Comparison of rest-break interventions during a mentally demanding task

Abstract

Research is scarce on ways to enhance the effect of rest breaks during mentally demanding tasks. The present study investigated the effectiveness of two rest-break interventions on well-being during an academic lecture. Sixty-six students (53 females, mean age 22.5 years) enrolled in two different university classes of 4-hr duration participated in the study. Two measures of well-being (fatigue and vigor) were assessed immediately before, after, and 20 minutes after the break. A control condition without a break as well as an unstructured break was compared with breaks either encompassing physical activity or a relaxation exercise. Compared with the nonbreak condition, the unstructured rest break led to an increase in vigor, the exercise break as well as the relaxation break both to an increase in vigor and a decrease in fatigue at 20-min post break. Compared with the unstructured break, exercise led to an (additional) increase in vigor and relaxation to an (additional) decrease in fatigue at 20-min post break. Thus, the effects of rest breaks during mentally demanding tasks can be enhanced by engaging in physical activity or relaxation exercises, with effects lasting at least as long as 20 min into the continuation of the task.

Keywords: mental fatigue; physical activity; relaxation; rest breaks; well-being.

Figure 1

Study design illustrating the sequence of the experimental rest breaks (Exp. Break) together with the three assessments (1 = prebreak, 2 = postbreak, and 3 = 20‐min postbreak) during the academic morning and afternoon class

Figure 2

Means and 95% confidence intervals (error bars) of fatigue and vigor at Assessment 1 (pre), 2 (post), and 3 (20′ post)