Nathan F Meier1, Amy S Welch2. 1. a Department of Kinesiology, College of Human Sciences , Iowa State University , Ames , IA , USA. 2. b Department of Environmental & Health Sciences , Johnson State College , Johnson , VT , USA.
Abstract
BACKGROUND: High rates of stress-related problems in college students and low utilization of treatment options demonstrate the need for effective stress-reducing interventions that can be self-regulated. This study compared the effect of brief paced-breathing with biofeedback and exercise interventions on heart rate variability, state anxiety and affect. METHODS: Students (n = 32) with high levels of perceived stress completed three 10-min interventions on separate days: paced-breathing with biofeedback (Biofeedback), a self-paced walk (Exercise), and an attention control condition of quiet studying (Quiet Study). Anxiety and affect were measured before (Pre), immediately after (Post0) and 15 mins after (Post15) the intervention. Heart rate variability was measured pre- and post-intervention using electrocardiogram. RESULTS: Biofeedback reduced anxiety more than the exercise condition (Pre to Post0: Biofeedback d = -0.48, Exercise d = -0.13). Secondly, Exercise temporarily increased energy (Pre to Post0: d = 0.67), whereas Biofeedback temporarily increased calmness (Pre to Post0: d = 0.51). All conditions significantly increased total heart rate variability (p < .05). CONCLUSIONS: Biofeedback and Exercise interventions improved emotional states in high-stress college students, but the type of change observed (i.e. energizing, calming or anxiety reducing) depended upon the condition.
BACKGROUND: High rates of stress-related problems in college students and low utilization of treatment options demonstrate the need for effective stress-reducing interventions that can be self-regulated. This study compared the effect of brief paced-breathing with biofeedback and exercise interventions on heart rate variability, state anxiety and affect. METHODS: Students (n = 32) with high levels of perceived stress completed three 10-min interventions on separate days: paced-breathing with biofeedback (Biofeedback), a self-paced walk (Exercise), and an attention control condition of quiet studying (Quiet Study). Anxiety and affect were measured before (Pre), immediately after (Post0) and 15 mins after (Post15) the intervention. Heart rate variability was measured pre- and post-intervention using electrocardiogram. RESULTS: Biofeedback reduced anxiety more than the exercise condition (Pre to Post0: Biofeedback d = -0.48, Exercise d = -0.13). Secondly, Exercise temporarily increased energy (Pre to Post0: d = 0.67), whereas Biofeedback temporarily increased calmness (Pre to Post0: d = 0.51). All conditions significantly increased total heart rate variability (p < .05). CONCLUSIONS: Biofeedback and Exercise interventions improved emotional states in high-stress college students, but the type of change observed (i.e. energizing, calming or anxiety reducing) depended upon the condition.
Entities:
Keywords:
Anxiety; biofeedback; college students; exercise; heart rate variability
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