Effects of Low and High Intensity Exercise in Improving Working Memory Among Students With Anxiety Symptoms

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.

Recruitment Status

UNKNOWN

Clinical Phase

NA

Total Enrollment

30 participants

Study Classification

INTERVENTIONAL

Study Start Date

2015-11-30

Brief Summary

Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.

Anxiety levels among the younger generation especially students have been increasing drastically in recent years. This severely affects a student's academics as previous studies have shown a strong correlation between high anxiety levels and poor working memory. Working memory, also known as short term memory is an important component in studying as it aids in holding important information needed to understand following information for a short period of time. This concerning phenomenon has drawn the attention of researchers to find solutions to this issue where recent studies have found physical exercise to contribute in the improvement of cognition which also includes working memory. Hence, the aim of this study is to compare the effects of low and high intensity exercises on working memory among students with high anxiety levels. Thirty female undergraduate students from UTAR with relatively high levels of anxiety will be conveniently sampled using Beck Anxiety Inventory. Participants will then be randomly allocated into 2 groups to undergo low and high intensity exercise on a treadmill according to Balke's Protocol. 2 memory assessments involving Verbal Memory Task will be conducted for each participant before and after the intervention.

Related Clinical Trials

Explore similar clinical trials based on study characteristics and research focus.

Effect of 8 Weeks Moderate & High Intensity Training on Cognitive Functions and Sleep of Female Students

NCT06230094

Sleep Cognition

RECRUITING NA

Effect of Exercise Training on Fine Motor Skills

NCT04734964

Fine Motor Skills Testosterone Concentration

COMPLETED NA

Effect of Core Training on Physical Fitness and Offensive Skills, 12 Weeks Core Training

NCT05248568

Experimental Myasthenia

UNKNOWN NA

Coordination-based Exercise Intervention in Preschool Children

NCT06405854

Motor Skills Balance Fitness +1 more

COMPLETED NA

The Effect of Motor Imagery Training in Addition to Core Stabilization Exercises on Core Performance, Balance, Functional Capacity, and Quality of Life in Healthy Adolescents Girls

NCT05986175

Adolescent

COMPLETED NA

Detailed Description

Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.

Conditions

See the medical conditions and disease areas that this research is targeting or investigating.

Aerobic Exercise

Study Design

Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.

Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

TREATMENT

Blinding Strategy

SINGLE

Participants

Study Groups

Review each arm or cohort in the study, along with the interventions and objectives associated with them.

high intensity exercise

high intensity exercise on a treadmill according to Balke's Protocol.

high intensity of exercises for each group of 15 participants were set at 80-85% VO2 max (Schneider, S., et al., 2009). To determine the targeted HR for low and high intensity aerobic exercise for each participant, the needed VO2 max percentages were subbed into the Swain equation as follows: %VO2 max = (%HRmax - 37)/0.64 Exercise HR/HRmax = %HRmax

After rearrangement, it will be:

%HRmax = %VO2 max x 0.64 + 37 Exercise HR = %HRmax x HRmax During the experimental session, each participant performed physical exercise training on the treadmill according to Balke's Protocol. The reliability of this protocol was tested by Leddy, et. al. (2011).

Group Type ACTIVE_COMPARATOR

Exercise

Intervention Type OTHER

first, Verbal Memory task was completed by each participant. Participant then started walking on the treadmill at either a speed of 3.0 mph (4.8 km/h) for sedentary individuals or 3.5 mph (5.6 km/h) for active individuals with grade 0% (Hanson, 1984). This was followed by an increase in grade of 2% for every 2 mins with the speed remaining constant until targeted HR was reached. A heart rate (HR) monitor (POLAR®) was used to measure HR throughout the test and rating of perceived exertion (RPE) was done at the end of every 2 min stage. Exercise was stopped as soon as participant reaches targeted HR or requests to stop because of fatigue or any discomfort. Participant was then given time to cool down until HR reached or fell below 120 bpm and was allowed to take a break for approximately 1 min before proceeding with the second set of Verbal Memory Task. Upon completing the memory test, the participant was allowed to leave

low intensity exercise

low intensity exercise on a treadmill according to Balke's Protocol. low intensity of exercises for each group of 15 participants were set at 50-55% VO2 max (Schneider, S., et al., 2009). To determine the targeted HR for low and high intensity aerobic exercise for each participant, the needed VO2 max percentages were subbed into the Swain equation as follows: %VO2 max = (%HRmax - 37)/0.64 Exercise HR/HRmax = %HRmax

After rearrangement, it will be:

%HRmax = %VO2 max x 0.64 + 37 Exercise HR = %HRmax x HRmax During the experimental session, each participant performed physical exercise training on the treadmill according to Balke's Protocol. The reliability of this protocol was tested by Leddy, et. al. (2011).

Group Type ACTIVE_COMPARATOR

Exercise

Intervention Type OTHER

first, Verbal Memory task was completed by each participant. Participant then started walking on the treadmill at either a speed of 3.0 mph (4.8 km/h) for sedentary individuals or 3.5 mph (5.6 km/h) for active individuals with grade 0% (Hanson, 1984). This was followed by an increase in grade of 2% for every 2 mins with the speed remaining constant until targeted HR was reached. A heart rate (HR) monitor (POLAR®) was used to measure HR throughout the test and rating of perceived exertion (RPE) was done at the end of every 2 min stage. Exercise was stopped as soon as participant reaches targeted HR or requests to stop because of fatigue or any discomfort. Participant was then given time to cool down until HR reached or fell below 120 bpm and was allowed to take a break for approximately 1 min before proceeding with the second set of Verbal Memory Task. Upon completing the memory test, the participant was allowed to leave

Interventions

Learn about the drugs, procedures, or behavioral strategies being tested and how they are applied within this trial.

Exercise

first, Verbal Memory task was completed by each participant. Participant then started walking on the treadmill at either a speed of 3.0 mph (4.8 km/h) for sedentary individuals or 3.5 mph (5.6 km/h) for active individuals with grade 0% (Hanson, 1984). This was followed by an increase in grade of 2% for every 2 mins with the speed remaining constant until targeted HR was reached. A heart rate (HR) monitor (POLAR®) was used to measure HR throughout the test and rating of perceived exertion (RPE) was done at the end of every 2 min stage. Exercise was stopped as soon as participant reaches targeted HR or requests to stop because of fatigue or any discomfort. Participant was then given time to cool down until HR reached or fell below 120 bpm and was allowed to take a break for approximately 1 min before proceeding with the second set of Verbal Memory Task. Upon completing the memory test, the participant was allowed to leave

Intervention Type OTHER

Eligibility Criteria

Check the participation requirements, including inclusion and exclusion rules, age limits, and whether healthy volunteers are accepted.

Inclusion Criteria

* Female students (Age group: 18-25 years)
* Participants with mild to severe anxiety levels (Score of \>8)

Exclusion Criteria

* Participants with Cardiorespiratory problems (e.g. Asthma, Congestive heart disorders) or severe Musculoskeletal problems that prevent them from carrying out any physical exercise or advised by personal physician not to.
* Participants that have had a recent head injury (recent 5 years)

Minimum Eligible Age

18 Years

Maximum Eligible Age

25 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes