Standing Breaks in Lectures Improve University Students' Self-Perceived Physical, Mental, and Cognitive Condition

Strategies and barriers to implementing physically active teaching in universities from the perspective of lecturers: a qualitative study

BACKGROUND

University students accumulate lots of sedentary time without interrupting and comprehensive approaches to reduce time spent sedentary are lacking. The implementation of physically active university teaching needs practicable approaches and the support by lecturers. However, there is little research on which physically activating strategies lecturers actually use and what barriers they become aware to implement these. This exploratory, qualitative study aims to identify physically activating strategies as well as barriers for reducing sitting time and physically active university teaching from the perspective of lecturers.

METHODS

We conducted semi-structured interviews with 16 lecturers to explore potential physically activating strategies in university teaching, assess their degree of utilization, and identify barriers to implementation. The data were analysed by a structured content analysis of the interview transcripts using MAXQDA 2020 software.

RESULTS

Physically activating strategies are hardly known among university lecturers and are seldomly used on a regular and conscious basis. We identified two types of strategies with physically activating measures and teaching methods. Lecturers highlighted two specific types of physically activating measures: physical activity breaks and the use of physically activating furniture. All together, we identified 18 distinct teaching methods (e.g. group work, gallery walk) that integrate learning processes with physical activity in a pedagogical-didactic manner. The main barriers to implementation identified were lack of space, lack of time, students' unwillingness to move; organizational social norms, and lecturers' uncertainty about how to implement these strategies effectively.

CONCLUSIONS

University lecturers are generally unfamiliar with and rarely use physically activating strategies to reduce sedentary behavior in students. However, lecturers identified 18 potential teaching methods that integrate physical activity with pedagogical-didactic principles, offering a new approach to physically active university teaching. These methods present an untapped potential for the low-threshold integration of physical activity and breaks from sitting into university teaching, aligning with "stealth health" strategies that incidentally promote health while assuring a "high-quality education" as the core concern of higher education teaching. Understanding and addressing the barriers to implementation, such as lack of space, time, social and organizational norms, is crucial for the effective planning and implementation of interventions.

Application of principles of cognitive psychology in teaching: Perspectives from undergraduate medical and dental students

INTRODUCTION

Principles of cognitive psychology (CP) aim to shed light on the fundamentals of perception, attention, and knowledge extraction used for critical thinking, learning, and recollection of information. These principles were incorporated to educate undergraduate medical and dental students, and the study aims to assess the perspectives of medical and dental students regarding applying these principles.

METHODS

The descriptive cross-sectional study was carried out among 555 Bachelor of Dental Surgery (BDS) and Bachelor of Medicine, Bachelor of Surgery (MBBS) students using a validated questionnaire with purposive sampling. Data was analyzed on SPSS version 21.

RESULTS

The study population comprised 555 undergraduate medical and dental students, with a mean age of 20.55 ± 1.86 years. Of these, 63.4% were pursuing MBBS, and 36.6% were BDS students. The sample included 320 (57.65%) female and 235 (42.35%) male students. MBBS and BDS students exhibited high confidence levels in most aspects of CP principles required for interactive learning. However, they expressed lower confidence in facilitator-student interaction, receiving feedback within large classes, and experiencing online teaching elements. A significant difference was observed between the two groups. In five of six CP attributes, MBBS students demonstrated significantly higher perceptions than BDS students: overcoming cognitive and emotional challenges, recognizing and overcoming ineffective learning strategies, paying attention in class, and integrating knowledge (p < 0.05).

CONCLUSION

The current study reveals that MBBS students perceived the application of CP principles more positively than BDS students in key interactive learning areas. Furthermore, the integration of CP principles enhanced session interactivity, student engagement, attention, and retention. To optimize learning outcomes, institutions should consider adopting blended learning strategies, curricular innovations, and active learning methodologies (such as case-based, team-based, and problem-solving approaches) aligned with CP principles. Future longitudinal research could provide deeper insights into the long-term impact of CP principles on student learning and perception.

Two weeks of exercise alters neuronal extracellular vesicle insulin signaling proteins and pro-BDNF in older adults with prediabetes

Adults with prediabetes are at risk for Alzheimer's Disease and Related Dementia (ADRD). While exercise may lower ADRD risk, the exact mechanism is unclear. We tested the hypothesis that short-term exercise would raise neuronal insulin signaling and pro-BDNF in neuronal extracellular vesicles (nEVs) in prediabetes. Twenty-one older adults (18F, 60.0 ± 8.6 yrs.; BMI: 33.5 ± 1.1 kg/m2) with prediabetes (ADA criteria; 75 g OGTT) were randomized to 12 supervised work-matched continuous (n = 13, 70% HRpeak) or interval (n = 8, 90% HRpeak and 50% HRpeak for 3 min each) sessions over 2-wks for 60 min/d. Aerobic fitness (VO2peak) and body weight were assessed. After an overnight fast, whole-body glucose tolerance (total area under the curve, tAUC) and insulin sensitivity (SIis) were determined from a 120 min 75 g OGTT. nEVs were acquired from 0 and 60 min time-points of the OGTT, and levels of insulin signaling proteins (i.e., p-IRS-1, total-/p-Akt, pERK1/2, pJNK1/2, and pp38) and pro-BNDF were measured. OGTT stimulatory effects were calculated from protein differences (i.e., OGTT 60-0 min). Adults were collapsed into a single group as exercise intensity did not affect nEV outcomes. Exercise raised VO2peak (+1.4 ± 2.0 mL/kg/min, p = 0.008) and insulin sensitivity (p = 0.01) as well as decreased weight (-0.4 ± 0.9 kg, p = 0.04) and whole-body glucose tAUC120min (p = 0.02). Training lowered 0-min pro-BDNF (704.1 ± 1019.0 vs. 414.5 ± 533.5, p = 0.04) and increased OGTT-stimulated tAkt (-51.8 ± 147.2 vs. 95 ± 204.5 a.u., p = 0.01), which was paralleled by reduced pAkt/tAkt at 60 min of the OGTT (1.3 ± 0.2 vs. 1.2 ± 0.1 a.u., p = 0.04). Thus, 2 weeks of exercise altered neuronal insulin signaling responses to glucose ingestion and lowered pro-BNDF among adults with prediabetes, thereby potentially lowering ADRD risk.

30 Years of Change: Declining Motor Fitness and Anthropometric Shifts in Polish University Students (1994-2024)

BACKGROUND

To assess changes in the anthropometric and motor characteristics of male and female Polish university students between 1994 and 2024.

METHODS

The first study was conducted in 1994 on 712 female and 495 male university students aged 19-25 years (19.94 ± 1.09), and the second study was conducted in 2024 on 323 female and 339 male university students aged 19-25 years (19.92 ± 1.08). The participants' body mass and height were measured, and the students participated in a modified version of Pilicz's test consisting of four motor ability tests. The changes in the students' performance over time were also analyzed in the context of their socioeconomic status (SES), including the place of permanent residence and the parents' education.

RESULTS

The students' BMI values (as well as body mass and body height in female students) were significantly higher (p < 0.001) in 2024 than in 1994. The male students examined in 1994 demonstrated significantly higher strength abilities in the medicine ball forward throw test. In turn, the females studied in 1994 received significantly better scores in motor ability tests, including the zig-zag run, 1-Minute Burpee Test, and the medicine ball forward throw (29.4 s, 22 cycles, 591.3 cm, respectively) than those examined in 2024 (30.1 s, 19.3 cycles, and 463.3 cm, respectively). The variations in the results were similar when the participants' SES was considered in the analysis, which suggests that these factors had no significant effect on the analyzed characteristics over time.

CONCLUSIONS

This study revealed a greater decline in the anthropometric and motor characteristics of female than male university students over a period of 30 years. The observed changes were not influenced by SES factors such as the place of permanent residence or the parents' education.

Sedentary behaviour in Australian university students: The contribution of study-related sedentary behaviour to total sedentary behaviour

ISSUE ADDRESSED

Seated activities are attributed to increased sedentary behaviour (SB) and adverse health effects, but little is currently known about university students' SB, particularly study-related SB. This study describes the sociodemographic variations of domain-specific SB in regional Australian university students and the contribution of study-related SB to total SB.

METHODS

Self-reported daily SBs from a cross-sectional survey of 451 students were used. Domain-specific and total SB were described within sub-groups, and differences examined using independent t-tests. Multinomial regression was used to examine the association of tertiles of duration in study-related SB with total and other domain-specific SBs.

RESULTS

Study participants were a median age of 21 (19-25 years), mostly female (76%) and represented different years of study. On average, students spent 882 ± 292 min/day in total SB, with most SB occurring in the study, screen time and 'other activity' domains. No sociodemographic variations were found in total SB, but significantly higher study-related SB were reported by students studying full time (p < .001) and who moved from their family home to study (p < .022). Study-related SB contributed 36% of total SB, with students most sedentary during study having the highest total SB.

CONCLUSIONS

This study suggests university students have high levels of SB, primarily in the domains of study, screen time and other activities. SB reduction strategies in universities and targeting screen time, across various sociodemographic groups (e.g., gender, university enrolment status, and living arrangements), may be important in reducing SB in university students. SO WHAT?: University students are highly sedentary and should be included in SB programs especially students studying full time and those who moved from their family home in the study domain.

Robot-Mediated Nudges for Workplace Health: Not a One-Size-Fits-All Modeling Problem

Prolonged sedentary behavior in the vast population of office and remote workers leads to increased cardiovascular and musculoskeletal health challenges, and existing solutions for encouraging breaks are either costly health coaches or notification systems that are easily ignored. A socially assistive robot (SAR) for promoting healthy workplace practices could provide the physical presence of a health coach along with the scalability of a notification system. To investigate the impact of such a system, we implemented a SAR as an alternative break-taking support solution and examined its impact on individual users' break-taking habits over relatively long-term deployments. We conducted an initial two-month-long study (N = 7) to begin to understand the robot's influence beyond the point of novelty, and we followed up with a week-long data collection (N = 14) to augment the dataset size. The resulting data was used to inform a robot behavior model and formulate possible methods of personalizing robot behaviors. We found that uninterrupted sitting time tended to decrease with our SAR intervention. During model formulation, we found participant responsiveness to the break-taking prompts could be classified into three archetypes and that archetype-specific adjustments to the general model led to improved system success. These results indicate that break-taking prompts are not a one-size-fits-all problem, and that even a small dataset can support model personalization for improving the success of assistive robotic systems.

Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level

BACKGROUND

Physical activity has been proven to be beneficial for physical and psychological health as well as for academic achievement. However, especially university students are insufficiently physically active because of difficulties in time management regarding study, work, and social demands. As they are at a crucial life stage, it is of interest how physical activity affects university students' stress load and recovery as well as their academic performance.

METHODS

Student´s behavior during home studying in times of COVID-19 was examined longitudinally on a daily basis during a ten-day study period (N = 57, aged M = 23.5 years, SD = 2.8, studying between the 1st to 13th semester (M = 5.8, SD = 4.1)). Two-level regression models were conducted to predict daily variations in stress load, recovery and perceived academic performance depending on leisure-time physical activity and short physical activity breaks during studying periods. Parameters of the individual home studying behavior were also taken into account as covariates.

RESULTS

While physical activity breaks only positively affect stress load (functional stress b = 0.032, p < 0.01) and perceived academic performance (b = 0.121, p < 0.001), leisure-time physical activity affects parameters of stress load (functional stress: b = 0.003, p < 0.001, dysfunctional stress: b = -0.002, p < 0.01), recovery experience (b = -0.003, p < 0.001) and perceived academic performance (b = 0.012, p < 0.001). Home study behavior regarding the number of breaks and longest stretch of time also shows associations with recovery experience and perceived academic performance.

CONCLUSIONS

Study results confirm the importance of different physical activities for university students` stress load, recovery experience and perceived academic performance in home studying periods. Universities should promote physical activity to keep their students healthy and capable of performing well in academic study: On the one hand, they can offer opportunities to be physically active in leisure time. On the other hand, they can support physical activity breaks during the learning process and in the immediate location of study.

Early-Career Pedagogical Practice: The Value of Training Undergraduates to Teach

Pedagogical experiences prior to a career in higher education are limited, particularly for interested undergraduates. We detail here the experience of an undergraduate mentored in pedagogical techniques such as topic and reading selection, assessment creation and grading, and classroom management. Their pedagogical training included co-instructing a course with their mentor. The mentee found the experience to be rewarding, learning the areas in which they excelled and struggled. For the mentor, this was a valuable opportunity to reflect on their own pedagogical choices and techniques. The process provided a new perspective for each of us as we viewed the course through the lens of the other person. More opportunities for undergraduates to undertake similar roles may strengthen teaching in higher education and grant early career experiences to interested individuals. Though rewarding, course construction and implementation is time-consuming and difficult. Balancing time and effort beyond the class is a required skill, and frequent communication between the mentee and mentor is necessary.

Back and neck problems as well as disadvantageous ergonomic behavior patterns in university students: Concomitants of the pandemic?

Background

As a part of the coronavirus disease 2019 (COVID-19) lockdown measures, universities converted courses to digital formats, leading to remote studying. It is unclear how these measures affect university students in terms of musculoskeletal problems (i.e., neck and back pain), e.g., by non-ergonomically equipped home offices or reduced physical activity.

Material and methods

Students from Osnabrück University weresurveyed via fully standardized online questionnaires from early March to mid-April 2022 (6 weeks) about neck and back problems, movement behavior in home offices, and personal information.

Results

Of 447 students who clicked on the link, 378 students (80.4% female, mean age: 24.1 ± 4.2 years) answered the questionnaire (response rate: 84.6%). 299 (79.1%) students suffered from neck pain and 294 (77.8%) from back pain during the pandemic. 206 (54.4%) students generally used ergonomic furniture, 83 (22.0%) used ergonomic sitting furniture, 57 (15.1%) used a standing desk, and 212 (56.1%) used aids for a more comfortable use of laptops in home office. 203 (53.7%) students took movement breaks in home office, 207 (54.8%) worked out regularly, and 65 (17.2%) moved regularly in the fresh air.

Conclusions

The present study found a high rate of neck and back pain amongst university students. Measures are needed to prevent neck and back pain in this group, considering that increased physical activity and enhanced home office equipment might be beneficial.

Studentische Gesundheitsförderung aus Sicht der Studierenden in Österreich

Hintergrund und Ziel

Im Setting Universität ist studentische Gesundheitsförderung (SGF) noch nicht sehr verbreitet, wird aber als hoch relevant angesehen. Um von der Zielgruppe genutzt zu werden, sollte die SGF deren Erwartungen und Bedürfnissen entsprechen. Eine bundesweite Online-Befragung dazu wurde im Juni 2022 abgeschlossen.

Material und Methoden

Über 40 quantitative Items und diverse offene Fragen bildeten die Einstellung zu Nutzung und Auswirkung von Nutzungskriterien, Wünschen und Bedürfnissen bzgl. SGF ab. Die Items waren 5‑stufig skaliert nach Likert und auf Deutsch und Englisch verfügbar.

Ergebnisse

Insgesamt finden 90,6 % die Idee von SGF gut, ein entsprechendes Angebot finden jedoch nur 49,8 % an ihrer Hochschule vor. 56,7 % wünschen sich in Zukunft mehr SGF-Angebote, v. a. zu psychischer Gesundheit (Werte + 70 % bis + 60 % Zustimmung). Gleiches gilt für Ernährung und bestimmte Ernährungsempfehlungen, Sport und Bewegung, Ergonomie sowie Ausgleich zum Sitzen. Mehr Suchtprävention wird von 26,9 % gewünscht. Zirka 60 % wünschen sich im Rahmen der SGF mehr thematische Vernetzungsmöglichkeiten, knapp unter 50 % bzgl. Lerngruppen und fachliche Diskussionsrunden. Viele weitere Empfehlungen zu Verhältnisprävention und Angebotskonkretisierungen wurden angemerkt.

Schlussfolgerung

Die SGF wird als sehr positiv und ausbaufähig angesehen, v. a. bzgl. Psyche, Ernährung und Bewegung. Eine Möglichkeit ist ein studienphasenorientierter Zugang, der zu Beginn auf Information und Kompetenzentwicklung setzt und diese später ergänzt.

Brain insulin resistance and cognitive function: influence of exercise

Exercise has systemic health benefits in people, in part, through improving whole body insulin sensitivity. The brain is an insulin-sensitive organ that is often underdiscussed relative to skeletal muscle, liver, and adipose tissue. Although brain insulin action may have only subtle impacts on peripheral regulation of systemic glucose homeostasis, it is important for weight regulation as well as mental health. In fact, brain insulin signaling is also involved in processes that support healthy cognition. Furthermore, brain insulin resistance has been associated with age-related declines in memory and executive function as well as Alzheimer's disease pathology. Herein, we provide an overview of brain insulin sensitivity in relation to cognitive function from animal and human studies, with particular emphasis placed on the impact exercise may have on brain insulin sensitivity. Mechanisms discussed include mitochondrial function, brain growth factors, and neurogenesis, which collectively help combat obesity-related metabolic disease and Alzheimer's dementia.

Nudging digital physical activity breaks for home studying of university students-A randomized controlled trial during the COVID-19 pandemic with daily activity measures

University students are of particular public health interest because they are at high risk for physical inactivity and sedentary behaviors. In conjunction with the COVID-19 pandemic, sedentariness and physical inactivity were reinforced, as the pandemic led to an increase in home studying. Physical activity (PA) breaks have been identified as promoting factors for university students' physical and mental health. Therefore, the present study explored an approach to nudge students to take PA breaks at home while studying. The purpose was to test the effectiveness of digital nudging for PA breaks for 10 days using a randomized intervention design during the COVID-19 pandemic. It included an intervention group who received daily digital motivational prompts for PA break videos and a minimal intervention control group who got low-level access to PA break videos via a one-time link sent to the media library. Using a sample of university students in the southwest of Germany (n = 57), two-level binary logistic regression models were calculated to predict daily participation in PA breaks during the intervention period depending on the nudging intervention, as well as previous participation in PA breaks, the general PA level of the subjects before the intervention, the time spent on PA and on home studying in a day, the kind of day during the intervention (weekday vs. weekend), and the students' age. Results revealed that the digital nudging intervention did not show any significant effect on the likelihood to participate in PA breaks on a given day (0.69 ≤ β ≤ 0.75, p > 0.3). Instead, an individual-level effect revealed that the longer a student studied at home over the course of a day, the more likely he or she was to take a PA break (1.07 ≤ β ≤ 1.11, p < 0.001). Current findings show that individual characteristics such as daily time spent on home studying, which can change over the course of the intervention phase, are relevant considerations within nudging intervention in university setting. This provides initial insights especially for digital PA breaks for students during home studying.

Supporting adolescents' mental health during COVID-19 by utilising lessons from the aftermath of the Great East Japan Earthquake

Historical data can determine how adolescents recover from difficult situations such as the Coronavirus disease 2019 (COVID-19) pandemic. This study analysed 3 years of data obtained from high-school students who had been affected by the 2011 Great East Japan Earthquake and consequently evidenced the importance of increasing resilience among affected adolescents. This involved identifying factors contributing to resilience through a model that assessed for each tsunami disaster. This model was determined by assessing the correlation between survivors' resilience scores and their measured psychological and lifestyle scores. This approach showed that, in all tsunami damage models, resilience was most affected by the depressed emotions. Thus, our approach suggests that interventions for improving the depressed mood may improve resilience in adolescents during the COVID-19 pandemic.

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

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.

Health-Promoting Behavior and Lifestyle Characteristics of Students as a Function of Sex and Academic Level

University students frequently engage in unhealthy behaviors. However, there is a lack of studies examining a wide range of their lifestyle characteristics by sex and academic level of study. This cross-sectional survey of students enrolled in BSc, MSc, or PhD programs at one university in Germany (N = 3389) assessed physical activity (PA), sedentary behavior (SB), nutrition, sleep quality, and alcohol, tobacco, and other drug (ATOD) use by sex and academic level and was conducted with EvaSys version 8.0. Chi-squared tests compared categorical variables by sex, and binary logistic regression analyses adjusted for sex with Bonferroni adjustments evaluated differences across academic level. Although 91% of students achieved the aerobic PA guidelines, only 30% achieved the muscle strengthening exercises (MSE) guidelines, and 44% had high SB. Likewise, <10% met the fruit and vegetable consumption (FVC) recommendations, >40% of students experienced impaired sleep, and >30% had hazardous alcohol consumption. Less than 20% of the sample achieved the guideline/recommendation of all three PA, MSE and SB. Some behaviors exhibited significant sex and academic level differences. The identified at-risk groups included males (lower FVC), females (eating more during stress), and BSc students (poorer nutrition/sleep quality, more ATOD use). Given the above findings, multipronged strategies are needed with an overarching focus highlighting the health−academic achievement links. Behavioral interventions and environmental policies are required to raise awareness and promote student health.

Trends of Active Learning in Higher Education and Students' Well-Being: A Literature Review

This literature Review had the purpose of inspecting how the use of active learning methodologies in higher education can impact students’ Well-being. Considering the Heads of State meeting at United Nations Headquarters on September 2015, in which the 2030 Agenda for Sustainable Development was adopted by all United Nations Member states, this literature review is limbered to the time period between September 2015 and September 2021. A Previous research focused on reviews was made to support the conceptual framework. The search was done in two databases - Web of Science main collection and Scopus - by two researchers autonomously, using the following search criteria: “higher education AND active learning AND student AND wellness OR well-being OR wellbeing.” The studies section attended the following inclusion criteria: (i) published in peer-reviewed journals; (ii) empirical studies; (iii) written in English, French, Portuguese or Spanish; (iv) open access full text; (v) Higher education context; and (vi) focused on the topic under study. The search provided 10 articles which were submitted to an inductive thematic analysis attending to the purpose of this review, resulting in two themes: (i) students’ well-being during confinement; (ii) methodological solutions for students’ well-being. Data show that the use of active methodologies, as digital technologies, and the incorporation of some practice as physical activity and volunteering seems to benefit students’ well-being, namely in their academic achievement, physical, emotional, and social life, and empower them to the professional future with multi-competencies. Higher education institutions need to understand the value of active learning methodologies in sustained education and promote them in their practices.