Daily Morning Running for 3 Weeks Improved Sleep and Psychological Functioning in Healthy Adolescents Compared With Controls

Kalak, Nadeem; Gerber, Markus; Kirov, Roumen; Mikoteit, Thorsten; Yordanova, Juliana; Pühse, Uwe; Holsboer‐Trachsler, Edith; Brand, Serge

doi:10.1016/j.jadohealth.2012.02.020

Cited by 176 publications

(149 citation statements)

References 30 publications

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“…Despite the original hypothesis that adenosine increases only occur following vigorous exercise, similar noticeable changes were observed in adolescents that participated in moderate-intensity morning running for three weeks [126]. In their study, Kalak and colleagues examined the impact of a short-term (three week) morning exercise intervention on adolescent sleep patterns and psychological functioning.…”

Section: Effects Of Exercise On Sleepmentioning

confidence: 98%

The Somnolent Youth-Sleep and the Influence of Exercise: A Narrative Review

Suppiah

Chia²,

Walk³

2015

Sports

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Abstract:Sleep is crucial to the physiological and psychological development of youth. The implications of insufficient sleep on learning and school performance are well documented. However, adequate sleep often goes unmet due to a combination of biological, societal, and environmental factors, especially during adolescence. In the present review, the changes to adolescent sleep patterns, and its consequences on cognition and learning are briefly explored. We then review the empirical literature of the role of exercise in regulating adolescent sleep patterns, and its potential mechanisms.

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Section: Effects Of Exercise On Sleepmentioning

confidence: 98%

The Somnolent Youth-Sleep and the Influence of Exercise: A Narrative Review

Suppiah

Chia²,

Walk³

2015

Sports

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“…Success in sleep intervention studies indicates that parents and school-based programs can change children's sleep behavior, at least in the short term (Cassoff, Knäuper, Michaelsen, & Gruber, 2013;Hiscock et al, 2015;Sadeh et al, 2003). Morning exercise regimens can also improve sleep, mood, and concentration in healthy adolescents (Kalak et al, 2012). Changes to school start times could also lead to widespread increases in sleep quantity and improved academic outcomes (Carrell, Maghakian, & West, 2011;Edwards, 2012;Heissel & Norris, 2017).…”

Section: Suggested Future Researchmentioning

confidence: 99%

Stress, Sleep, and Performance on Standardized Tests: Understudied Pathways to the Achievement Gap

Heissel¹,

Levy

Adam³

2017

AERA Open

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Children from low-socioeconomic status (SES) and racial-/ethnic-minority groups score lower on average on standardized academic tests relative to high-SES and White families, respectively (Bradbury, Corak, Waldfogel, & Washbrook, 2015;Reardon, 2011). Many factors contribute to the achievement gap, including class size, teacher characteristics, parent participation, and hunger and nutrition (Barton & Coley, 2009). Although acknowledging these factors, the present paper focuses on an understudied component of the achievement gap: how biological stress responses associated with stress exposure affect performance on standardized tests. Stress exposures come from school, home, and neighborhood factors and can affect the functioning of multiple stresssensitive biological systems. We focus here on two such systems: the hypothalamic-pituitary-adrenal (HPA) axis and sleep. As we show, stress-related alterations in these systems can affect students' learning and test-taking experience. We argue that achievement gaps are at least partly driven by differential stress exposure and biological stress responses between groups. The Stress Disparity ModelHere we provide a brief overview of a theoretical model of how stress exposure and resulting biological stress responses might affect academic achievement as measured by standardized tests. We call this model the stress disparity model. Figure 1 displays the pathways of this model; Figure 2 focuses on the outcomes measured as an achievement gap. We present evidence for this model throughout the paper.We begin by noting that low-SES and racial-/ethnicminority children are more likely to be exposed to stressful life events relative to higher-income or White students (Pathway A; Hatch & Dohrenwend, 2007;Repetti, Taylor, & Seeman, 2002

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“…Rahmaninia also indicated that an 8-week walking program positively affected sleep quality and duration as well as several sleeprelated physiological parameters (31). Kalak et al also reported significant improvements in sleep quality among elderly people after doing morning exercise (32).…”

Section: Discussionmentioning

confidence: 94%