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Mind–Body Physical Activity Interventions and Stress-Related Physiological Markers in Educational Settings: A Systematic Review and Meta-Analysis

Author

Listed:
  • Ildiko Strehli

    (Department of Health and Kinesiology, College of Health, University of Utah, 250 S 1850 E, Salt Lake City, UT 84112, USA)

  • Ryan D. Burns

    (Department of Health and Kinesiology, College of Health, University of Utah, 250 S 1850 E, Salt Lake City, UT 84112, USA)

  • Yang Bai

    (Department of Health and Kinesiology, College of Health, University of Utah, 250 S 1850 E, Salt Lake City, UT 84112, USA)

  • Donna H. Ziegenfuss

    (Department of Health and Kinesiology, College of Health, University of Utah, 250 S 1850 E, Salt Lake City, UT 84112, USA)

  • Martin E. Block

    (Department of Kinesiology, Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA)

  • Timothy A. Brusseau

    (Department of Health and Kinesiology, College of Health, University of Utah, 250 S 1850 E, Salt Lake City, UT 84112, USA)

Abstract

Mind–Body Physical Activity (MBPA) in educational settings is one possible preventive strategy for ameliorating stress-related physiological health parameters. The objectives of this study were to conduct a systematic review of the literature with meta-analyses on the effects of MBPA on stress-related physiological health markers in primary, secondary, and higher education students. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, the search for peer-reviewed articles published in English was conducted in PubMed, EBSCOhost, PsychInfo, Scopus, and Cochrane Library databases. Criteria for inclusion consisted of empirical studies targeting the student population (primary, secondary, higher education), studies examining the effectiveness of an MBPA intervention, studies including a control or comparison group (pre-test/post-test studies excluded), studies targeting physiological marker outcomes such as heart rate, blood glucose, cortisol, and blood pressure, and finally, studies examining interventions implemented within educational settings. Twenty-six interventions were eligible for the review and quantitative synthesis, which comprised a total of 1625 participants, with 783 students serving within the control/comparison group. There were statistically significant and large pooled effects for MBPA effectiveness for lowering heart rate (Hedges’ g = −1.71, 95% Confidence Interval (CI): −2.43, −0.98), cortisol (Hedges’ g = −1.32, 95% CI: −2.50, −0.16), and systolic and diastolic blood pressure (Hedges’ g = −1.04, 95% CI: −1.53, −0.58). These effects tended to be stronger in older students compared to younger students. Most analyses were characterized as having high heterogeneity and only 10 of the 26 studies were characterized as good quality (38.4%). MBPA interventions may have a positive impact on specific physiological health markers in students, especially in students within higher education. However, higher-quality research is needed in this area.

Suggested Citation

  • Ildiko Strehli & Ryan D. Burns & Yang Bai & Donna H. Ziegenfuss & Martin E. Block & Timothy A. Brusseau, 2020. "Mind–Body Physical Activity Interventions and Stress-Related Physiological Markers in Educational Settings: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 18(1), pages 1-24, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2020:i:1:p:224-:d:470539
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Shu Zhang & Liye Zou & Li-Zhen Chen & Ying Yao & Paul D. Loprinzi & Parco M. Siu & Gao-Xia Wei, 2019. "The Effect of Tai Chi Chuan on Negative Emotions in Non-Clinical Populations: A Meta-Analysis and Systematic Review," IJERPH, MDPI, vol. 16(17), pages 1-16, August.
    3. Chunxiao Li & Ying Hwa Kee & Leng Chee Kong & Liye Zou & Ka Lok Ng & Hong Li, 2019. "Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness," IJERPH, MDPI, vol. 16(14), pages 1-11, July.
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    1. Ildiko Strehli & Ryan D. Burns & Yang Bai & Donna H. Ziegenfuss & Martin E. Block & Timothy A. Brusseau, 2023. "Development of an Online Mind–Body Physical Activity Intervention for Young Adults during COVID-19: A Pilot Study," IJERPH, MDPI, vol. 20(5), pages 1-12, March.

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