Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students

Keating, Rebecca L.; Ahern, Sally; Bisgood, Louisa; Mernagh, Katie; Nicolson, Gail; Barrett, Emer

doi:10.1080/07448481.2020.1847119

Cited by 10 publications

(20 citation statements)

References 31 publications

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“…In another study, results indicated exercise breaks increased vigor and decreased fatigue levels for 20 min compared to no breaks [ 14 ]. A four-minute movement break conducted once in a 2-h lecture was perceived to be feasible and acceptable to students [ 15 ]. However, there is still concern that movement breaks may disrupt concentration and harm productivity [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study

Peiris

O’Donoghue

Rippon

et al. 2021

IJERPH

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This mixed-methods study aimed to determine the feasibility of incorporating movement breaks into university classes in terms of acceptability (disruption, engagement, satisfaction), practicality (ease of scheduling and conducting breaks) and efficacy (sedentary time, concentration, alertness, enjoyment). Movement breaks of five to 10 min duration were scheduled after 20 min of sedentary time during 2-h classes. Classes without movement breaks were used as a comparison. Data were collected using surveys, objective physical activity monitoring and focus group interviews of students (n = 85) and tutors (n = 6). Descriptive statistics (quantitative data) and independent coding and thematic analysis (qualitative data) were completed. Students (mean age 23 ± 2 years, 69% female) actively engaged in movement breaks with no adverse events. Movement breaks were perceived to be beneficial for concentration, engagement and productivity. Timing of the break was perceived to be important to enhance the benefit and reduce disruption. Students preferred outdoor or competitive movement breaks. Students spent 13 min less time sitting (95%CI 10 to 17), took 834 more steps (95%CI 675 to 994) and had higher levels of concentration, alertness and enjoyment (p < 0.001) in classes with movement breaks compared to classes without. Classroom movement breaks are feasible and may be considered for incorporation into university classes to reduce sedentary behaviour and increase physical activity, alertness, concentration and enjoyment.

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Section: Introductionmentioning

confidence: 99%

Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study

Peiris

O’Donoghue

Rippon

et al. 2021

IJERPH

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“…Studies varied in design and were predominantly feasibility studies (n = 7) and randomised controlled trials (n = 3), with one each of a non-randomised controlled trial, cross-over intervention, single group intervention control and observational (see Tables 1 and 2). Of the feasibility studies, five utilised surveys [51][52][53][54][55] and two mixed methods [56,57]. The eight PAL studies included 4800 participants who were aged between 18 and 28 years.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…The six CMB studies included 1197 participants aged between 17 and 25 years mostly enrolled in sports or health science courses [55,57,61,62]. All CMB studies were published within the last four years.…”

Section: Study Characteristicsmentioning

confidence: 99%

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Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis

Lynch

O’Donoghue

Peiris

2022

IJERPH

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Background: University students are mostly sedentary in tertiary education settings which may be detrimental to their health and learning. This review aimed to examine the feasibility and efficacy of classroom movement breaks (CMB) and physically active learning (PAL) on physical and cognitive outcomes in university students in the tertiary setting. Methods: Five electronic databases (MEDLINE, CINAHL, Embase, PsychINFO, and PubMed) were searched for articles published up until November 2021. Manual searching of reference lists and citation tracking were also completed. Two reviewers independently applied inclusion and exclusion criteria and completed quality assessment. Articles were included if they evaluated CMB or PAL interventions delivered to university students in a tertiary setting. Results: Of the 1691 articles identified, 14 studies with 5997 participants met the inclusion criteria. Average study quality scores were poor for both CMB and PAL studies. CMBs and PAL are feasible in the tertiary setting and increase physical activity, reduce sedentary behaviour, increase wellbeing, and reduce fatigue in university students. In addition, CMBs increased student focus and attention in class and PAL had no detrimental effect on academic performance. Conclusions: University educators should feel confident in introducing CMB and/or PAL interventions into their classes to improve student health and wellbeing.

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“…Recent research has also suggested combating the cardiometabolic risks of sedentary lifestyle by incorporating short physical activity breaks to break up periods of prolonged sitting. For instance, when tested in the college classroom setting, active breaks have been found to be both an enjoyable and feasible way to disrupt prolonged sitting time for students (Keating et al, 2020). Creative pedagogical considerations can also be adopted to bring awareness in in-person or virtual classrooms, such as establishing a 1-minute break every hour to get students to stand up and pace on the spot as some activity trackers are programmed to do.…”

Section: Limitationsmentioning

confidence: 99%

The associations between lifestyle factors and mental well‐being in baccalaureate nursing students: An observational study

Lee

Ting

Bellissimo

et al. 2022

Nursing & Health Sciences

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Lifestyle factors are modifiable habits that shape the way in which individuals live their lives and can influence mental health. This study examined the associations between lifestyle factors and mental well‐being among baccalaureate nursing students at one Canadian university. A cross‐sectional, observational online survey was distributed at one urban university campus in Ontario, Canada. Baccalaureate nursing students (n = 147) completed the survey containing questions for demographic variables, sleep quality, dietary pattern, alcohol use, physical activity, sitting time, cigarette smoking, depression, anxiety and stress. Linear regression analysis revealed that more sitting time, poor sleep quality, and low dairy consumption were associated with higher scores in depression, anxiety, and psychological stress. In conclusion, poor lifestyle behaviors such as sedentary lifestyle, poor sleep, and low dairy consumption may reduce the mental well‐being of baccalaureate nursing students. Future efforts should aim to establish a causal relationship between lifestyle and mental well‐being, which would contribute to the development of lifestyle interventions to promote mental health.

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Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students

Cited by 10 publications

References 31 publications

Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study

Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study

Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis

The associations between lifestyle factors and mental well‐being in baccalaureate nursing students: An observational study

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