Bewegungsaktivierung in der Hochschullehre lohnt

Rupp, Robert; Dold, Chiara; Bucksch, Jens

doi:10.1007/978-3-658-30572-7_2

Cited by 5 publications

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“…University students are a population that has shown the greatest increase in sedentary behavior over the last two decades [18]. In Germany, they show the highest percentage of sitting time among all working professional groups [19]. Long times sitting in classes, self-study learning, and through smartphone use, all of which are connected to the university setting and its associated behaviors, might be the cause of this [20,21].…”

Section: Introductionmentioning

confidence: 99%

Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level

Teuber,

Leyhr,

Sudeck

2024

BMC Public Health

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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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Section: Introductionmentioning

confidence: 99%

Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level

Teuber,

Leyhr,

Sudeck

2024

BMC Public Health

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“…Increasing academic workload with its resulting problems in time management regarding work and social demands results in students' physical inactivity ( 2 ). Additionally, in Germany, students show the highest percentage of sedentary time among all working occupational groups ( 3 ). This is determined by critical factors of the university setting such as sitting in classes, self-study learning, and smartphone usage ( 4 , 5 ).…”

Section: Introductionmentioning

confidence: 99%

Nudging digital physical activity breaks for home studying of university students—A randomized controlled trial during the COVID-19 pandemic with daily activity measures

Teuber

Leyhr²,

Moll³

et al. 2022

Front. Sports Act. Living

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University students are of particular public health interest because they are at high risk for physical inactivity and sedentary behaviors. In conjunction with the COVID-19 pandemic, sedentariness and physical inactivity were reinforced, as the pandemic led to an increase in home studying. Physical activity (PA) breaks have been identified as promoting factors for university students' physical and mental health. Therefore, the present study explored an approach to nudge students to take PA breaks at home while studying. The purpose was to test the effectiveness of digital nudging for PA breaks for 10 days using a randomized intervention design during the COVID-19 pandemic. It included an intervention group who received daily digital motivational prompts for PA break videos and a minimal intervention control group who got low-level access to PA break videos via a one-time link sent to the media library. Using a sample of university students in the southwest of Germany (n = 57), two-level binary logistic regression models were calculated to predict daily participation in PA breaks during the intervention period depending on the nudging intervention, as well as previous participation in PA breaks, the general PA level of the subjects before the intervention, the time spent on PA and on home studying in a day, the kind of day during the intervention (weekday vs. weekend), and the students' age. Results revealed that the digital nudging intervention did not show any significant effect on the likelihood to participate in PA breaks on a given day (0.69 ≤ β ≤ 0.75, p > 0.3). Instead, an individual-level effect revealed that the longer a student studied at home over the course of a day, the more likely he or she was to take a PA break (1.07 ≤ β ≤ 1.11, p < 0.001). Current findings show that individual characteristics such as daily time spent on home studying, which can change over the course of the intervention phase, are relevant considerations within nudging intervention in university setting. This provides initial insights especially for digital PA breaks for students during home studying.

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Den Körper ins Spiel bringen: Das Heidelberger Modell der bewegten Lehre

Rupp,

Dold

2023

Die Menschliche (Hoch)schule - Human(e) Education

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Bewegungsaktivierung in der Hochschullehre lohnt

Cited by 5 publications

References 0 publications

Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level

Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level

Nudging digital physical activity breaks for home studying of university students—A randomized controlled trial during the COVID-19 pandemic with daily activity measures

Den Körper ins Spiel bringen: Das Heidelberger Modell der bewegten Lehre

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