The effect of Baduanjin exercise on the physical and mental health of college students: A randomized controlled trial

Abstract

Background and purpose: Around the world, college students physical and mental health is deteriorating. Finding practical ways to enhance college students health is crucial. One of the traditional Chinese Qigong exercises is Baduanjin, which is possibly one of the most efficient workout techniques out there. However, it is unknown how Baduanjin practice may affect college students health. The purpose of this study was to evaluate the effect of Qigong Baduanjin on the physical and mental health of female college freshmen. Materials and methods: A total of 78 female college students were recruited and randomly divided into Baduanjin group or control group. Participants in the control group were told to keep their original habits of life and exercise. The Baduanjin exercise group received 12 weeks of Baduanjin exercise, 3 days a week and 1 hour a day. After the 12 week randomized controlled trial, the physical and mental health indexes of female students in Baduanjin group and control group were evaluated, including physical shape, physical function, physical fitness and scl-90 self-assessment scale. Results: Compared with the control group, at the end of the 12 week intervention, the weight, body mass index, diastolic blood pressure, systolic blood pressure, somatization score, obsessive-compulsive disorder score, interpersonal sensitivity score, depression score, anxiety score and phobic anxiety score of Baduanjin group decreased significantly. Compared with the control group, the vital capacity, vital capacity index, Stand test, Genchi test, Stand on 1 leg with closed eyes, standing bends and squats of the Baduanjin group have been significantly improved. Conclusion: Compared with usual activities, Qigong Baduanjin exercise has advantages in improving female college students body shape (weight and body mass index), cardiovascular and respiratory lung function, flexibility, balance ability, muscle endurance and mental health.

The effectiveness of physical activity interventions in improving higher education students’ mental health: A systematic review

“…Interventions were effective in 36 studies (62%) for improving at least one measure of mental health or QOL in HE students ( Akandere and Demir, 2011 ; Bass et al ., 2002 ; Caldwell et al ., 2009 ; Crocker and Grozelle, 1991 ; Danielsen et al ., 2023 ; de Vries et al ., 2016 , 2018 ; deJonge et al ., 2021 ; Dinani et al ., 2019 ; Ezati et al ., 2020 ; Faro et al ., 2019 ; Forseth et al ., 2022 ; Fukui et al ., 2021 ; Gallego et al ., 2014 ; Gurung et al ., 2023 ; Hemat-Far et al ., 2012 ; Herbert et al ., 2020 ; Huang et al ., 2017 ; Ji et al ., 2022 ; Kim et al ., 2013 ; Li et al ., 2022 ; López-Rodríguez et al ., 2017 ; Muir et al ., 2020 ; Philippot et al ., 2022 ; Salehian et al ., 2021 ; Saltan and Ankaralı, 2021 ; Sandra et al ., 2023 ; Strehli et al ., 2023 ; Sun et al ., 2023 ; Tong et al ., 2021 ; von Haaren et al ., 2016 ; Wan Yunus et al ., 2020 ; Wang et al ., 2004 ; Xiao et al ., 2021 ; Zhang and Jiang, 2023b ; Zhao et al ., 2022 ). Five of these studies did not have a comparator so the effectiveness relates only to changes over time (pre-post) and not between groups.…”

“…There were 19 studies which used mind–body interventions ( Albracht-Schulte and Robert-McComb, 2018 ; Caldwell et al ., 2009 ; Dinani et al ., 2019 ; Forseth et al ., 2022 ; Gao et al ., 2022 ; Kim et al ., 2013 ; Kim et al ., 2004 ; Li et al ., 2015 , 2022 ; Salehian et al ., 2021 ; Schmalzl et al ., 2018 ; Strehli et al ., 2023 ; Sun et al ., 2023 ; Tong et al ., 2021 ; Wang et al ., 2004 ; Xiao and Zheng, 2022 ; Zhang et al , 2023a ; Zheng et al ., 2015 ; Zhang and Jiang, 2023 ) including various forms of yoga, Tai-Chi, Qigong (including Baduanjin), Kouk Sun Do, and meridian exercise, where studies ( Caldwell et al ., 2009 ; Tong et al ., 2021 ; Xiao et al ., 2021 ) were also included in the previous section as they were comparisons between mind–body interventions and MVIPA interventions. Overall, these studies provide mixed evidence of effectiveness with only 6 out of 12 RCTs finding at least one significant improvement in a mental health or QOL measure against the comparator (see Supplementary File S1: SF1 ).…”

Mindfulness to improve the mental health of university students. A systematic review and meta-analysis

“…Although mindfulness has been shown to be an effective intervention to improve the mental health of college students, there are other approaches that have also shown positive results. For example, practicing physical exercise such as Baduajin Qigong has shown mental health benefits ( 71 ), as has participation in an educational music intervention program ( 72 ) and activities such as walking in urban and rural settings ( 73 ). These approaches, like mindfulness, address key aspects of students' emotional and mental wellbeing, although mindfulness stands out as a superior option as it focuses on full attention and awareness of thoughts and emotions, which allows students to develop emotional self-regulation skills over time, and also provides tools for ongoing mental health management.…”