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Teuber M, Leyhr D, Sudeck G. Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level. BMC Public Health 2024; 24:598. [PMID: 38402396 PMCID: PMC10893600 DOI: 10.1186/s12889-024-18082-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 02/12/2024] [Indexed: 02/26/2024] Open
Abstract
BACKGROUND Physical activity has been proven to be beneficial for physical and psychological health as well as for academic achievement. However, especially university students are insufficiently physically active because of difficulties in time management regarding study, work, and social demands. As they are at a crucial life stage, it is of interest how physical activity affects university students' stress load and recovery as well as their academic performance. METHODS Student´s behavior during home studying in times of COVID-19 was examined longitudinally on a daily basis during a ten-day study period (N = 57, aged M = 23.5 years, SD = 2.8, studying between the 1st to 13th semester (M = 5.8, SD = 4.1)). Two-level regression models were conducted to predict daily variations in stress load, recovery and perceived academic performance depending on leisure-time physical activity and short physical activity breaks during studying periods. Parameters of the individual home studying behavior were also taken into account as covariates. RESULTS While physical activity breaks only positively affect stress load (functional stress b = 0.032, p < 0.01) and perceived academic performance (b = 0.121, p < 0.001), leisure-time physical activity affects parameters of stress load (functional stress: b = 0.003, p < 0.001, dysfunctional stress: b = -0.002, p < 0.01), recovery experience (b = -0.003, p < 0.001) and perceived academic performance (b = 0.012, p < 0.001). Home study behavior regarding the number of breaks and longest stretch of time also shows associations with recovery experience and perceived academic performance. CONCLUSIONS Study results confirm the importance of different physical activities for university students` stress load, recovery experience and perceived academic performance in home studying periods. Universities should promote physical activity to keep their students healthy and capable of performing well in academic study: On the one hand, they can offer opportunities to be physically active in leisure time. On the other hand, they can support physical activity breaks during the learning process and in the immediate location of study.
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Affiliation(s)
- Monika Teuber
- Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany.
| | - Daniel Leyhr
- Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany
- Methods Center, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany
| | - Gorden Sudeck
- Institute of Sports Science, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany
- Interfaculty Research Institute for Sports and Physical Activity, University of Tübingen, Tübingen, Germany
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Riedl EM, Müller A, Perzl J, Thomas J. Live-streaming Activity and Relaxation Breaks: a (Home-)Office-Compatible Approach to Promote Break Recovery, Mood, and Attention? Occup Health Sci 2023; 7:1-25. [PMID: 36686037 PMCID: PMC9834677 DOI: 10.1007/s41542-022-00141-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 12/06/2022] [Accepted: 12/21/2022] [Indexed: 01/14/2023]
Abstract
The aim of this study is to investigate whether short, live-streaming activity and relaxation lunch breaks have positive associations with office workers' mood (calmness, valence, and energetic arousal), back pain, and attention after break and whether these associations are mediated by better break recovery. Additionally, we considered the two respite interventions as resources possibly buffering the effects of elevated situational job demands. Ten-minute break exercises were conducted during lunch breaks via Zoom live-stream, and data on those days were compared with data on days on which participants spent their breaks as usual. Our sample of 34 office workers provided data for 277 work days (209 in the home office and 68 on site at the company). Multilevel path models revealed positive total associations of both respite interventions with the mood dimension of calmness. Activity breaks additionally showed a positive association with the energetic arousal dimension of mood, while relaxation breaks were positively related to objectively measured cognitive performance. Interestingly, activity breaks moderated the relationships of job demands with calmness and valence, indicating their function as a stress-buffering resource. There were no significant associations between the two respite interventions and back pain. Supplemented by participants' feedback, the findings of this study suggest that offering short virtually guided break exercises may represent a feasible and office-compatible approach to promote break recovery, mood and functionality at work, especially regarding home-office work. Possible advantages and disadvantages of the live-streaming format are discussed.
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Affiliation(s)
- Elisabeth Maria Riedl
- Department of Psychological Assessment and Intervention, Faculty of Philosophy and Education, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 25, 85072 Eichstätt, Deutschland
| | - Annabel Müller
- Department of Psychological Assessment and Intervention, Faculty of Philosophy and Education, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 25, 85072 Eichstätt, Deutschland
| | - Johanna Perzl
- Department of Psychological Assessment and Intervention, Faculty of Philosophy and Education, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 25, 85072 Eichstätt, Deutschland
- Department of Work and Organizational Psychology, Julius Maximilian University of Würzburg, Würzburg, Germany
| | - Joachim Thomas
- Department of Psychological Assessment and Intervention, Faculty of Philosophy and Education, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 25, 85072 Eichstätt, Deutschland
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Heiland EG, Kjellenberg K, Tarassova O, Fernström M, Nyberg G, Ekblom MM, Helgadottir B, Ekblom Ö. ABBaH teens: Activity Breaks for Brain Health in adolescents: study protocol for a randomized crossover trial. Trials 2022; 23:22. [PMID: 34991692 PMCID: PMC8733916 DOI: 10.1186/s13063-021-05972-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 12/23/2021] [Indexed: 11/10/2022] Open
Abstract
Background Physical activity breaks are widely being implemented in school settings as a solution to increase academic performance and reduce sitting time. However, the underlying physiological mechanisms suggested to improve cognitive function from physical activity and the frequency, intensity, and duration of the breaks remain unknown. This study will investigate the effects of frequent, short physical activity breaks during prolonged sitting on task-related prefrontal cerebral blood flow, cognitive performance, and psychological factors. Additionally, the moderating and mediating effects of arterial stiffness on changes in cerebral blood flow will be tested. Methods This is a protocol for a randomized crossover study that will recruit 16 adolescents (13–14 years old). Participants will undergo three different conditions in a randomized order, on three separate days, involving sitting 80 min with a different type of break every 17 min for 3 min. The breaks will consist of (1) seated social breaks, (2) simple resistance activities, and (3) step-up activities. Before and after the 80-min conditions, prefrontal cerebral blood flow changes will be measured using functional near-infrared spectroscopy (primary outcome), while performing working memory tasks (1-, 2-, and 3-back tests). Arterial stiffness (augmentation index and pulse wave velocity) and psychological factors will also be assessed pre and post the 80-min interventions. Discussion Publication of this protocol will help to increase rigor in science. The results will inform regarding the underlying mechanisms driving the association between physical activity breaks and cognitive performance. This information can be used for designing effective and feasible interventions to be implemented in schools. Trial registration www.ClinicalTrials.gov, NCT04552626. Retrospectively registered on September 21, 2020. Supplementary Information The online version contains supplementary material available at 10.1186/s13063-021-05972-5.
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Affiliation(s)
- Emerald G Heiland
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden. .,Department of Surgical Sciences, Medical Epidemiology, Uppsala University, Dag Hammarskjölds väg 14B, 75185, Uppsala, Sweden.
| | - Karin Kjellenberg
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
| | - Olga Tarassova
- Department of Physiology, Nutrition, and Biomechanics, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
| | - Maria Fernström
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
| | - Gisela Nyberg
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden.,Department of Global Public Health, Karolinska Institutet, Solnavägen 1, 17177, Solna, Sweden
| | - Maria M Ekblom
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden.,Department of Neuroscience, Karolinska Institutet, Solnavägen 1, 17177, Solna, Sweden
| | - Björg Helgadottir
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden.,Division of Insurance Medicine, Department of Clinical Neuroscience, Karolinska Institutet, Solnavägen 1, 17177, Solna, Sweden
| | - Örjan Ekblom
- Department of Physical Activity and Health, The Swedish School of Sport and Health Sciences (GIH), Lidingövägen 1, 11433, Stockholm, Sweden
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Mavilidi MF, Drew R, Morgan PJ, Lubans DR, Schmidt M, Riley N. Effects of different types of classroom physical activity breaks on children's on-task behaviour, academic achievement and cognition. Acta Paediatr 2020; 109:158-165. [PMID: 31168863 DOI: 10.1111/apa.14892] [Citation(s) in RCA: 44] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Revised: 03/08/2019] [Accepted: 06/04/2019] [Indexed: 01/31/2023]
Abstract
AIM This study examined the effects of different types of classroom physical activity breaks on children's on-task behaviour, academic achievement and cognition. METHODS Participants were 87 Australian primary school students (mean age 9.11 ± 0.62 years), recruited from one school. Three classes were randomly assigned either to activity breaks only (n = 29), activity breaks and mathematics combined (n = 29), or control conditions involving only mathematical content (n = 29). Students were engaged in five minutes of classroom physical activity breaks, three times per week, for four weeks (divided into two minutes at the beginning of the usual mathematics curriculum lesson and three minutes in the middle of the lesson). Assessments were conducted at baseline and post-test. RESULTS Significant group-by-time effects were found for on-task behaviour (active engagement: activity breaks and mathematics combined versus control, p ≤ 0.001; activity breaks versus control, p ≤ 0.001; activity breaks and mathematics combined versus activity breaks, p = 0.037; passive engagement: activity breaks and mathematics combined versus control, p ≤ 0.001) and mathematics scores (activity breaks versus control, p = 0.045). CONCLUSION Physical activity breaks with and without integrated mathematics content were effective in improving children's on-task behaviour and learning scores.
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Affiliation(s)
- Myrto F. Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, School of Education University of Newcastle Newcastle NSW Australia
| | - Ryan Drew
- Priority Research Centre for Physical Activity and Nutrition, School of Education University of Newcastle Newcastle NSW Australia
| | - Philip J. Morgan
- Priority Research Centre for Physical Activity and Nutrition, School of Education University of Newcastle Newcastle NSW Australia
| | - David R. Lubans
- Priority Research Centre for Physical Activity and Nutrition, School of Education University of Newcastle Newcastle NSW Australia
| | - Mirko Schmidt
- Institute of Sport Science University of Bern Bern Switzerland
| | - Nicholas Riley
- Priority Research Centre for Physical Activity and Nutrition, School of Education University of Newcastle Newcastle NSW Australia
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