The effect of physical activity on sleep quality, well-being, and affect in academic stress periods

Kathrin Wunsch, Nadine Kasten, Reinhard Fuchs Department of Sport Science, Sport Psychology Unit, Albert-Ludwigs University Freiburg, Freiburg im Breisgau, Germany Abstract: The stress-buffering hypothesis postulates that physical activity and exercise can buffer the negat...

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Autores principales:	Wunsch K, Kasten N, Fuchs R
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2017
Materias:	academic stress affect examination stress exercise physical activity sleep quality well-being Psychiatry RC435-571 Neurophysiology and neuropsychology QP351-495
Acceso en línea:	https://doaj.org/article/ab42d96720b74183b92142c9b3180ea2
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spelling	oai:doaj.org-article:ab42d96720b74183b92142c9b3180ea22021-12-02T03:50:15ZThe effect of physical activity on sleep quality, well-being, and affect in academic stress periods1179-1608https://doaj.org/article/ab42d96720b74183b92142c9b3180ea22017-04-01T00:00:00Zhttps://www.dovepress.com/the-effect-of-physical-activity-on-sleep-quality-well-being-and-affect-peer-reviewed-article-NSShttps://doaj.org/toc/1179-1608Kathrin Wunsch, Nadine Kasten, Reinhard Fuchs Department of Sport Science, Sport Psychology Unit, Albert-Ludwigs University Freiburg, Freiburg im Breisgau, Germany Abstract: The stress-buffering hypothesis postulates that physical activity and exercise can buffer the negative effects of (academic) stress on health. It still remains an open question whether students, who regularly engage in physical activity and exercise within their academic examination period, can successfully diminish these negative effects. Sixty-four subjects participated in this study and completed a total of five surveys, with T1 at the end of the semester break (baseline) and T2–T5 being presented every Friday in the last 4 weeks of the semester (examination period). They were asked to answer questions about their activity level, sleep quality, well-being and affect. Hierarchical linear models showed significant dependencies on time for all dependent measures. The expansion of the model for exercise also showed significant main effects of this predictor on well-being and positive affect (PA) and negative affect. Moreover, significant interactions with time for sleep quality and PA were found. Results suggest that physical activity and exercise in the academic examination period may be able to buffer the negative effects of stress on health-related outcomes. Therefore, activity levels should be maintained in times of high stress to prevent negative effects on sleep, well-being and affect in students. Keywords: examination stress, exercise, stress-buffering hypothesisWunsch KKasten NFuchs RDove Medical Pressarticleacademic stressaffectexamination stressexercisephysical activitysleep qualitywell-beingPsychiatryRC435-571Neurophysiology and neuropsychologyQP351-495ENNature and Science of Sleep, Vol Volume 9, Pp 117-126 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic stress affect examination stress exercise physical activity sleep quality well-being Psychiatry RC435-571 Neurophysiology and neuropsychology QP351-495
spellingShingle	academic stress affect examination stress exercise physical activity sleep quality well-being Psychiatry RC435-571 Neurophysiology and neuropsychology QP351-495 Wunsch K Kasten N Fuchs R The effect of physical activity on sleep quality, well-being, and affect in academic stress periods
description	Kathrin Wunsch, Nadine Kasten, Reinhard Fuchs Department of Sport Science, Sport Psychology Unit, Albert-Ludwigs University Freiburg, Freiburg im Breisgau, Germany Abstract: The stress-buffering hypothesis postulates that physical activity and exercise can buffer the negative effects of (academic) stress on health. It still remains an open question whether students, who regularly engage in physical activity and exercise within their academic examination period, can successfully diminish these negative effects. Sixty-four subjects participated in this study and completed a total of five surveys, with T1 at the end of the semester break (baseline) and T2–T5 being presented every Friday in the last 4 weeks of the semester (examination period). They were asked to answer questions about their activity level, sleep quality, well-being and affect. Hierarchical linear models showed significant dependencies on time for all dependent measures. The expansion of the model for exercise also showed significant main effects of this predictor on well-being and positive affect (PA) and negative affect. Moreover, significant interactions with time for sleep quality and PA were found. Results suggest that physical activity and exercise in the academic examination period may be able to buffer the negative effects of stress on health-related outcomes. Therefore, activity levels should be maintained in times of high stress to prevent negative effects on sleep, well-being and affect in students. Keywords: examination stress, exercise, stress-buffering hypothesis
format	article
author	Wunsch K Kasten N Fuchs R
author_facet	Wunsch K Kasten N Fuchs R
author_sort	Wunsch K
title	The effect of physical activity on sleep quality, well-being, and affect in academic stress periods
title_short	The effect of physical activity on sleep quality, well-being, and affect in academic stress periods
title_full	The effect of physical activity on sleep quality, well-being, and affect in academic stress periods
title_fullStr	The effect of physical activity on sleep quality, well-being, and affect in academic stress periods
title_full_unstemmed	The effect of physical activity on sleep quality, well-being, and affect in academic stress periods
title_sort	effect of physical activity on sleep quality, well-being, and affect in academic stress periods
publisher	Dove Medical Press
publishDate	2017
url	https://doaj.org/article/ab42d96720b74183b92142c9b3180ea2
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The effect of physical activity on sleep quality, well-being, and affect in academic stress periods

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