to improve their health and wellbeing in China.

Prevalence of lower back pain and its associations with lifestyle behaviors among college students in Saudi Arabia

BACKGROUND

Lower back pain (LBP) is a common musculoskeletal disorder that may affect students' daily lives. Recent psychological research showed a relevant connection between LBP and multidimensional health. However, the association between LBP and lifestyle behavior has not been established, and improving knowledge in this area may help develop preventive strategies and optimize college students' quality of life.

METHODS

A cross-sectional study of 1420 college students in Saudi Arabia was conducted, and participants who attended Saudi Universities were recruited from May 2021 to November 2021. An established validated online survey assessed LBP, sleep quality, time spent sedentary (sedentary duration), health responsibility, physical activity, nutrition, spiritual growth, interpersonal relationships, and stress management. Generalized Linear Regression was used to assess the associations between LBP severity and lifestyle behaviors after controlling for covariates.

RESULTS

LBP was prevalent among college students from Saudi Arabia. Most of the sample were young (23.81 ± 6.02), and female (83.7%). There were significant differences between students with and without LBP regarding age, BMI, sex, marital status, pain severity, overall lifestyle behavior, health responsibility, physical activity, nutrition, stress management, and global sleep quality. After controlling for age, BMI, sex, and marital status, there were significant associations between pain severity and global sleep quality (ß=0.2, p < .001, CI: 16 to 0.24), and sedentary duration (ß=0.03, p = .01, CI:0.009 to 0.06).

CONCLUSIONS

This study helped define the prevalence of LBP in college students in Saudi Arabia and evaluated the association between LBP and lifestyle behaviors. The findings showed that students with higher levels of poor sleep quality or sedentary behavior had higher levels of pain. Promoting sleep quality and reducing sedentary behavior may help establish preventive strategies for LBP in college students.

A Comparison of Caffeine Intake and Physical Activity According to Fatigue Severity in University Students

This study aims to compare caffeine intake and physical activity levels in university students with severe and ineffective fatigue and examine the relationship between them. A total of 647 (F:527; M:120) university students were included in this cross-sectional study. Individuals' socio-demographic information, severity of fatigue (Fatigue Severity Scale (FSS)), amount of caffeine intake and physical activity level (International Physical Activity Questionnaire-Short Form (IPAQ-SF)) were evaluated. It was determined that 56.5% of the university students (age: 21.21 ± 2.57) participating in the study had severe fatigue. Caffeine intake and physical activity level of students with severe fatigue were statistically significantly lower than those with ineffective fatigue (p < 0.05). In addition, there was a weak negative correlation between fatigue and caffeine intake (r = -0.157; p < 0.001) and physical activity level (r = -0.096; p < 0.017). There was a significant positive correlation between caffeine intake and physical activity (r = 0.143; p < 0.001). This study showed that a significant portion of university students have severe fatigue. In addition, individuals with severe fatigue have decreased caffeine intake and lower physical activity levels. To reduce fatigue, caffeine intake in safe doses should be encouraged in accordance with the individual's metabolic and physiological parameters. In addition, physical activity counseling should be given to encourage physical activity.

Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students

ObjectiveTo assess the acceptability, appropriateness, and feasibility of an active break designed to disrupt prolonged sitting in university students. Participants: Students attending lectures in Trinity College Dublin, Ireland. Methods: Participants took part in an active break, which consisted of following a short exercise video lasting ∼4 min. They then completed a validated questionnaire consisting of 12 statements with two open-ended questions capturing likes/dislikes. Results: Overall 106 (response rate 96%) predominately female (83%, n = 87), health sciences students (91%, n = 96) participated. Percentage agreement ranged from 93.4% (n = 99) to 96.2% (n = 102) for acceptability, 84.9% (n = 90) to 93.4% (n = 99) for appropriateness, and 80.2% (n = 85) to 96.2% (n = 102) for feasibility. Space constraints and warm temperatures impacted negatively. Conclusion: An active break delivered during lectures is an acceptable and feasible intervention to disrupt sitting in students. Further investigation using a broader representation of the university population is needed prior to implementation.

Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis

Background: University students are mostly sedentary in tertiary education settings which may be detrimental to their health and learning. This review aimed to examine the feasibility and efficacy of classroom movement breaks (CMB) and physically active learning (PAL) on physical and cognitive outcomes in university students in the tertiary setting. Methods: Five electronic databases (MEDLINE, CINAHL, Embase, PsychINFO, and PubMed) were searched for articles published up until November 2021. Manual searching of reference lists and citation tracking were also completed. Two reviewers independently applied inclusion and exclusion criteria and completed quality assessment. Articles were included if they evaluated CMB or PAL interventions delivered to university students in a tertiary setting. Results: Of the 1691 articles identified, 14 studies with 5997 participants met the inclusion criteria. Average study quality scores were poor for both CMB and PAL studies. CMBs and PAL are feasible in the tertiary setting and increase physical activity, reduce sedentary behaviour, increase wellbeing, and reduce fatigue in university students. In addition, CMBs increased student focus and attention in class and PAL had no detrimental effect on academic performance. Conclusions: University educators should feel confident in introducing CMB and/or PAL interventions into their classes to improve student health and wellbeing.

Chronic Lumbar Pain and Insomnia in College-Aged Students

Insomnia in college students has a significant impact on academic performance and mental health (e.g., depression). Although the mechanisms underlying insomnia and chronic pain are becoming clearer, only a few studies on college students have examined these factors by their location in the body. The purpose of the present study was to identify the location of chronic pain in the body most associated with insomnia in college students. A web-based survey was used to collect information pertaining to nine questions from 494 university students: sex, age, presence of chronic pain, intensity of chronic pain, location of chronic pain, and duration of chronic pain, as well as scores from the Athens Insomnia Scale (AIS), Pain Catastrophizing Scale, and Hospital Anxiety and Depression Scale. To examine the association between insomnia and the site of chronic pain, stepwise logistic regression analysis was conducted with AIS as the target variable. The results showed a significant positive correlation between chronic pain in the lumbar region and AIS scores. Future longitudinal studies including multiple factors are necessary to clarify the causal relationship between insomnia and chronic lower back pain.

The effects of chair intervention on lower back pain, discomfort and trunk muscle activation in office workers: a systematic review

Objectives. The chair is a standard piece of workstation equipment in an office. Previous studies showed that a suitable chair may reduce musculoskeletal symptoms. This review investigated the effect of chair intervention on lower back pain (LBP), discomfort and trunk muscle activation among office workers. Methods. Five electronic databases from 1980 to May 2020 were searched for relevant randomized and non-randomized controlled trials. The methodological quality of the included studies was assessed using the 13-item Cochrane risk of bias tool. Quality of evidence was assessed and rated according to Grading of Recommendations, Assessment, Development and Evaluations (GRADE) guidelines. Results. Two randomized controlled trials, 10 repeated-measures studies and two prospective cohort studies were included in this review. Nine studies were rated as high quality. The results indicated very low-quality to low-quality evidence for the conflicting effect of chair intervention on pain and discomfort reduction as well as trunk muscle activation among office workers. When stratified by chair type, the level of evidence for health benefits derived from any type of chair was still of very low to low quality. Conclusion. Unless supplementary high-quality studies provide different evidence, chair interventions are not recommended to reduce LBP or discomfort and activate trunk muscles.

College Classroom Instructors Can Effectively Promote Standing among Students Provided with Standing Desks

Standing desks may reduce sedentary behaviors in college students. Students at one mid-size urban university in the Midwestern United States were randomized into intervention (n = 21) and control groups (n = 27) to assess standing time when given access to standing desks. The intervention group received visual and oral instructor prompts to stand, while the control received no prompts during a 50 min lecture. All students were provided with adjustable tabletop standing desks. ActivPAL accelerometers measured sitting and standing time. A brief survey assessed student preferences, including facilitators and barriers to standing. Mean standing time was greater in the intervention vs. control group (26 vs. 17 min, p = 0.023). Students tended to stand in the corners and edges of the room. Main facilitators for standing included to break up sitting, reduce back pain, and increase attention and focus; main barriers were not wanting to distract others or be the only one standing. In total, 87.5% of intervention group participants found five prompts to stand were adequate. Students increased standing time in class when provided with standing desks and instructor prompts to stand. Findings can inform the layout of classrooms and when and how to promote standing desks during lectures.

Standing Breaks in Lectures Improve University Students' Self-Perceived Physical, Mental, and Cognitive Condition

While adolescents and adults should limit high levels of sedentary behavior, university students spend large amounts of time on sedentary activities. The aim of this study was to investigate the effect of this prolonged sitting on students’ self-perceived physical, mental, and cognitive condition and to answer the question of whether simple standing breaks in lectures can help students improve these conditions and for example feel more concentrated, motivated, or less tense in class. A five-minute standing break was introduced using a designed presentation slide for one semester in five different 90-min lectures. In addition, an active break as well as an open break with no trigger were implemented in two further lectures to explicitly investigate the effects of a standing break. Before, during, and after the semester, the students were surveyed about their physical, mental, and cognitive condition (836 respondents at start, 634 during semester, and 528 at the end). To evaluate the practicality and acceptance of the standing break, lecturers were interviewed about their experience. At all survey time points, the standing break was highly accepted by the university students. About three quarters of the students felt a relaxation of the muscles in the neck and shoulder as well as in the back and the legs. More than three quarters perceived an increase in concentration, receptiveness and retentiveness, motivation, and well-being. Results of the statistical analysis indicate that a standing break as well as an active break are more effective than an open break to improve the self-perceived physical and psychological well-being of the university students. The increase in cognitive skills is reported by all groups, including the group who were offered open breaks. Hence, standing breaks in university lectures receive a high level of acceptance and practicability and have the potential to increase students’ physical, mental, and cognitive condition and contribute to students’ physical activity and health. While field research provides opportunities such as the testing of measures in the natural environment and producing real-life results relevant to the students and lecturers, it also imposes limitations as lecture settings differed, not all disturbances could be controlled, and the participation in the study might have led to social-desirability bias. For a sustainable development of a standing-friendly teaching and learning culture at universities, further interventions as well as the consideration of the topic in all processes and decisions within the universities are necessary. Since this study has taken place, student-life has changed drastically with COVID-19 measures. While this current paper is based on research conducted in 2019 and has only tested live lectures on campus, the tools tested could also be used for online lectures.

Acceptability and Impact of Office-Based Resistance Exercise Breaks

BACKGROUND

Breaking up sedentary behavior with standing or walking can decrease discomfort, fatigue, and sleepiness. However, less is known about acceptability and impact of resistance exercise breaks on these outcomes. Therefore, we evaluated the acceptability of resistance exercise breaks and their influence on discomfort, physical and mental fatigue, and sleepiness during occupational sitting.

METHODS

Workers completed two 4-hour conditions in random order: prolonged sitting (SIT) and sitting with hourly resistance exercise breaks (REX). All outcomes were measured at baseline and every hour thereafter with five total breaks. Linear mixed models evaluated overall condition effects and differences at each hour. Cohen's d estimated magnitudes of effect. Acceptability was assessed via questionnaire after the REX condition and reported as percentages.

FINDINGS

Fourteen adults (age: 53.4 ± 9.5 years, body mass index [BMI]: 30.9 ± 4.8 kg/m²) were enrolled. Although ratings of discomfort, fatigue, and sleepiness were typically lower during REX as compared with SIT, overall outcomes were not significantly different between conditions (p > .05). However, a significant reduction in mental fatigue at hour 4 in favor of the REX condition (β = -0.48 log-points, p < .05, d = 0.37) was observed. Program acceptability questions revealed the majority (>50%) of participants reported a "4" or "5" on a 5-point Likert-type scale for all questions, indicating high acceptability for implementation.

CONCLUSIONS/APPLICATION TO PRACTICE

Resistance exercise breaks had high acceptability and provided preliminary evidence of improving ratings of mental fatigue. More research is needed to better understand the role of resistance training to reduce sedentary behavior.