Increased objectively assessed vigorous-intensity exercise is associated with reduced stress, increased mental health and good objective and subjective sleep in young adults

Gerber, Markus; Brand, Serge; Herrmann, Christian; Colledge, Flora; Holsboer‐Trachsler, Edith; Pühse, Uwe

doi:10.1016/j.physbeh.2014.05.047

Cited by 148 publications

(123 citation statements)

References 63 publications

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“…Self‐reported recent physical activity was associated with lower subjective stress levels, even after accounting for the autocorrelation in stress. Consistent with between‐person research showing that exercise can have a stress‐reducing effect (e.g., Gerber et al ., ), we found that even low/moderate daily activity was associated with significantly lower stress levels. Similarly, negative affect was lower and positive affect higher, following physical activity, further emphasizing the influence of activity on affect (e.g., Dunton et al ., ; Lathia et al ., ; Wichers et al ., ).…”

Section: Discussionmentioning

confidence: 99%

Bidirectional relationship of stress and affect with physical activity and healthy eating

Schultchen

Reichenberger

Mittl

et al. 2019

British J Health Psychol

161

135

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Objectives Physical activity and healthy eating seem to be protective against experiencing stress and negative affect as well as increase positive affect. At the same time, previous studies showed that people reduce salutogenic behaviours such as physical activity and healthy eating in the face of stress and negative affect while increasing such behaviours in the context of positive affect. Due to daily fluctuations of these behaviours, the present study examined these relationships in daily life using ecological momentary assessment (EMA). Design and methods Fifty‐one university students responded to six daily prompts during 7 days via smartphone‐based EMA. Items examined stress, emotional experience, physical activity duration, and healthy eating. Results Higher stress and negative affect, as well as lower positive affect, were related to a reduction in subsequent physical activity. Higher physical activity levels, in turn, were associated with less subsequent stress and negative affect, as well as more positive affect. No such effects for stress and affect on healthy eating or vice versa were found. Conclusions Engaging in physical activity is related to better mood and less stress/negative affect over the next several hours in daily life. Prevention efforts therefore may benefit by focusing on promoting physical activity, particularly when stress/negative affect is high to ‘break the cycle’ of inactivity, stress, and negative affect. Potential effects of healthy eating might be more subtle and characterized by interindividual differences or state effects. What is already known on this subject? Physical activity can reduce stress as well as negative emotions and can enhance positive emotions. People tend to eat less healthy food during stressful times, and healthy eating can increase general health. Physical activity and healthy eating have been mostly assessed separately and through retrospective methods. What does this study add? This is an EMA study investigating bidirectional effects of stress, emotions, and salutogenic behaviour. After physical activity, people felt less stressed/negative and more positive; feeling better and less stressed resulted in more physical activity. Healthy eating was not associated with stress or emotion level and vice versa.

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Section: Discussionmentioning

confidence: 99%

Bidirectional relationship of stress and affect with physical activity and healthy eating

Schultchen

Reichenberger

Mittl

et al. 2019

British J Health Psychol

161

135

View full text Add to dashboard Cite

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“…Its level reflects in schoolchildren's progress [27];  Results of metabolism speed and cardio-respiratory reaction in bicycle riding are compared (two variants) with equal exercises' intensity 21];  There is deficit of researches with usage of physical activity objective indicators. The authors offer to use subjective sensations for control of physical loads [28];  Kinetic of physical workability restoration and subjective assessments were compared for football exercises [40]. Thus, with application of the above mentioned methods it is possible to determine interconnection between perceived intensity of any stimulus and its actual value as well as to quantitatively express different sensations and perceptions (for example, perception of physical load tension) [2,3,24,25].…”

Section: Introductionmentioning

confidence: 99%

Comparative characteristic of correlation between pulse subjective indicators of girl students’ and school girls’ reaction to physical load

Kozina

Єрмаков

Kadutskaya

et al. 2016

PES

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Abstract. Purpose: to determine characteristics of correlation of girl students' and school girls' subjective and physiological parameters of reaction to physical load. Material: in the research sportswomen of two age groups participated: adult qualified girl students-basketball players (n=40, age 20-22years) and junior basketball players (n=35, age12-13years). Registration of heart beats rate was fulfilled with «Polar RS300X». Simultaneously, we registered subjective feeling of loaf value (heaviness) by Borg's method. Results: it was found that in conditions of natural training and competition functioning, with equal heart beats rate values school girls feel tension of fulfilled work subjectively easier. It can be explained by higher maximal values of school girls' heat beats rate, comparing with girls students. Equal values of heart beats rate reflect different changes in girl students' and school girls' organisms. That is why they can not serve reliably informative indicator of load. Conclusions: we determined characteristics of perceived tension under load of game character. It can be connected with emotional tension, which is characteristic for basketball.

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“…La relación que existe entre estas dos variables según estudios recientes es que a mayores niveles de actividad física se puede aumentar el tiempo de concentración en clase, reducir problemas de comportamiento, estimular el componente social, la capacidad de superación, liberar del estrés producido en otros ámbitos y es un buen medio para el aprendizaje. Además está demostrado que aquellas personas que realizan más actividad física de carácter moderadovigoroso duermen más y mejor (Gerber et al 2014;Morales et al 2011;Fisher et al 2011;Mahar et al 2006;Fox et al 2004).…”

Section: Recomendaciones Mínimas De Actividad Física Y Rendimiento Acunclassified

“…De ahí que las correlaciones parciales de la Tabla 4 donde se controlan estas dos variables extra sigan siendo positivas. Como se ha indicado anteriormente muchos autores hablan de la relación positiva entre actividad física y rendimiento académico destacando varias razones por las que esta se produce (Gerber et al 2014;Morales et al 2011;Fisher et al 2011;Mahar et al 2006;Fox et al 2004). Los resultados más significativos del análisis llevado a cabo se obtienen en su mayor parte en el apartado de AFMV, y es que es esta variable la más estudiada en las diferentes publicaciones, tanto por si sola como refiriéndose al cumplimiento de las recomendaciones diarias de actividad física.…”

Section: Recomendaciones Mínimas De Actividad Física Y Rendimiento Acunclassified

Análisis de la influencia de la actividad física sobre el rendimiento académico en la educación secundaria obligatoria Un estudio de investigación-acción en el IES Violant de Casalduch de Benicasim

Motos¹,

Moliner‐Urdiales²

2017

ForumRecerca

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Objetivos: Analizar la relación entre el nivel de actividad física de los alumnos de 3º de Educación Secundaria Obligatoria (ESO) y su rendimiento académico, y obtener información objetiva que permita adaptar el Proyecto Educativo del Centro y las programaciones didácticas a las características específicas del alumnado.Metodología: se utilizó el Cuestionario Internacional de Actividad Física para analizar la actividad física. El rendimiento académico se obtuvo mediante las calificaciones obtenidas por cada alumno. Los hábitos de estudio, de descanso y de alimentación se obtuvieron a través de un cuestionario adaptado a partir de la "encuesta mundial de salud escolar" de la Organización Mundial de la Salud.Resultados: Los alumnos que cumplían las recomendaciones sobre actividad física mostraron un rendimiento académico significativamente mayor (5.0 vs. 6.6 puntos sobre 10; P<0.001). Se establecieron correlaciones positivas estadísticamente significativas entre todas las variables de rendimiento académico y la actividad física de intensidad moderada, moderada-vigorosa y actividad física total.Conclusiones: Los resultados obtenidos sugieren un impacto positivo de la actividad física sobre el rendimiento académico durante la adolescencia. La práctica regular de actividad física durante la ESO puede constituir una estrategia de mejora del rendimiento académico que debe tenerse en cuenta tanto por los centros educativos como por los responsables políticos en este ámbito.

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Increased objectively assessed vigorous-intensity exercise is associated with reduced stress, increased mental health and good objective and subjective sleep in young adults

Cited by 148 publications

References 63 publications

Bidirectional relationship of stress and affect with physical activity and healthy eating

Bidirectional relationship of stress and affect with physical activity and healthy eating

Comparative characteristic of correlation between pulse subjective indicators of girl students’ and school girls’ reaction to physical load

Análisis de la influencia de la actividad física sobre el rendimiento académico en la educación secundaria obligatoria Un estudio de investigación-acción en el IES Violant de Casalduch de Benicasim

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