scholarly journals Deep Diaphragmatic Breathing: A “Portable Intervention” for Stress Reduction among University Students

2020 ◽  
Author(s):  
Katarzyna (Kate) Rygiel
Keyword(s):  
University Students ◽  
Stress Reduction ◽  
Diaphragmatic Breathing

Author response for "A mind–body intervention for stress reduction as an adjunct to an information session on stress management in university students"

2020 ◽  
Author(s):  
Mauro Cozzolino ◽  
Laura Girelli ◽  
Deborah R. Vivo ◽  
Pierpaolo Limone ◽  
Giovanna Celia
Keyword(s):  
University Students ◽  
Stress Management ◽  
Stress Reduction ◽  
Author Response ◽  
Information Session

scholarly journals Attitudes of university students towards classroom physical activity breaks in the Netherlands

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C De Bot ◽  
M Brands ◽  
E Kremers ◽  
E van Ewijk ◽  
J Dierx
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Stress Reduction ◽  
Online Survey ◽  
Well Being ◽  
Positive Influence ◽  
Structured Interviews ◽  
Physical Activity Guidelines ◽  
Active Breaks ◽  
Climbing Stairs

Abstract Background Regular physical activity has multiple benefits for physical, mental, and psychosocial, however many students do not meet the national physical activity guidelines. Classroom physical activity can help students be more physically active. This study investigated the attitude of university students towards classroom physical activity breaks in a university of applied science setting Methods Within this research a mixed methods design have been applied. A online survey was completed by 2016 students an semi-structured interviews were conducted among 19 students. Results A total of 2016 students successfully completed the questionnaire with a mean of 18-21 year (67%) and 52 % female. No classroom physical activity breaks were used during the lessons. In addition, almost half of the students are not able to concentrate well during the classes. Students (39%) noticed that physical activity during classes had a positive influence on their concentration. The majority of the students are open to activating forms of teaching at universities of applied sciences (69%). Students have a clear preference for active breaks, curriculum-focused active breaks. Physical activities such as climbing stairs, sports exercises are not students preferred activities. Conclusions Implementing classroom physical activity breaks can improve student physical activity and concentration during school and behavior in the classroom. Activities such as climbing stairs, intense aerobic exercise were perceived as inconvenient. Active breaks, curriculum-focused active breaks were acknowledged by students. Key messages Keep physical activity breaks short and manageable. Physical activity breaks can help in stress reduction and improving psychological well-being.

Effect of a Mindfulness Program on Stress, Anxiety and Depression in University Students

2014 ◽  
Vol 17 ◽  
Author(s):  
José Gallego ◽  
José M. Aguilar-Parra ◽  
Adolfo J. Cangas ◽  
Álvaro I. Langer ◽  
Israel Mañas
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
University Students ◽  
Stress Reduction ◽  
Anxiety And Depression ◽  
Control Group ◽  
Measuring Instrument ◽  
Education Group ◽  
Activity Program ◽  
Bachelor Of Education

AbstractTwo of the problems that currently affect a large proportion of university students are high levels of anxiety and stress experienced in different situations, which are particularly high during the first years of their degree and during exam periods. The present study aims to investigate whether mindfulness training can bring about significant changes in the manifestations of depression, anxiety, and stress of students when compared to another group undergoing a physical activity program and a control group. The sample consisted of 125 students from the Bachelor of Education Program. The measuring instrument used was the Abbreviated Scale of Depression, Anxiety and Stress (DASS-21). The results indicate that the effects of reducing the identified variables were higher for the mindfulness group than for the physical education group and for the control group F(2) = 5.91, p = .004, η2 = .106. The total scores for all variables related to the mindfulness group decreased significantly, including an important stress reduction t(29) = 2.95, p = .006, d = .667. Mindfulness exercises and some individual relaxing exercises involving Physical Education could help to reduce manifestations of stress and anxiety caused by exams in students.

A Comparison of Formal and Informal Mindfulness Programs for Stress Reduction in University Students

Mindfulness ◽  
2014 ◽  
Vol 6 (4) ◽  
pp. 873-884 ◽  
Author(s):  
Robert K. Hindman ◽  
Carol R. Glass ◽  
Diane B. Arnkoff ◽  
David D. Maron
Keyword(s):  
University Students ◽  
Stress Reduction
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