Abstract
ObjectivesThe primary objective of this study was to examine the effects of one-session physical or mindfulness training on university students’ mood, attention and executive functions in two separate randomized studies.MethodsStudy 1 (physical activity intervention) was implemented in a seminar with 63 and Study 2 (mindfulness intervention) in another seminar with 28 university students. The physical intervention included stretching exercises, balancing tasks, and medium intensity cardiovascular activities. The mindfulness training included yoga exercises, guided attention, and a body scan. In the control conditions, students watched a 15-min fitness or yoga video, respectively. Several mood and attention scales, as well as executive functions were assessed before and after the intervention or control activity. A randomized within-subject cross-over design was applied in both studies.ResultsRepeated-measures analysis of variance revealed that participants in both intervention conditions reported mood to be more positive, more awake and calmer after the intervention compared to the control conditions. These effects were medium to large (Study 1: eta2 = .08-.30, Study 2: eta2 = .15-.30). Attention scores improved more relative to the control condition after the physical intervention (medium effect size, eta2 = .11). Executive function scores improved more relative to the control condition after the mindfulness intervention (medium effect size, eta2 = .17).ConclusionsThese results indicate that a short bout (15-min) of physical or mindfulness activity in a university learning setting positively affected dimensions of mood and cognition known to support academic learning.
Highlights
ObjectivesThe primary objective of this study was to examine the effects of one-session physical or mindfulness training on university students’ mood, attention and executive functions in two separate randomized studies
Post hoc comparisons revealed that participants in the intervention condition reported to feel better and more awake at posttest, while there were no changes in the control condition
Our results show that a single bout of physical exercise improved mood and attention and a single session of mindfulness improved mood and executive function, indicating that even short physical or mindfulness activities may increase affective and cognitive processes that have been linked to positive learning outcomes (Meltzer 2018; Zins and Goleman 2004)
Summary
The primary objective of this study was to examine the effects of one-session physical or mindfulness training on university students’ mood, attention and executive functions in two separate randomized studies. Results Repeated-measures analysis of variance revealed that participants in both intervention conditions reported mood to be more positive, more awake and calmer after the intervention compared to the control conditions These effects were medium to large (Study 1: eta2 = .08-.30, Study 2: eta2 = .15-.30). Executive function scores improved more relative to the control condition after the mindfulness intervention (medium effect size, eta2 = .17). Conclusions These results indicate that a short bout (15-min) of physical or mindfulness activity in a university learning setting positively affected dimensions of mood and cognition known to support academic learning
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