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Students starting at university tend to adopt unhealthy behaviors. With students expected to sit during classes, their academic schedule may be responsible for their activity patterns. The aim of the current study was to investigate the relationship between university students' academic schedule and day-to-day variations in sedentary behavior (SB) and physical activity (PA). The activity of 317 first-year undergraduate students (mean age 19.6 ± 1.4 years, 69.4% female, 30.0% male, and 0.6% other) was measured with the activPAL3™ triaxial monitor for seven consecutive days. Each class hour was found to be associated with 9.0 additional minutes of SB (95% CI [4.9, 13.1]), 54 additional seconds of moderate-to-vigorous PA (MVPA; 95% CI [12, 96]), and 12.2 min less time in bed (95% CI [-16.6, -7.8]). Active SB ratio (total duration of SB bouts < 30 min divided by total SB duration) decreased by 0.011 per hour of class scheduled for the students (95% CI [-0.016, -0.006]). Light PA (LPA) was not significantly associated with class duration. Students tend to cycle more on days with classes. Seated transportation was not significantly related to whether the students had classes or not. Overall, the academic schedule is associated with SB and PA in students.

Background: University students often exhibit high levels of sedentary behavior that is negatively associated with cognition and mood. On the other hand, light‐intensity physical activity (LIPA) may improve cognitive performance and mood. Therefore, this study investigated the acute effect of LIPA breaks during prolonged sitting on attention, executive functioning, and mood. Methods: A randomized crossover design was used in this study. In total, 21 healthy adults (15 women, age = 24 ± 3 years, BMI = 23 ± 2 kg/m2) completed three prolonged sitting conditions: (1) without a demanding cognitive task (SIT), (2) with a demanding cognitive task (COGN), and (3) with every 25 min sitting interrupted by a 5‐minute walk (INTERRUPT). Attention, executive function (response inhibition, task shifting, and working memory updating), and mood were assessed before and after each condition. Results: Linear mixed models analyses showed that prolonged sitting frequently interrupted by LIPA (INTERRUPT) or with cognitively demanding activities (COGN) significantly improved task shifting compared to SIT. However, INTERRUPT did not significantly improve task shifting compared with COGN. No significant acute effects on attention, response inhibition, working memory updating, or mood were found. Conclusions: Frequent LIPA breaks or cognitively demanding activities have a selective, acute positive impact on one aspect of cognitive performance compared to idle sitting. No evidence was found that LIPA breaks have an acute improvement in attention, executive function, and mood compared to sitting with cognitive loading. To further investigate the effect of PA on cognitive performance, it is necessary to consider cognitive loading and control for the cognitive activity during sitting in the experimental design. [ABSTRACT FROM AUTHOR]

Vocational education and training (VET)-students often face student mental well-being (SMW) challenges. Physical activity behaviour (PAB) is positively associated with SWM, yet SMW can vary during the day. Therefore, this study aims to explore the momentary relationship between PAB ((i.e., moderate to vigorous physical activity (MVPA), light physical activity (LPA), sedentary behaviour (SB)) and SMW (i.e., affect, self-esteem). For 9 consecutive days, VET-students reported their SMW via experience sampling methods-prompts while their PAB was measured with thigh worn ActivPALs™. PAB data was summed in minutes spent in each PAB 30 and 60 min before each prompt. Data of 68 students (68% female, mean-age = 18.9 ± 4) was analysed with multilevel regression analyses. Consistently positive associations between LPA and positive affect (30min: β = 0.03, p = <0.001, 60min: β = 0.03, p = <0.001), and self-esteem (30min: β = 0.01, p =.047 60 min: β = 0.01, p = <0.001) were found. For SB negative associations for positive affect (30 min: β = −0.04, p = <0.001, 60 min: β = −0.03, p = <0.001), and self-esteem (30 min: β = −0.02, p = < 0.001, 60 min: β = −0.01, p = < 0.001) were found. No associations were found between any PAB and negative affect, and for MVPA and SMW. The significant positive associations between LPA and SMW and the negative associations between SB and SMW suggest that increasing LPA and decreasing SB and can improve SMW in VET students. • Objectively measured light physical activity is consistently positively associated with momentary student mental wellbeing. • Objectively measured sedentary behaviour is consistently negatively associated with momentary student mental wellbeing. • Objectively measured moderate-to-vigorous physical activity is not associated with momentary student mental wellbeing. [ABSTRACT FROM AUTHOR]

Research suggests that sedentary behavior (SB) is negatively associated with cognitive outcomes. Interrupting prolonged sitting has been shown to improve cognitive functions, including executive functioning (EF), which is important for academic performance. No research has been conducted on the effect of standing on EF in VET students, who make up a large proportion of the adolescent population and who are known to sit more than other students of this age. In this study, we investigated the acute effects of reducing SB by short time standing on EF in vocational education and training (VET) students. In a randomized crossover study, 165 VET students were first taught for 15 min in seated position. After this, they performed while seated the Letter Memory Test for updating, and the Color Shape Test for shifting and inhibition. Students were randomly assigned to a sitting or standing condition. All students were taught again for 15 min and then took the same tests in the condition they were allocated to, respectively, standing or seated. After 1 week, the test procedure was repeated, in which students switched conditions. Mixed model analyses showed no significant effect of sitting or standing on updating, shifting, or inhibition. Also, no significant differences were found for the order of condition on updating, shifting, or inhibition. Our results suggest that 40 min of standing does not significantly influence EF among VET students. [ABSTRACT FROM AUTHOR]

Biological lifestyle factors (BLFs) such as physical activity, sleep, and nutrition play a role in cognitive functioning. Research concerning the relation between BLFs and cognitive performance is scarce however, especially in young and middle-aged adults. Research has not yet focused on a multidisciplinary approach with respect to this relation in the abovementioned population, where lifestyle habits are more stable. The aim of this study was to examine the contribution of these BLFs to cognitive performance. Path analysis was conducted in an observational study in which 1131 adults were analyzed using a cross-validation approach. Participants provided information on physical activity, sedentary behavior, chronotype, sleep duration, sleep quality, and the consumption of breakfast, fish, and caffeine via a survey. Their cognitive performance was measured using objective digital cognitive tests. Exploration yielded a predictive cohesive model that fitted the data properly, χ²/df = 0.8, CFI = 1.00, RMSEA < 0.001, SRMR = 0.016. Validation of the developed model indicated that the model fitted the data satisfactorily, χ²/df = 2.75, CFI = 0.95, RMSEA < 0.056, SRMR = 0.035. None of the variables within the BLFs were predictive for any of the cognitive performance measures, except for sedentary behavior. Although sedentary behavior was positively predictive for processing speed its contribution was small and unclear. The results indicate that the variables within the BLFs do not predict cognitive performance in young and middle-aged adults. [ABSTRACT FROM AUTHOR]

• Students sat or stood in tutorial group meetings for nine weeks. • Exam grades were similar in both Sit and Stand groups. • No group differences were found for concept map performance. • Tutorial interactions had similar patterns in both groups. • Standing in tutorial group meetings does not compromise learning. Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students. Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions. Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions. Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students. [ABSTRACT FROM AUTHOR]

• Protocol of exploratory longitudinal RCT investigating standing effects on learning. • Comparison of learning performance between sitting and standing tutorials. • Learning operationalized as discussion quality, concept test scores, and exam grade. • Secondary outcomes: change in physical activity patterns, attendance, and affect. • The multifaceted learning process in a real-world educational setting is addressed. Standing classrooms could potentially counteract excessive sedentary behavior. This paper describes the protocol for an exploratory longitudinal randomized controlled trial aimed at studying the effects of standing during tutorials on learning in undergraduate students. Learning is operationally defined as the use of interactions that are conducive to learning and an improved performance on concept tests. Final examination scores are also used as a measure of learning performance. The secondary aim is to explore the unintended effects of standing tutorials through the students' subsequent physical activity, tutorial attendance, and affect. Participants were randomly recruited to a sitting or standing tutorial for nine weeks. This study addresses learning in a real-world setting and reveals insights on the effects of standing on learning. [ABSTRACT FROM AUTHOR]

• Students sat (Sit group) or stood (Stand group) in tutorial meetings for nine weeks. • Activity monitoring was conducted with the activPAL3™ in week 4–5 and week 9. • Stand group had less sedentary behavior and more physical activity on both weeks. • Standing tutorial meetings can contribute to a more active lifestyle for students. This study explored the effects of using standing desks in tutorial meetings on the physical activity behavior (PAB) of undergraduate students. Standing desks have been introduced to minimize the detrimental health effects of prolonged sedentary behavior (SB). The effectiveness of using standing desks has not been explored among undergraduate students – a population showing high SB. Ninety-six undergraduate students were randomly assigned to a sitting or standing tutorial group that ran for nine weeks, and their PAB was monitored using the activPAL3™ triaxial activity monitor. To check for potential compensatory or other covarying behaviors, the students' PAB was monitored on tutorial and non-tutorial days. PAB monitoring was conducted in week 4–5, and a follow-up measurement was conducted in week 9 to examine longer-term effects. In week 4–5, the stand group (n = 41) showed less SB (β = -0.092, SE = 0.044, 95% CI: -0.179, -0.006) and more moderate-to-vigorous physical activity (β = 0.320, SE = 0.160, 95% CI: 0.004, 0.635) compared to the sit group (n = 36). On tutorial days, the stand group showed more light physical activity (LPA) than the sit group (p <.001, d = 1.04). In week 9, there was an exam on the last day of that week. Nonetheless, the stand group (n = 37) showed less SB (p <.001, d = 0.378) and more LPA (p =.008, d = 0.725), while breaking up prolonged SB more frequently (p =.007, d = 0.696) on the tutorial day compared to the sit group (n = 32). Overall, undergraduates attending standing tutorial meetings showed less SB and more LPA than those attending conventional, seated tutorial meetings. Standing tutorial meetings can contribute to a more active lifestyle for undergraduates. [ABSTRACT FROM AUTHOR]

Previous research has shown that physical activity and sedentary behavior are related to learning performance in traditional education. In distance education (DE), however, students are characterized by different features (e.g., age and responsibilities). As a result, DE students often have full schedules and must make choices that traditional students do not. Advice on behavior change is low-cost and easy to implement. Therefore, it is of interest to investigate whether physical activity and sedentary behavior are related to learning performance in DE. In an observational longitudinal study, physical activity and sedentary behavior of 1100 adult DE students were analyzed using multiple regression analysis. Students provided information on physical activity, sedentary behavior and important covariates at the start of their study. Learning performance, measured as study progress, was evaluated after 14 months (i.e., the number of successfully completed modules). Analyses revealed that only sedentary behavior was a significant predictor for study progress. More sedentary behavior was predictive for more learning performance in adults participating in DE. Despite these findings, it is not recommended that students should be more sedentary as health/cognitive benefits following from more physical activity and less sedentary behavior are proven. Instead, future research should focus on which specific sedentary behaviors are responsible for this relation as sedentary behaviors may be differentially associated with learning performance. [ABSTRACT FROM AUTHOR]