Unterschiede in der Wirksamkeit von Kurzpausenaktivitäten im Vergleich von Bewegungspausen zu psychoregulativen Pausen bei kognitiver Belastung

Gollner, Erwin; Savli, Markus; Schnabel, Florian; Braun, Carmen; Blasche, Gerhard

doi:10.1055/a-0890-8275

Cited by 2 publications

(5 citation statements)

References 18 publications

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“…Given the bilateral role of stress load, the results indicate that PA breaks and LTPA are beneficial for coping with study demands, and may help to promote feelings of joy, pride, and learning progress [27]. This is in line with previous evidence that PA breaks in lectures can buffer university students' perceived stress [29], lead to better mood ratings [29,31], and increase in motivation [28,69], vigor [34], energy [30], and self-perceived physical and psychological well-being [28]. Looking at dysfunctional stress, the result point that LTPA counteract load-related states of strain such as inner tension, irritability and nervous restlessness or feelings of boredom [27].…”

Section: Discussionsupporting

confidence: 82%

“…In contrast, short PA breaks during the day could not have enough impact in countering dysfunctional stress at the end of the day regarding the accumulation of negative stressors during home studying which might have occurred after the participant took PA breaks. Other studies have been able to show a reduction in tension [30] and general muscular discomfort [33] after PA breaks. However, this was measured as an immediate effect of PA breaks and not with general evening surveys.…”

Section: Discussionmentioning

confidence: 88%

“…Especially in the university setting, evidence of the positive effects of PA breaks exists for selfperceived physical and psychological well-being of the university students [28]. PA breaks buffer university students' perceived stress [29] and show positive impacts on recovery need [30] and better mood ratings [31,32]. In addition, there is evidence for reduction in tension [30], overall muscular discomfort [33], daytime sleepiness or fatigue [33,34] and increase in vigor [34] and experienced energy [30].…”

Section: Introductionmentioning

confidence: 99%

“…PA breaks buffer university students' perceived stress [29] and show positive impacts on recovery need [30] and better mood ratings [31,32]. In addition, there is evidence for reduction in tension [30], overall muscular discomfort [33], daytime sleepiness or fatigue [33,34] and increase in vigor [34] and experienced energy [30]. This is in line with cognitive, affective, behavioral, and biological effects of PA, all categorized as palliative-regenerative coping strategies, which addresses the consequences of stress-generating appraisal processes aiming to alleviate these consequences (palliative) or restore the baseline of the relevant reaction parameter (regenerative) [35,36].…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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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“…However, the current state of research focuses on digital nudging interventions at workplaces and still leaves open questions on how sitting times in the university setting could be reduced by PA breaks specifically for students during home studying. Additionally, since student-life has changed drastically with the COVID-19 pandemic and most of the field studies addressing PA breaks ( 6 , 13 , 24 , 43 – 45 ) took place beforehand ( 13 , 29 , 46 ), little is known about PA breaks not instructed in person during home studying.…”

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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Unterschiede in der Wirksamkeit von Kurzpausenaktivitäten im Vergleich von Bewegungspausen zu psychoregulativen Pausen bei kognitiver Belastung

Cited by 2 publications

References 18 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

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