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- Ledreux, Aurelie, et al.
(författare)
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Differential Effects of Physical Exercise, Cognitive Training, and Mindfulness Practice on Serum BDNF Levels in Healthy Older Adults : A Randomized Controlled Intervention Study
- 2019
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Ingår i: Journal of Alzheimer's Disease. - : IOS Press. - 1387-2877 .- 1875-8908. ; 71:4, s. 1245-1261
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies have indicated that an active lifestyle is associated with better brain health and a longer life, compared to a more sedentary lifestyle. These studies, both on human and animal subjects, have typically focused on a single activity, usually physical exercise, but other activities have received an increasing interest. One proposed mechanism is that physical exercise increases levels of brain-derived neurotrophic factor (BDNF) in the brain. For the first time, the long-term effects on serum BDNF levels were compared in persons who engaged in either physical exercise training, cognitive training, or mindfulness practice during 5 weeks, and compared with an active control group. Two cohorts of healthy older individuals, one from the Boston area in the US and one from the Vaxjo area in Sweden, participated. A total of 146 participants were randomly assigned to one of the four groups. All interventions were structurally similar, using interactive, computer-based software that directed participants to carry out specified activities for 35 minutes/day, 5 days per week for 5 weeks. Blood samples were obtained at baseline and soon after the completion of the 5-week long intervention program, and serum BDNF levels were measured using a commercially available ELISA. Only the group that underwent cognitive training increased their serum BDNF levels after 5 weeks of training (F-1,F-74 = 4.22, p = 0.044, partial eta(2) = 0.054), corresponding to an average 10% increase. These results strongly suggest that cognitive training can exert beneficial effects on brain health in an older adult population.
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| 2. |
- Terjestam, Yvonne, 1953-, et al.
(författare)
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Effects of scheduled qigong exercise on pupils' well-being, self-image, distress, and stress
- 2010
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Ingår i: Journal of Alternative and Complementary Medicine. - : Mary Ann Liebert Inc. - 1075-5535 .- 1557-7708. ; 16:9, s. 939-944
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: Psychologic problems is increasing among pupils and has become a major problem in Sweden as well as in other Western countries. The aim of this study was to explore whether scheduled qigong exercise could have an effect on well-being at school, psychologic distress, self-image, and general stress.Subjects: Pupils, 13–14 years, were assigned to either a qigong group or a control group. Intervention: The qigong group had scheduled qigong 2 times a week for 8 weeks.Measures: Self-reported well-being at school, psychologic distress, self-image, and stress were measured pre- and postintervention.Results: The control group had reduced well-being at school during the semester and the qigong group was stable. The qigong group reduced psychologic distress and stress, and had a tendency to improved self-image, whereas no changes were found in the control group. Self-image explains 47% (0.47) of well-being at school, and stress explains 29% (0.29) of psychologic distress. Conclusions: Scheduled qigong, meditative movement, is a possible way to improve well-being at school.
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| 3. |
- Terjestam, Yvonne, 1953-
(författare)
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Stillness at school: Well-being after eight weeks of meditation-based practice in secondary school.
- 2011
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Ingår i: Psyke & Logos. - 0107-1211. ; 32:1, s. 105-116
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Tidskriftsartikel (refereegranskat)abstract
- Stress-related psychological difficulties amongst youths are of major concern in western countries. Causations are complex and not fully understood but school is known to be one major factor. Stress is well known to increase during adolescence and a WHO school-based study of some 120 000 students in 28 countries showed a threefold increase from the age of 11 to 15 years. Teachers in the modern classroom need means to handle contemporary problems in classroom milieus that are high in stress and low in concentration.The aim of the present project was to study whether scheduled practice of a meditation-based technique for stillness affects pupils’ stress and general wellbeing at school. Some 400 pupils aged 12–15 years in Swedish schools were taking part in this pre-test post-test study. Parallel classes were assigned to either a control- or experiment group. A meditation based technique for inducing stillness was introduced and scheduled for practice in class three times a week during eight weeks in the experiment group. The control group received no intervention. All pupils completed a questionnaire individually in class before the intervention started (pre-test) and 10 weeks after (post-test). During this time the experiment group had practiced the technique for eight weeks. Testing for differences between groups showed no major differences between the control- and the experiment group. These results of ANOVA pre-test post-test analysis revealed improvement on psychological difficulties measured by the total score of the “Strengths and difficulties questionnaire” (SDQ) as well as on the subscale “Emotional symptoms” (SDQ) in the experiment- but not control group. Furthermore, general stress level measured by “General stress scale” (GSC) was somewhat lower at post condition after stillness practice. Results showed no significant differences in pre-test post-test scores in the experiment group as regards the scales “Psychological distress” (PD) or “Well-being at school” (WBS). Gender differences showed that girls but not boys in the experiment- but not the control group at post-test reported better well-being at school, less peer problems and less overall psychological difficulties. The results indicate that meditation-based techniques for stillness practices can have a positive effect on adolescent well-being when scheduled and practiced by pupils in class whereas the gender differences show that such techniques practiced in class during adolescence have different effects on girls’ well-being, compared to boys’.Results show that the meditation-based technique for stillness used in this study enhances aspects of pupils well-being. This is supported by the fact that at one of the schools where this study was done the stillness practice is now mandatory. Every class practices scheduled stillness several times a week and the pupils frequently asks for extra practices before examinations and other stress related events. Other schools in the city also have started this practice.
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