Sport and Wellness Science Lab

This study investigated the effects of Mindfulness sessions on perceived stress and mental health with a group of college students. Twenty students participated in the crossover design study, and partook in 10 short, five min, mindfulness sessions over three weeks during the intervention phase. In the control phase, the subjects received emails with mindfulness exercises. Participants received a self-reported survey three times throughout the data collection phase via email (e.g., baseline, after crossover, and after experiencing both intervention and control). The questionnaire focused on measuring different domains, such as perceived stress, depression, and overall quality of life. Twelve students further participated in a focus group discussion, exploring possibilities and benefits of inclusions of mindfulness exercises into academic classes.

Significantly different scores were found in the perceived stress and depression rating (measured via DASS – 21) when comparing pre- and post-intervention scores. This was also reflected in the group discussion, where participants reported a lessened stress perception during the rest of the day after the interventions and a feeling of heightened control over their emotional state.
The findings of this study should be expanded upon in further research to verify the benefits of even very short mindfulness interventions.

Investigating the Effect of Integrated Short Mindfulness Interventions on Stress, Mental Health, and Sleep Among College Students

Researchers: Natascha Enriquez, Dipesh Chaudhury

Exploring the benefits of mindfulness interventions integrated into academic classes, as suggested by participants during the focus group discussions in the exploratory research.

Comparison of Two Exercise Modalities via fsMRI and Cognitive Brain Function Testing for their Effects on Brain Plasticity and Brain Structure

Researchers: Osama Abdulla, Natascha Enriquez, Kartik Sreenivasan

The positive effects of exercise on brain activity and cognitive functions have been recognized in the literature (Thomas et al. 2012). Most studies investigate aerobic exercise and balance training and their ability to decrease aging processes and to improve memory and learning (Cassilhas et al. 2016; Hoetting and Roeder, 2013). Furthermore, resistance training interventions have also been shown to improve short-term memory and attention (Cassilhas et al. 2007). Giboin et al. (2017) found that different training modalities generate different neural adaptations and specific neuroplastic changes. To our knowledge, no study has investigated structural brain changes, as well as brain plasticity and cortical activity, when contrasting two different resistance training interventions.

The primary aim of this work is to compare the effects of two exercise interventions over a six weeks period in untrained university students, who will be assigned to either a strength-training (ST) based program (traditional weight-training machines) or a functional movement training (FT) program (consisting of ground-based bodyweight exercises, including primitive movement training, balance, and coordination training and quadruped movement pattern) on memory function and brain markers (structure, blood flow, and function). In addition, potential alterations of functional connectivity, plasticity, and cortical activity in the brain will be investigated.