Effect of Physical Exercise Program Based on Active Breaks on Physical Fitness and Vigilance Performance

Factors affecting the psychomotor vigilance of nurses working night shift

BACKGROUND

Shifts and long working hours decrease the psychomotor vigilance of healthcare workers especially when working night shifts. Working night shifts adversely affects nurses' health and impacts patient safety.

AIM

The purpose of this study is to identify factors affecting the psychomotor vigilance of nurses working night shift.

METHODS

This descriptive cross-sectional study was carried out with 83 nurses who were working in a private hospital in Istanbul and voluntarily participated in this study between April 25 and May 30, 2022. Data were collected using "Descriptive Characteristics Form," "Psychomotor Vigilance Task," "Pittsburgh Sleep Quality Index," and "Epworth Sleepiness Scale." The "STROBE checklist" for cross-sectional studies was utilized in order to report the findings of the study.

RESULTS

When time-dependent variation of the nurses' psychomotor vigilance task performances on the night shift was examined, it was observed that the nurses' mean reaction time and number of lapses increased at the end of the night shift. Age, smoking, physical activity, daily water consumption, daytime sleepiness, and sleep quality were found as the factors affecting nurses' psychomotor vigilance.

CONCLUSION

The psychomotor vigilance task performances of nurses working night shift are affected by age and a variety of behavioral factors.

IMPLICATIONS FOR NURSING AND HEALTH POLICY

Suggestions for nursing policy include the implementation of workplace health promotion programs in order to increase the attention level of nurses in order to ensure employee and patient health and safety and create a healthy working environment.

Impact of an Interdisciplinary Educational Programme on Students' Physical Activity and Fitness

Educational initiatives and actions are needed to provide students with skills to create active habits and lifestyles in order to increase the physical activity and fitness levels of young people. The main objective of this study was to analyse the effects of a classroom-based physical activity and life skills programme on students' physical activity and fitness levels. The sample consisted of 65 students in the 6th grade of Primary Education, aged between 11 and 13 years (11.86 ± 0.53), divided into a control group (CG) and an experimental group (EG) for convenience and accessibility. This was a quasi-experimental, repeated measures, longitudinal cut-off research design. For 16 weeks, an interdisciplinary educational programme based on a combination of classroom-based physical activity and life skills was implemented. The results showed that the educational programme had a positive effect on students' physical activity levels during school hours, specifically on reducing sedentary time (p < 0.001) and increasing light (p < 0.001) and moderate-to-vigorous (p < 0.001) physical activity. Positive effects were also found on the variables of explosive strength (p < 0.05) and aerobic capacity (p < 0.05) related to physical fitness. In conclusion, interdisciplinary educational programmes based on the promotion of physical activity and life skills could contribute to the development of responsible daily physical activity habits in students to facilitate their transfer to other environments (social and family) outside school.

Biological Mechanisms Underlying Physical Fitness and Sports Performance: An Editorial

In general, the concept of a mechanism in biology has three distinct meanings [...].

Effects of Warm-Up Training on Psychomotor Vigilance and Repeated-Sprint Ability of Professional Soccer Referees: A Pilot Study

For this research, we analyzed the immediate effects of warm-up condition (WC) or without warm-up condition (WWC) on amateur referees' physical and cognitive functioning. Eight professional soccer referees from the Balearic Committee of Football Referees were the participants of this study. Body composition characteristics were measured and the scores on three tests were recorded: the Yo-Yo intermittent recovery, repeated-sprint ability, and psychomotor vigilance task. Regarding results, the psychomotor vigilance task was performed better after warm-up training (p = .002, η2 = .79) with faster reaction times following WC (M = 318.2, SD = 27.1 ms) than WWC (M = 334.9, SD = 26.1). Similarly, the referees' performance was better on the repeated-sprint ability test after WC (p = .002, d = 0.53) than WWC, with minimum and average power values higher after WC (M = 626.77, SD = 112.57) than WWC (M = 562.35, SD = 79.63). We conclude that re-warm-up training may mitigate the vigilance performance changes caused by effects of rest on soccer referees.

Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain

Several studies have shown that active breaks (AB) lead to improvements in physical fitness, daily steps taken and participants’ health. However, there are no studies that have evaluated how they affect physical literacy (PL). Aims: Therefore, this study examined the effects of a 4-week recreational AB program based on games whose main objective was to improve motivation and motor skills’ improvement in PL in schoolchildren. Method: A quasi-experimental pilot study was conducted with PL assessments before and after a 4-week recreational AB program. Results: Fifty-seven schoolchildren (10.28 ± 0.43 years) participated in the study, 29 in the control group and 28 in the experimental group. An improvement in PL was found between the experimental and control groups after the intervention (p = 0.017). Moreover, the experimental group also improved (p < 0.001) PL after the intervention. More specifically, within the domain of PL, improvements were found after the intervention in the experimental group in the domains of physical competence (p < 0.001), motivation and confidence (p < 0.001) and knowledge (p < 0.001) but not in the domain of daily activity (p = 0.051). Conclusion: The application of an AB program based on playful games, during four weeks, produced an increase in scores in the general PL level, as well as in the domains of physical competence, motivation, and knowledge and understanding in schoolchildren.

Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study

Schools are ideal environments to promote healthy lifestyles and teach values among students. In this sense, the present study aims to verify the result of an Active Break program (AB) within the Teaching Personal and Social Responsibility (TPSR) Model in the school environment. The sample consisted of two teachers/tutors from the sixth year of Primary Education and 51 pupils, aged between 11 and 13 years, who were divided into an experimental group (n = 26) and a control group (n = 25). The intervention program lasted 3 months, in which the hybridised methodology was applied during 100% of the weekly classes, computing a total of 156 sessions by the end of the study. It was a quasi-experimental study design that used a mixed methodology combining a systematic observational analysis with semi-structured interviews. The results showed an evolution in the behaviour of the teacher from the experimental group from a controlling style to one centred on the transfer of autonomy, while the teacher from the control group primarily used strategies based on the imposition of tasks and the establishment of organisation, which caused an increase in disruptive behaviours among students. We conclude that the program is adaptable to Primary Education and can be extended to any educational environment to improve the classroom climate and attract the attention of students and, finally, allows for the promotion of new teaching strategies.