ECSS Paris 2023: OP-SH03
INTRODUCTION: Mental fatigue (MF) in secondary education represents a psychobiological state induced by prolonged cognitive demands (1), yet its neurophysiological mechanisms remain understudied. Heart rate variability (HRV) reflects autonomic regulation and may indicate fatigue-related decrements (2). Spanish adolescents spend 78% of school time sedentary (3), creating conditions conducive to MF development. Physical activity (PA) shows promise for managing MF (4), but whether academic stress modulates HRV-fatigue relationships and how PA buffers these effects remains unclear. This study examined stress-dependent psychophysiological coupling and PA protective effects across the academic year. METHODS: 168 secondary students (13-16 years, 51% female) wore Fitbit devices across 6 assessments spanning three academic terms: at term start (low-stress, n = 3) and term end coinciding with evaluations (high-stress, n = 3). Mental fatigue (VAS 0-100), HRV metrics (RMSSD, low-frequency power [LF], high-frequency power [HF]), and daily steps were measured continuously for approximately 7 days per assessment (N = 909 observations: 455 low-stress, 454 high-stress). Pearson correlations, independent t-tests, and group comparisons (median split: high PA >9385 steps/day) were conducted. RESULTS: MF increased during high-stress vs low-stress periods (44.4±22.9 vs 38.5±21.1, p < 0.001***, d = 0.27), while HRV and PA remained stable (p > 0.05). Critically, among HRV indices, only LF correlated with MF during high-stress periods (r = -0.14, p = 0.007**) but not low-stress periods (r = -0.10, p = 0.068), demonstrating stress moderated autonomic-psychological coupling. PA correlated negatively with MF (low-stress: r = -0.26, p < 0.001***; high-stress: r = -0.10, p = 0.041*) and positively with LF (low-stress: r = 0.18, p < 0.001***; high-stress: r = 0.11, p = 0.036*). During high-stress periods, high-PA students showed 13% lower MF (41.2 vs 47.3, p = 0.004**, d = 0.27) and 16% higher LF (2382 vs 2045 ms², p = 0.012*, d = 0.26), suggesting preserved autonomic modulation. CONCLUSION: LF-HRV specifically indexes MF under academic stress, revealing context-dependent neurophysiological mechanisms and differential sensitivity across HRV metrics. PA serves as a psychophysiological buffer maintaining autonomic function during high-demand periods. These findings support integrating movement into predominantly sedentary school schedules as a strategy to counteract MF and promote holistic well-being during this critical developmental period. References: [1] Van Cutsem et al. 2017/ [2] Kim et al. 2018/ [3] Grao-Cruces et al. 2020/ [4] Chaddock-Heyman et al. 2018
Read CV Rosa Ayuso-MorenoECSS Paris 2023: OP-SH03
Introduction Exercise has been shown to influence brain health and performance through multiple mechanisms. Previous research suggests that exercise may promote neuroplasticity, potentially mediated by increases in brain-derived neurotrophic factor (BDNF) [1]. Beyond neurobiological measures, emotional states and cognitive functioning can also be assessed. Therefore, the objective of the current study was to investigate how acute exercise impacts core affect, lactate concentration and cognitive processes. Methods Sixty participants (aged 19-31) were randomly assigned (using block randomization) to one of three groups: reduced-exertion high-intensity training (REHIT) group - 15 second maximum effort sprints, followed by 200s rest, 10 second light cycling was performed before the next sprint, 4 cycles in total, high-intensity interval training (HIIT) group - 90s high-intensity intervals followed by 90s rest, 5 cycles in total, or control group - watched 15-minute education video. The exercise protocols were completed on a Cycle Ergometer. Core affect was assessed using the Swedish Core Affect Scale. Cognitive performance was evaluated using measures of reaction time, working memory, inhibitory control and motor skills. Capillary blood lactate concentration was also measured. The measurements were done pre- and post- intervention (exercise or control). Results Lactate increased in both exercise groups (p < 0.001), with significantly larger increases in the REHIT group, compared to HIIT (p < .001). Regarding core affect, both HIIT and REHIT significantly increased activation (p < .001 and p = .019, respectively). However, only the HIIT group demonstrated significant increases in pleasant activation (p = .019) and calmness, reflected by reductions in unpleasant activation (p = .019). In the cognitive tests, the control group exhibited slower simple reaction time in the post-measurement (p < .001), whereas neither exercise group showed pre- to post-test changes. No statistically significant effects were found for working memory, inhibitory control, motor skills or complex reaction time. Discussion A single 15-minute bout of exercise significantly increased lactate concentration in both HIIT and REHIT conditions, with REHIT producing the largest elevations. Both exercise protocols also increased subjective activation (energy levels), while HIIT additionally enhanced calmness and interest. The slowing of reaction time in the control group suggests a fatigue or vigilance-decline effect that was not observed in the exercise groups, indicating that acute exercise may help maintain alertness. However, no changes were detected in other cognitive domains, implying that the relationship between exercise-induced lactate increases, cognition and affective states is complex and warrants further investigation. References 1. Evelis, K., Kolesovs, A., Rostoka, E., Plakane L. Sci Rep 15, 38322 (2025).
Read CV Klāvs ĒvelisECSS Paris 2023: OP-SH03
INTRODUCTION: Central Sensitivity Syndromes (CSS), including fibromyalgia, chronic fatigue syndrome, and multiple chemical sensitivity, are associated with persistent pain and reduced well-being. Although management is often pharmacological, physical activity is beneficial; however, the specific contribution of creative processes within dance programs remains underexplored. This study evaluated the impact of two 15-week (2 × 90-min sessions/week) dance programs (one creative-based and one non-creative) versus a control group on the well-being and creativity of women with CSS. METHODS: A mixed-methods controlled pre–post design was employed. 34 women with CSS (57.78 ± 8.92) were allocated to: (A) creative-based dance (n=10), (B) non-creative dance (n=11), and (C) no-intervention control (n=12). Quantitative outcomes included pre–post assessments: Central Sensitization Inventory (CSI)[1], Depression Anxiety Stress Scales-21 (DASS-21)[2], Creative Self-Efficacy (CES)[3], Runco Ideational Behavior Scale (RIBS)[4], and a dance improvisation task DICAT[5]. Session-level pain was monitored pre- and post-session using a Visual Analogue Scale (VAS)[6]. Qualitative data were collected via semi-structured interviews and thematically analyzed using NVivo. RESULTS: Linear mixed-effects models indicated significant effects for CES (Time p=.001; Group×Time p=.012), with increases in A (Δ=305.3, p=.001) and B (Δ=235.2, p=.007), but not C. RIBS Factor 1 showed a significant Group×Time effect (p=.009), driven by an increase in A (Δ=6.90, p=.007). DASS-21 stress decreased in B (Δ=−2.727, p=.021). CSI showed no significant effects. Motor creativity (DICAT) showed a significant Group×Time interaction (p=.003), driven by an increase in A (Δ=+6.95, p<.001), and non-significant effects in B and C. Session-level VAS showed an acute Moment effect (p<.001), with similar pre–post decreases in A (Δ=−1.63, p<.001) and B (Δ=−1.58, p<.001); and a small but significant decline in basal pain across sessions (p=.012). Thematic analysis indicated a highly positive experience, with improved self-concept, greater awareness of personal limits, and increased appreciation of abilities. Perceived group cohesion was higher in Group A than Group B. CONCLUSION: Dance appears to be a beneficial and feasible adjunct to care for women with CSS, supporting psychological well-being, reducing short-term pain with a modest decline over time, and strengthening personal resources linked to adaptive functioning. Beyond these general benefits, integrating creative processes may provide added value by more strongly enhancing creativity-related outcomes, fostering group cohesion, and promoting a more meaningful engagement with movement. [1] Mayer et al., Pain Pract, 2012 [2] Fonseca-Pedrero et al., Ansiedad Estrés, 2010 [3] Richard et al., J Creat Behav, 2024 [4] Runco et al., Creat Res J, 2001 [5] Pérez-Calzado et al., Apunts Educ Fís Deport, 2026 [6] Hayes & Patterson, Psychol Bull, 1921
Read CV Cristina Calvo EstelrichECSS Paris 2023: OP-SH03