A multi-modal biofeedback protocol to demonstrate physiological manifestations of psychological stress and introduce heart rate variability biofeedback stress management

Gross, Mike J.; Bringer, Joy D.; Kilduff, Liam P.; Cook, Christian J.; Hall, Ross; Shearer, David A.

doi:10.1080/21520704.2018.1496210

Cited by 6 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Both findings were different from those observed in GAMESV, probably due to the number of the sample and contextual difference, since the studies were performed during a competition, in which the stress and anxiety level is higher than that observed in a laboratory during a video (Fortes et al, 2017). Therefore, the results show how important it is for athletes to understand what their reaction to stimuli are, in order to learn to control their emotions, since the physiological activation alone is not necessarily harmful, it depends on the optimum state of the athlete and their self-regulation capacity (Gross et al, 2018).…”

Section: Discussionmentioning

confidence: 96%

How do Para swimmers respond physiologically and cognitively when watching their performance at the Paralympic Games? A Case Study

Soares¹,

Winckler

2023

Cuad. psicol. deporte

View full text Add to dashboard Cite

El objetivo de esta investigación fue analizar la respuesta de activación cognitiva y fisiológica de nadadores paralímpicos (n= 12) al ver la grabación de su prueba en los Juegos Paralímpicos de 2016. El diseño metodológico del estudio fue transversal y se llevó a cabo en dos etapas. El video contenía tres momentos: línea de base (LB), video neutral (VN) y video de los Juegos Paralímpicos (VJUEGOS). Durante las pruebas, se analizaron la variabilidad de la frecuencia cardíaca (VFC) y la actividad electrodérmica (EDA) como una forma de evaluar la activación fisiológica. Antes y después del video, se recolectaron datos de activación cognitiva (Inventario de Ansiedad Estado). Se observó una reducción significativa en el tiempo medio de ritmo cardiaco y un aumento en los datos de conductancia con relación a VNxVJOGOS, demostrando activación fisiológica. No hubo diferencias significativas en las activaciones cognitivas. Si bien se puede explorar el uso de videos en los campos psicológico y deportivo, se debe prestar la debida atención al conocimiento de que su contenido puede provocar respuestas positivas o negativas al rendimiento. The aim of this study was to analyse the cognitive and physiological activation response of Paralympic swimmers (n= 12) when watching the recording of their events at the 2016 Paralympic games. The methodological design of the study was cross-sectional and carried out in two stages. The video contained three moments: baseline (BL), neutral video (NV) and Paralympic Games video (GAMESV). During the tests, Heart Rate Variability (HRV) and Electrodermal Activity (EDA) were analysed as a way to evaluate physiological activation. Before and after the video, cognitive activation data (State-Trait Anxiety Inventory) was collected. It was observed a significant reduction in the meantime of heartbeats and an increased conductance data in relation to NV×GAMESV, demonstrating physiological activation. However, no significant differences in cognitive activations were observed. While the use of videos in the psychological and sporting scope may be explored, certain weightings should be considered, knowing that their content may elicit positive or negative responses to performance. O objetivo desse estudo foi analisar a resposta de ativação cognitiva e fisiológica de nadadores paralímpicos (n= 12) ao assistirem à gravação da sua prova nos Jogos Paralímpicos de 2016. O desenho metodológico do estudo foi caracterizado como transversal e realizado em duas etapas. O vídeo conteve três momentos: linha de base (LB), vídeo neutro (VN) e vídeo dos Jogos Paralímpicos (VJOGOS). Durante os testes foram analisados a Variabilidade da Frequência Cardíaca (VFC) e Atividade Eletrodérmica (EDA) como forma de avaliar a ativação fisiológica. Antes e após o vídeo foram coletados os dados de ativação cognitiva (Inventário de Ansiedade-Estado). Foi observada redução significativa da média de tempo dos batimentos cardíacos e aumento dos dados de condutância em relação a VNxVJOGOS, demonstrando ativação fisiológica. No entanto, não foram observadas diferenças significativas nas ativações cognitivas. Ao mesmo tempo que o uso de vídeos no âmbito psicológico e esportivo pode ser explorado, devidas ponderações devem ser consideradas sabendo que seu conteúdo pode eliciar repostas positivas ou negativas ao desempenho.

show abstract

Section: Discussionmentioning

confidence: 96%

How do Para swimmers respond physiologically and cognitively when watching their performance at the Paralympic Games? A Case Study

Soares¹,

Winckler

2023

Cuad. psicol. deporte

View full text Add to dashboard Cite

show abstract

“…Applying it on physically non-active participants may corroborate assumptions on whether HRVB works in such population. Assessing more psychological variables, such as relaxation (a stress management protocol with similar theoretical foundations have proven effective, Gross et al 2018 ), concentration, emotion regulation, anxiety, and mood, could show advantages not previously thought of. Enlarging the sample may give rise to increasing differences that, in the current sample, were not large enough to result in significance.…”

Section: Discussionmentioning

confidence: 99%

Can HRV Biofeedback Improve Short-Term Effort Recovery? Implications for Intermittent Load Sports

Perez-Gaido

Lalanza

Parrado

et al. 2021

Appl Psychophysiol Biofeedback

View full text Add to dashboard Cite

As intensity and physical demands continue to rise in sport competition, faster and better recovery becomes essential. The aim of this study was to assess the effects of HRV biofeedback (HRVB) while recovering from a submaximal aerobic exercise. Ten physically-active graduate students participated in the study, which was conducted in four sessions: exercise with free-breathing recovery, first resonance frequency (RF) detection, second RF detection, and exercise applying HRVB during recovery. Measurements included time spent running and recovering, HRV parameters, and recovery/exertion perceptions. The results indicate that using HRVB during recovery improves cardiac variability (RRmean, SDNN, RMSSD and LF; p < 0.01). HRVB also lowers recovery time (p < 0.05) and seems to be improving the perception of recovery (p = 0.087). Moreover, time spent exercising (p < 0.01) and perceived physical exertion (p < 0.05) were higher when applying HRVB. The improvement in the psychophysiological adaptation after intensive aerobic exercise provided by the HRVB is a valuable benefit, not only for competition-driven athletes, but also for the general population.

show abstract

“…Common forms of biofeedback used in stress reduction interventions include feedback on heart rate, blood pressure, breathing rate, muscle tension, and salivary cortisol (De Witte et al, 2019). Gross et al (2018) measured individuals heart rate, breathing pace, and galvanic skin response in order to provide biofeedback that would allow the participant to lower stress and better regulate their emotions during a high stress event. Participants were provided with real-time biofeedback and asked to pace their breathing in a way to reduce their symptoms, resulting in decreased symptoms and decreased feelings of stress (Gross et al, 2018).…”

Section: Biofeedbackmentioning

confidence: 99%

Guiding Principles for the Use of Feedback in Educational and Psychosocial Interventions

Shuster,

Walls,

Stein

2024

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Psychosocial and educational intervention approaches employ diverse treatment frameworks, most of which involve delivering some form of feedback to participants about their behavior. General conceptions of feedback are well-known to underlie mainstream therapeutic and educational approaches. Recently emerging ‘smart’ approaches also rely on feedback principles. However, little scholarship is available to stitch together evolving strands of feedback principles and no literature characterizes explicitly the diverse landscape of feedback practices employed in education or intervention science. This paper reviews intrinsic conceptions of feedback along with diverse cases of its use in intervention and education. Based on our consideration, we present a typology of feedback modalities that we hope will enrich the efforts of interventionists and educators to design treatment and educational frameworks incorporating feedback.</p>

show abstract

A multi-modal biofeedback protocol to demonstrate physiological manifestations of psychological stress and introduce heart rate variability biofeedback stress management

Abstract: A multi-modal biofeedback protocol to demonstrate physiological manifestations of psychological stress and introduce heart rate variability biofeedback stress management.

Cited by 6 publications

References 18 publications

How do Para swimmers respond physiologically and cognitively when watching their performance at the Paralympic Games? A Case Study

How do Para swimmers respond physiologically and cognitively when watching their performance at the Paralympic Games? A Case Study

Can HRV Biofeedback Improve Short-Term Effort Recovery? Implications for Intermittent Load Sports

Guiding Principles for the Use of Feedback in Educational and Psychosocial Interventions

Contact Info

Product

Resources

About