Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level
Abstract 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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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BMC
2024-02-01
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| Series: | BMC Public Health |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12889-024-18082-z |
| _version_ | 1797272919204691968 |
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| author | Monika Teuber Daniel Leyhr Gorden Sudeck |
| author_facet | Monika Teuber Daniel Leyhr Gorden Sudeck |
| author_sort | Monika Teuber |
| collection | DOAJ |
| description | Abstract 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. |
| first_indexed | 2024-03-07T14:36:12Z |
| format | Article |
| id | doaj.art-c2b1d7a34f0a48ec9881624ae9dde45c |
| institution | Directory Open Access Journal |
| issn | 1471-2458 |
| language | English |
| last_indexed | 2024-03-07T14:36:12Z |
| publishDate | 2024-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Public Health |
| spelling | doaj.art-c2b1d7a34f0a48ec9881624ae9dde45c2024-03-05T20:39:03ZengBMCBMC Public Health1471-24582024-02-0124111410.1186/s12889-024-18082-zPhysical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily levelMonika Teuber0Daniel Leyhr1Gorden Sudeck2Institute of Sports Science, Faculty of Economics and Social Sciences, University of TübingenInstitute of Sports Science, Faculty of Economics and Social Sciences, University of TübingenInstitute of Sports Science, Faculty of Economics and Social Sciences, University of TübingenAbstract 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.https://doi.org/10.1186/s12889-024-18082-zPhysical activityPhysical activity breaksStress loadRecoveryPsychological detachmentAcademic performance |
| spellingShingle | Monika Teuber Daniel Leyhr Gorden Sudeck Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level BMC Public Health Physical activity Physical activity breaks Stress load Recovery Psychological detachment Academic performance |
| title | Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level |
| title_full | Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level |
| title_fullStr | Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level |
| title_full_unstemmed | Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level |
| title_short | Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level |
| title_sort | physical activity improves stress load recovery and academic performance related parameters among university students a longitudinal study on daily level |
| topic | Physical activity Physical activity breaks Stress load Recovery Psychological detachment Academic performance |
| url | https://doi.org/10.1186/s12889-024-18082-z |
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