Personality and Exercise Lecture Notes PDF

Personality and Exercise Dr. Jeremy Walsh KINESIOL 3H03 Asynchronous Lecture #7 mcmaster.ca  Lecture Outline and Objectives Understand what personality is and what it isn’t Know foundational biological theories of pe...

Personality and Exercise Dr. Jeremy Walsh KINESIOL 3H03 Asynchronous Lecture #7 mcmaster.ca  Lecture Outline and Objectives Understand what personality is and what it isn’t Know foundational biological theories of personality Connect personality domains with neurobiology Understand contemporary theories of personality We will look at exercise and personality during synchronous lecture Personality Defined Underlying, relatively stable, psychological structures and processes that organize human experience and shape a person’s actions and reactions Loading… to the environment. An individual’s unique, but consistent, psychological make-up  Structure of Personality In D te y 1) Personality core rn n al Role-related a 2) Typical responses to situations behaviours m ic 3) Role-related behaviours Typical responses E xt er C n Personality core o al n st a nt Hollander, 1967  Approaches to the Study of Personality Learning/Situational Approaches More emphasis on environment Includes: conditioning/behaviourist or social learning theories Loading… Dispositional/Trait Theories Emphasis on the individual Includes: biological and trait theories Approaches to the Study of Personality Both approaches endorse an interactionist perspective *Both the individual and their environment are important in determining behavior Biological Theories of Personality Ancient Greek Theory of Humors Balance of bodily fluids = personality Blood = “sanguine”: cheerful, optimistic Yellow Bile = “choleric”: irritable Black Bile = “melancholic”: sad, depressed Phlegm = apathetic, indifferent Body : Mind Constitutional Theory (Sheldon, 1942) Individuals possess certain somatotypes (body types) Trait Theories of Personality Traits vs. States Traits: Relatively enduring dispositions that exert a consistent influence on behavior in a variety of situations Loading… States: The psychological reaction to the situation in which the individual finds him/herself COPYRIGHT © HOLCOMB HATHAWAY, PUBLISHERS  Trait Theories Emanate from inside the person (not the situation) Personality consists of specific traits (e.g., moody, anxious, restless, rigid) and more general traits (e.g., neuroticism) Theories differ as to the number of general traits they propose Theories that we will discuss: 1. Eysenck’s personality theory 2. Five factor model Dimensions of Eysenck’s Theory  Eysneck’s Theory Personality has a Biological Basis Introversion-Extraversion (E) Cortical arousal systems Modulated at the reticular-activating system Stability-Neuroticism (N) Reflects limbic system (regulates emotion) and autonomic nervous system (fight or flight) Supergo-Psychoticism (P) Hormonally driven by high Testosterone and lower serotonin  Dimensions of Eysenck’s Personality Theory Extraversion-Introversion Outgoing, sociable, optimistic, etc Reserved, unsociable, quiet, etc Driven by level of cortical arousal in cortex of brain Reticular formation mediates cortical arousal Introverts—higher base level activation, avoid further stimulation, low pain tolerance Extroverts—lower base level activation, seek further stimulation, high pain tolerance  Dimensions of Eysenck’s Personality Theory Extraversion-Introversion Neuroticism-Stability Psychoticism-Superego Outgoing, sociable, optimistic, etc Tense, anxious, moody, etc Impulsive, aggressive, hostile etc. Reserved, unsociable, quiet, etc Calm, even-tempered, etc. Empathetic, cooperative, altruistic Driven by level of cortical arousal in Driven by limbic system and Driven by hormonal function cortex of brain autonomic nervous system Reticular formation mediates cortical ANS drives fight or flight response Increased androgen (testosterone) and arousal relative absence of serotonin Introverts—higher base level High N—more labile, longer-lasting Lead to heightened aggressiveness, activation, avoid further stimulation, ANS reactions impersonal attitudes, and antisocial low pain tolerance Continues to process stressor even behaviour when it is no longer present Extroverts—lower base level Very little attention in exercise activation, seek further stimulation, domain; https://youtu.be/PZxX3-rJoNI can be advantageous in high pain tolerance certain sport situations  Dimensions of Eysenck’s Personality Theory Extraversion-Introversion Neuroticism-Stability Psychoticism-Superego Outgoing, sociable, optimistic, etc Tense, anxious, moody, etc Impulsive, aggressive, hostile etc. Reserved, unsociable, quiet, etc Calm, even-tempered, etc. Empathetic, cooperative, altruistic Driven by level of cortical arousal in Driven by limbic system and Driven by hormonal function cortex of brain autonomic nervous system Reticular formation mediates cortical ANS drives fight or flight response Increased androgen (testosterone) and arousal relative absence of serotonin Introverts—higher base level High N—more labile, longer-lasting Lead to heightened aggressiveness, activation, avoid further stimulation, ANS reactions impersonal attitudes, and antisocial low pain tolerance continues to process stressor even behaviour when it is no longer present Extroverts—lower base level Very little attention in exercise activation, seek further stimulation, domain; can be advantageous in high pain tolerance certain sport situations The Five-Factor Model COPYRIGHT © HOLCOMB HATHAWAY, PUBLISHERS Other Personality Factors Other Personality Factors in Exercise Research Gender-role orientations: Instrumental (M) = risk-taking, independence, competitiveness, aggressiveness Expressive (F) = affection, compassion, understanding, sympathy Relevance for exercise: Feminine (expressive) individuals avoid masculine (instrumental) activities when given a choice COPYRIGHT © HOLCOMB HATHAWAY, PUBLISHERS Other Personality Factors in Exercise Research Type A behaviour pattern (TAPB) Hostility/anger, competitiveness, achievement striving, impatient, aggressive, etc. “Coronary-Prone Personality” Type A and B Behaviour Patterns and Exercise  Other Personality Factors in Exercise Research Hardiness proposed to be stress-buffering/protects against deleterious effects of stress; comprised of: a sense of control over events commitment, dedication or involvement in everyday life a tendency to perceive life events as challenges and opportunities, rather than as stressors Relevance for exercise: Hardiness is related to a tendency to engage in more healthful behaviors (e.g., exercise), but research is correlational COPYRIGHT © HOLCOMB HATHAWAY, PUBLISHERS  Personality and Exercise Dr. Ross Murray KINESIOL 3H03 Week #8 Oct. 22, 2024 mcmaster.ca Announcements Tutorial #3 is next week Pre-tutorial reading posted on Friday Assignment #3 will be posted after Wednesday tutorial Marks Assignment #1 posted Assignment #2 by November 8 th Test 1 marks goal = November 8th  Lecture Outline and Objectives To review Eysenck’s Theory of Personality Explore it’s relationship to exercise Review the Five-Factor Model of Personality Explore it’s relationship to exercise and psilocybin Review other personality factors Explore their relationship to exercise  Personality profiles Alex: Outgoing and energetic, Alex loves being around people and thrives in social settings. A natural leader, they enjoy taking charge in group activities and are quick to offer help to others. They always enjoy seeking the next challenge. Taylor: Calm and introspective, Taylor prefers quiet environments where they can focus on creative pursuits. Thoughtful and empathetic, they are a great listener and enjoy deep conversations. Taylor has a passion for finding beauty in the small details of everyday life. Personality and Exercise First things, first Personality has small but significant effects on health and longevity Impacts health behaviors Reactivity to stressors Psychological responses to illness Research in exercise psychology seeks to determine psychological antecedents of physical activity and psychological consequences of physical activity How does personality impact physical activity behaviour? (antecedent) How does physical activity impact personality? (consequence)  How does personality impact exercise behaviours? How is personality impacted by exercise? ANTECEDENTS CONSEQUENCES Exercise types enjoyment and intrinsic motivation Preferred intensity confidence and self-efficacy to perform a Ability to sustain higher intensity despite pain task Setting of exercise Willingness to new activity Group settings vs. alone Willing to take greater risks Outdoor vs. indoor Competitive vs. cooperative vs. leisure Confidence & ability to overcome barriers Ability to stick to a plan, schedule exercise resiliency, ability to handle stress Willingness to try new activities cardiovascular disease risk (x2!!) Risk taking ANT = How can personality impact exercise behaviour? CON = How can exercise behaviour impact personality?  Eysenck’s Theory of Personality Early trait theory… has since been built upon by newer models (i.e., Five-Factor Model) Proposed that there is a neurobiological basis for personality traits Brain structure and function can explain personality traits Extraversion-Introversion (E) Review Traits E – outgoing, sociable, optimistic, impulsive I – Reserved, unsociable, quiet, careful Neurobiological Basis for Extraversion-Introversion Brain Structure Responsible = reticular activating system (reticular formation) Driven by level of arousal in the cortex of the brain Introverts—higher level of basal activation Tend to avoid further stimulation, low pain tolerance Extroverts—lower level of basal activation Tendency to seek further stimulation, high pain tolerance Extraverts @ Rest Introverts @ Rest Stimulation Stimulation Reticular Activating System = volume knob for signals entering the brain Extraversion-Introversion (E) Extroversion and Exercise Exercise increases stimulation Exercise adoption/adherence? Higher pain tolerance Preference for higher intensity activity (greater variety and excitement) Report lower RPE (rating of perceived exertion) Overall, greater likelihood of PA Activity Trait (sub-trait of extroversion) Tendency to be busy and energetic and to prefer fast-paced living  Neuroticism-Stability (N) Review N: Tense, anxious, worried, self-conscious, emotionally unstable N: Calm, even-tempered, easy-going Neurobiological Basis = limbic system & autonomic nervous system Neuroticism and Exercise neuroticism associated with sedentary behavior and PA Exercise training impacts the autonomic nervous system Lowers HR and blood pressure Less reactive to stress Exercise training may lead to less neurotic personality trait Exercise training has also been shown to reduce trait anxiety Conceptually like neuroticism  Stress Recovery and Neuroticism Study Question: Is neuroticism related to recovery from stress? Researchers compared stress recovery between 2 groups of women 43 women w/ high N 44 women w/ low N Performed social stress task w/ Hostile, Neutral, and Friendly conditions Hostile Condition = social stressor Measured anxiety and blood pressure (MAP) 10 minutes after completing each condition Recovery from a stressor Hutchinson and Ruiz (2011) J Personality. 79(2); 277-302.  High Neuroticism = Slower Stress Recovery Hutchinson and Ruiz (2011) J Personality. 79(2); 277-302.  Think about it… 1. How could high neuroticism impact feelings/enjoyment following high intensity exercise? 2. Would you expect someone with high neuroticism to choose to perform high intensity exercise?  Neuroticism associated with higher risk of physical and mental health concerns Linked to limbic system & serotonin Serotonin involved with mood, motivation, appetite, temperature regulation, sexual behaviour Psilocybin QUESTION → Can altering serotonin levels impact personality traits? Psilocybin = psychoactive compound that is a serotonin ‘mimetic’ (similar chemical structure) Study Serotonin Participants with moderate-to-severe treatment resistant depression Ingested 2 doses of psilocybin (1 week apart) in a supervised setting 10 mg and 25 mg doses* Pure psilocybin, not mushrooms Measured personality structure 3-months later 2 Doses of Psilocybin Lowers Depression Severity Psilocybin Serotonin  Psilocybin Alters Personality Structure Main Findings 3 months after only 2 doses of psilocybin + therapy… in neuroticism in openness in extraversion Summary Eysenck’s Personality Theory and Exercise Extroversion is associated with greater PA, higher pain tolerance, and preference for more intense activities Exercise increases arousal / stimulation People with higher extroversion personality traits may seek out this stimulation People with more introversion trait may avoid over-stimulation Neuroticism associated with lower PA and higher sedentary behaviour Exercise may be able to reduce neuroticism traits by modulating ANS No evidence that Psychoticism/Superego traits are related to exercise behaviour  The Five-Factor Model Building upon Eysenck’s Theory FFM proposes that personality is made up of 5 major factors (O.C.E.A.N) The Five-Factor Model and Exercise Behaviour How does personality relate to exercise motivation? Study look at relationship b/w personality traits and motivation towards exercise Studied people @ local rec centre who have been exercising >6 months Levels of external motivation for people with: Levels of internal motivation for people with: Neuroticism Extraversion Openness Conscientiousness Ingledew et al. (2004) Personality & Indiv. Diff  Think about it… Why might someone with high extraversion and conscientiousness have greater intrinsic motivation for exercise? HINT: think back to the 3 basic psychological needs Autonomy Competency, Relatedness  Why might someone with high extraversion and conscientiousness have greater intrinsic motivation for exercise? Satisfying 3 basic psychological needs… Autonomy and Competency Conscientious people better at planning, scheduling, and following through w/ goals. Goal and achievement oriented Extroverts have adherence to PA Seek out stimulation of PA ◦ Good at overcoming barriers Relatedness Extroverts seek out social situations Prefer exercise in groups Other Personality Factors  Intensity Preference/Tolerance Intensity-Preference A predisposition to select a particular level of physical effort when given the opportunity to choose the level Intensity-Tolerance A trait that influences one’s ability to continue exercising at an imposed level of physical effort even when the activity becomes uncomfortable or unpleasant Intensity Preference/Tolerance More on this next lecture One size does not fit all American College of Sports Medicine (ACSM) – 2000 “individual preferences for exercise must be considered to improve the likelihood that the individual will adhere to the exercise program” Personality: Practical Recommendations Difficult to make straightforward practical recommendations Can consider personality type when prescribing exercise Exercise may be beneficial for those who are more emotional (i.e., neurotic, less emotionally stable) Include some type of aerobic activity (most of the research) However, resistance training research likely to emerge in time General Summary Personality and Exercise Small, yet significant associations between some personality traits and PA… Neuroticism, Extroversion, Conscientiousness However, limited evidence for personality-based theoretical frameworks to predict PA There are some clear overlaps between personality & social cognitive theory constructs Motivation, intention, overcoming barriers, self-confidence  Emotional Well- Being and Exercise Dr. Jeremy Walsh KINESIOL 3H03 Synchronous Lecture Week #9 mcmaster.ca  Lecture Outline and Objectives Differences between affect, emotion and mood Measures of affective responses and potential limitations Issues in affect and exercise research Negative psychological effects of exercise  Aspect of our mental health related to anxiety & depression Defining Emotional Well-Being A greater amount of positive than negative affect Favorable thoughts Loading… Satisfaction with life Affect, Emotion & Mood: What’s the Difference? ♂  Affect, Emotion, or Mood? Tendency for these 3 terms to get confused Important distinctions between these terms Loading… Example: getting punched in the face  Affect Core affect = “valenced” feeling state Pleasure[+] ↔ Displeasure[–] Primitive, automatic/reflexive (~0.2msec) *no cognitive appraisal (no time to comprehend why or how you feel that way) Ekkekakis, 2013  Emotion Emotion = response following a cognitive appraisal Short-lived, temporary (e.g., a few seconds) Intense, variable, specific to stimulus E.g., anger after being punched in the face Ekkekakis, 2013  Mood Mood = subjective states w/ cognitive basis Longer lasting (e.g., minutes to hours) Broader, sometimes unspecified causes Less intense as emotions E.g., feeling irritated later on in the day Ekkekakis, 2013 Measuring Affect, Emotion, and Mood Generalized Measures Loading… COPYRIGHT © HOLCOMB HATHAWAY, PUBLISHERS  Generalized Measures Profile of Mood States (POMS) Most popular self-report instrument of mood 6 mood states (tension, depression, anger, vigor, fatigue, confusion) Can examine mood changes in response to exercise manipulations Positive and Negative Affect Schedule (PANAS) Provides measures of positive and negative affect – 20 items Measures only high-activation states like excitement or nervousness ← Limitation PANAS Measurement Rate Your Mood: Profile of Mood States (POMS)  Criticisms of Generalized Measures Not sensitive enough to exercise stimuli Irrelevant items (e.g., enthusiasm) POMS = 6 mood states, missing some? Existing measures fail to detect unique, distinct properties of exercise Exercise-Specific Measures  Feeling Scale (Hardy & Rejeski, 1989) Single-item measure of valence or hedonic tone i.e., core affect 11-point continuum (-5 to +5) Can be used during exercise Criticisms of Exercise-Specific Measures Each was initially developed in the absence of a guiding theoretical framework EFI, SEES, and PAAS did not satisfactorily address the concerns that led to their development I.e., did not fully address limitations of generalized measures Research Issues Issues Related to Study of Exercise-Related Affect Categorical vs. Dimensional Approaches Temporal Dynamics of Affective Response Dose–Response Issues  Categorical vs. Dimensional Approaches Categorical Affective states are distinct with unique properties and antecedents Exercise may reduce one state but not others E.g., POMS  Categorical vs. Dimensional Approaches Dimensional Affective states are interrelated and can be captured by a small number of dimensions Dimensional approaches are broader in scope E.g., circumplex model of affect (i.e., valence x activation) Two-Dimensional Circumplex Model of Affect Activation = Arousal - sense of being “worked up” or stimulated COPYRIGHT © HOLCOMB HATHAWAY, PUBLISHERS  Temporal Dynamics of Affective Responses When should responses be measured? Affect experienced during exercise may be distinct from the change reported before and after Has implications for exercise prescription and exercise adherence  Dose-Response Issues What duration of exercise is ideal? Some say: 20-30min BUT, no clear evidence regarding ideal duration How intense should the exercise be? Some say: moderate intensity BUT, need to acknowledge individual differences in metabolic and affective responses to exercise What about the nature of the exercise? (e.g., continuous vs. interval) Recall: Intensity-Preference Intensity-Preference A predisposition to select a a particular level of physical effort when given the opportunity to choose the level American College of Sports Medicine (ACSM) – 2000 “individual preferences for exercise must be considered to improve the likelihood that the individual will adhere to the exercise program” Ekkekakis et al., 2005, 2006  Dose-Response Issues *Individually determined metabolic landmarks may have implications for the relationship between exercise intensity and affective responses E.g., lactate threshold, ventilatory threshold More on this next lecture… Negative Psychological Loading… Effects of Exercise  Overtraining If implemented properly, can allow athletes to physiologically adapt to greater levels of training stress/stimuli *BUT, maladaptive overtraining it can lead to: Previously called ‘staleness syndrome’ negative mental health Poorer performance Clinical depression Changes in psychological profile…  Overtraining “Iceberg profile” Psychological profile of the elite athlete POMS profile Can be reversed with extreme overtraining Treatment = training load Reverse “Iceberg” with extreme overtraining  Lecture Summary Differences between affect, emotion and mood Measures of affective responses and potential limitations Generalized vs. Exercise Specific Measures Research Issues: Categorical vs. dimensional measures Temporal Dimensions Dose-Responses Issues Negative psychological effects of exercise  Emotional Well-Being and Exercise Dr. Ross Murray KINESIOL 3H03 Oct. 29, 2024 Week #9 mcmaster.ca Updates and Announcements 1. Assignment #3 – released tomorrow, due Friday Nov 8th (+3 day extension) 2. Tutorials this week  Lecture Outline and Objectives  Differences between affect, emotion and mood  Measures and timing of affective responses Affect and Exercise Research Continuous vs. Interval Exercise  Recall: Affect, Emotion, or Mood? Affect  Primitive, automatic/reflexive (~0.2msec) No cognitive appraisal… ‘in the moment’ Emotion  Response following cognitive appraisal Short-lived, temporary (e.g., a few seconds) Intense, variable, specific to stimulus Mood  Longer lasting (e.g., minutes to hours) Broader, sometimes unspecified causes Less intense than emotions Measuring Affect, Emotion, and Mood Activity Time Affect Check Pt.1 Measurement Issues: Categorical vs. Dimensional Approaches Categorical Assumption: Affective states are distinct with unique properties and antecedents  Exercise may reduce one state but not others Creates research bias… only focus on certain categories (e.g., depression and anxiety) Dimensional Assumption: Affective states are interrelated and can be captured by a small number of dimensions  Dimensional approaches are broader in scope  We need to play resident evil (finish 1 +) Measurement Issues: Categorical vs. Dimensional Approaches Categorical What conclusions could you make based on this data? What are we missing? Sadness Worry Apathy Many others… Study design & measured outcomes will bias conclusions Activity Time! Categorical Category 0 1 2 3 4 Calm Refreshed Enthusiastic Happy Fatigued Energetic  Exercise-Specific Measures Feeling Scale  Single-item measure of valence or hedonic tone  i.e., core affect  11-point continuum (-5 to +5)  Can be used during exercise  Exercise-Specific Measures FELT AROUSAL SCALE (FAS) (Svebak & Murgatroyd, 1985) Felt Arousal Scale Estimate here how aroused you actually feel. Do this by circling the appropriate number. By “arousal” we meant how “worked-up” you feel. You might experience high arousal in one of a variety of ways, for example as Estimate here how aroused you actually feel. excitement or anxiety or anger. Low arousal might also be experienced by you in one of a number of different ways, for example as relaxation or boredom or By “arousal” we mean how “worked-up” you feel. calmness. You might experience high arousal as excitement or anxiety or anger. 1 LOW AROUSAL Low arousal might be relaxation or boredom or calmness 2 3 4 5 6 HIGH AROUSAL Two-Dimensional Circumplex Model of Affect Valence = Affect / Feelings Feelings Scale (-5 to +5) Activation = Arousal Felt Arousal Scale (0 to 6) COPYRIGHT © HOLCOMB HATHAWAY, PUBLISHERS Activity Time!  +5 FIRED UP!!! -5 +5 Activation -5 Really chill Really bad Valence Really good  Temporal Dynamics of Affective Responses  When should responses be measured?  Affect experienced during exercise may be distinct from the change reported before and after  Has implications for exercise prescription and exercise adherence Temporal Dynamics: What would happen if we measured feeling states during exercise? 15min Treadmill Exercise Lower intensity Moderate intensity High intensity VT = ventilatory threshold Ekkekakis et al., 2008 Temporal Dynamics: What would happen if we measured feeling states during exercise? 15min Treadmill Exercise Ekkekakis et al., 2008  Dual-Mode Model (Ekkekakis, 2003) Ventilatory Threshold (VT)  Inflection point in ventilation (breathing) during exercise  Closely aligned w/ lactate threshold (La accumulation > La removal)  Indicates greater contribution of anaerobic metabolism during higher intensity exercise  VT a key intensity indicator for affective responses to exercise Temporal Dynamics: What would happen if we measured feeling states during exercise? During VO2max test Recovery Period VT = ventilatory threshold Ekkekakis, Partif, and Petruzzello (2011) Sports Med  Question for the Class We know that high-intensity exercise is better for numerous health outcomes… Cardiometabolic health, cardiorespiratory fitness (VO2max), cognitive function, mental health Which do YOU think is more important for long-term exercise adherence? An individual’s affect DURING or AFTER exercise? WHY? In-Task Exercise Responses  But why does this even matter??? Not much research  Hedonic theory: people gravitate towards behaviour that brings them pleasure (and avoid displeasure)  How people feel during exercise may be consequential to future behaviour…  Affect-Behaviour Relationship  Affective responses during continuous exercise shown to predict future exercise behaviour (Rhodes & Kates, 2015)  Concern that negative affect during interval exercise may deter future behaviour  What about other forms of exercise like HIIT or SIT?  What about your past exercise experiences? Highly active people = more preference for higher intensity exercise High Active Group Low Active Group Anticipated pleasure from high intensity Equal to low and moderate intensity Higher likelihood that you will do it again… Inactive people = preference for lower intensity Anticipate displeasure from high intensity exercise Likely to avoid in the future Kurth et al. (2023) Int J Sports & Exerc Psych  Section Summary Exercise dynamically impacts affect Dimensional measures provide greater details about changes affective changes during and following exercise Timing of measures matters! Pre-post measures can miss what is happening during exercise In-task affect predicts future behaviours Ventilatory threshold important indicator of affective responses to exercise Affective Responses to HIIT SIT vs. HIIT vs. MICT SIT = Sprint Interval Training HIIT = High-Intensity Interval Training MICT = Moderate-Intensity Continuous Training Gibala, Gillen, & Percival 2014 Affect & Interval Exercise Based on this data, what would you conclude about the effect of HIIT or SIT on affect? Is there anything missing? Wood et al., 2016 Affect & Interval Exercise SIT Protocol: 4 x 30s “all out” 5 4.5 Rest 4 Bout 3.5 3 Bout Feeling Scale 2.5 2 1.5 1 0.5 0 -0.5 -1 Pre W-Up Bout 1 Rest 1 Bout 2 Rest 2 Bout 3 Rest 3 Bout 4 Rest 4 30-Post 60-Post Stork, Kwan, Gibala & Martin Ginis, 2015 Affect & Exercise Intensity Continuous Exercise Interval Exercise Exercise continuously at a set intensity Work AND rest periods Linear decrease (more negative) in affect Affect drops (more negative) during high over time intensity bouts Rises after completion of exercise Affect rises (more positive) during rest periods  Section Summary In-task affect tends to be more negative during interval exercise in comparison to continuous exercise Rest periods provides a ‘rebound’ effect Affect returns to pre-exercise levels following interval exercise (same as continuous exercise) Post-exercise measures of enjoyment and exercise preferences tend to be equal or more positive for interval exercise compared to continuous exercise  Summary Affect & Exercise Types Continuous Exercise (at set intensity) Linear decrease (more negative) in affect over time Rapid increase (more positive) after completion of exercise Interval Exercise (work AND rest periods) Affect drops (more negative) during high-int. bouts Affect rises (more positive) during rest periods Rapid increase (more positive) after completion of exercise Summary Despite negative affect during interval exercise, enjoyment and preferences for continuous vs. interval exercise are similar Affect during continuous exercise predicts future exercise behaviour (for performing continuous exercise)  Anxiety and Exercise Dr. Jeremy Walsh KINESIOL 3H03 Asynchronous Lecture Week #10 mcmaster.ca  Lecture Outline and Objectives Understand the difference between mental health vs. mental illness vs. mental health problems Define and describe anxiety Difference between symptoms of anxiety and anxiety disorders Describe how anxiety is measured Exercise and Anxiety during Synchronous Lecture  Mental Health vs. Mental Illness Mental Health “Successful performance of mental function, resulting in productive activities, fulfilling relationships, and the ability to adapt to change and to cope with adversity.” Loading… Mental Illness Collectively refers to all diagnosable mental disorders (i.e., health conditions characterized by alterations in thinking, mood, behaviour; associated with distress and/or impaired functioning) Diagnosable – think DSM V  Mental Health vs. Mental Illness Mental Health Problems Signs/symptoms of insufficient intensity or duration to meet the criteria/diagnosis for mental disorders Are sufficient to warrant efforts in health promotion, prevention and treatment  Prevalence In any given year, 1 in 5 Canadians experiences a mental illness or addiction problem By the time Canadians reach 40 years of age, 1 in 2 have—or have had—a mental illness Who is Affected? Loading… 70% of mental health problems have their onset during childhood or adolescence Young people aged 15 to 24 are more likely to experience mental illness and/or substance use disorders than any other age group 1 in 3 Canadian University students report moderate-to-severe anxiety, stress, or depression1 Transition from high school to university is a major stressor Development stage, new environment (social and academic), academic expectations, program of study stressors https://www.camh.ca/en/driving-change/the-crisis-is-real/mental-health-statistics 1. Othman et al. (2019) Int J Ment Health Syst  Anxiety Defined “Pathological counterpart of normal fear, manifest by disturbances of mood, as well as of thinking, behavior, and physiological activity.” Can become clinical anxiety when it results in: Behavioral and cognitive changes (to avoid symptoms of an anxiety attack) Without a triggering event or threat (e.g., perceived threat) Disproportionate and unmanageable responses (e.g., persists well beyond the stressful experience)  Anxiety Disorders **Most prevalent of the mental disorders** Panic disorder and agoraphobia Social anxiety disorder Specific phobias (e.g., arachnophobia) Generalized anxiety disorder Obsessive–compulsive disorder Post-traumatic stress disorder Symptomatology Feelings of panic, fear, and uneasiness Problems sleeping Cold or sweaty hands or feet Shortness of breath Heart palpitations Dry mouth Not being able to be still and calm Nausea Numbness or tingling in the hands or feet Muscle tension Dizziness Traditional Treatments of Anxiety Medications Psychotherapy - Cognitive-behavioural therapy Mindfulness & meditation Limitations: Costly Side effects Time consuming  Loading… Measuring Anxiety  State vs. Trait Anxiety State anxiety: A transient emotional state characterized by feelings of apprehension, doom, threat Heightened autonomic nervous system activity Trait anxiety: A more general predisposition to respond with apprehension, worry, and nervousness across many situations Increased restlessness, difficulty making decisions, feeling of inadequacy  Measurement Psychological measures: Self-report Physiological measures: Muscle tension, via electromyography (EMG) Blood pressure and heart rate Skin responses Central nervous system Sample Items from the State-Trait Anxiety Inventory  Depression and Exercise Dr. Jeremy Walsh KINESIOL 3H03 Asynchronous Lecture Week #10 mcmaster.ca  Learning Objectives Define and describe depression Understand the difference between depressive symptoms and major depressive disorder Live Lecture Learn about the relationship between depression and PA/exercise Loading… https://info.mindbeacon.com/btn542  Depression: A Mood Disorder Disorders that influence mood regulation beyond the usual variations between sadness and happiness/excitement Loading… Approximately 1 in 10 Canadians will be diagnosed with Major Depressive Disorder at some point in their life  Common Symptoms of Depression Feelings of sadness/elation Loss of interest in all/most activities Feelings of guilt/worthlessness Memory problems Disturbances in appetite Thoughts of suicide Disturbances in sleep patterns Hallucinations Lack of energy Difficulty concentrating  Main Depressive Disorders Mania Depression Mania Major Depressed Bipolar Manic Dysthymia (AKA Cyclothymia Manic and Depressive mood, loss of Disorder episode, or Persistent depressive interest of Disorder mixed periods depressive states, but not pleasure of mania and disorder) as intense as depression Chronic form bipolar or Depression of depression major depression Mania Depression Criteria for Major Depressive Disorders  Prevalence Women affected 2x more often than men Tremendous economic burden At least 12 billion days of lost productivity per year, costing approximately $925 billion USD Account for 14% of years of life lost due to disability Rank 2nd only to cardiovascular disease in disease burden in industrialized nations  Causes Not well understood Interaction of genetic, physiological and psychosocial factors Responses to stressful events vary by individual ◦ Influenced by heredity, coping skills, and social support  Treatment of Depression Often untreated Pharmaceuticals & Psychotherapy ◦ Expensive (direct and indirect) ◦ Lack of compliance Loading… ◦ Time ◦ Side effects (weight gain, drowsiness, sexual side-effects) ◦ Doesn’t work for everyone *PA/exercise might also be useful Measuring Depression Measurement 1) Standard diagnostic criteria Diagnostic and Statistical Manual of Mental Disorders (American Psychological Association, 1994, 2000, 2013) 2) Self-reporting measures of symptoms Beck Depression Inventory Zung Self-Rating Depression Scale Center for Epidemiologic studies – depression scale (CES-D) Others Center for Epidemiologic Studies– Depression (CES-D) Scale  Mental Health and Exercise pt. 1 Dr. Ross Murray KINESIOL 3H03 Nov 4, 2024 Week #10 mcmaster.ca Announcements and Updates Tutorial #4 is next week Assignment 3 due Nov 8th Final 2 lectures Tues Nov 12th and Tues Nov 19th Test 2 = Nov 26th @ 10:30am in person Outline and Learning Objectives Explore evidence for the preventative effects of exercise on mental health symptoms Understand the impact of sedentary behaviour on anxiety and depression Analyze research regarding the impact of acute exercise on symptoms of anxiety and depression Compare and contrast the proposed mechanisms by which exercise improves anxiety  Mental Health Recap Mental Health vs. Mental Illness vs. Mental Health Problems 1 in 5 Canadians experiences a mental illness or addiction problem every year By the time Canadians reach 40 years of age, 1 in 2 have—or have had—a mental illness Mood and anxiety disorders = most common types of mental disorders in Canada Depression = mood disorder Anxiety disorders = stress disorder Depression 1.6x higher in women vs. men in Canada 5.8% vs. 3.6% Why?  State vs. Trait Anxiety Definition #1: A more general predisposition to respond with apprehension, worry, and nervousness across many situations Increased restlessness, difficulty making decisions, feeling of inadequacy TRAIT Definition #2: A transient emotional state characterized by feelings of apprehension, doom, threat Heightened autonomic nervous system activity STATE  Can physical activity prevent anxiety & depression? General Summary Greater self-reported physical activity is associated with: Better mental health Lower symptoms of anxiety and depression Higher physical fitness correlated with lower anxiety & depression symptoms *Dose-response relationship for depression Overall Regular PA/exercise: Buffers against anxiety symptoms and anxiety disorders Prevents against depression disorders and decreases risk of occurrence Why do we think this is happening? Any hypotheses about why exercise is beneficial to mental health? What additional information would you like to know? Are these findings universal? Could we apply to the global population?  What about sedentary behavior? Students asked to be sedentary for 7 days Sedentary = no structured PA & < 5000 steps per day Returned to normal activities after 7-days Control group = maintained normal activities * The Overall Anxiety Severity and Impairment Scale (OASIS) used to measure anxiety symptoms Patient Health Questionnaire-9 (PHQ-9) used to measure depression symptoms * Significant reduction in daily step count, P < 0.05 Edwards and Loprinzi (2016) Mayo Clin Proc Edwards and Loprinzi (2016) J Affective Disorders  What about sedentary behavior? Measures of Depression over Time * Measures of Anxiety over Time * * Significant increase in depression scores, P < 0.05 * Significant increase in anxiety scores, P < 0.05 Edwards and Loprinzi (2016) Mayo Clin Proc Edwards and Loprinzi (2016) J Affective Disorders  What are your thoughts? Does the lack of physical activity increase negative symptoms? Is there something about sedentary behaviour specifically? Acute Exercise: Anxiety and Depression  Conclusion for Physicians (1967) People with anxiety disorders should NOT do intense exercise. High lactate provokes panic attacks… when lactate is infused Exercise + Anxiety Research since 1967… Before and After VO2max test  International Affective Picture System Example Regularly active young adults Exercise = 30 min cycling exercise RPE = 13 ‘somewhat hard’ Control = 30 min of quiet rest Reported state anxiety before & 15-min after interventions Viewed 90 arousing pleasant, unpleasant, and neutral pictures from the International Affective Picture System for 30 min Repeated exposure to IAPS shifts mood and increases state anxiety Results State anxiety scores decreased after exercise Decreased after resting period too… why?? Anxiety scores increased after viewing pictures in rest condition No change in anxiety after pics in exercise condition Conclusions? Acute exercise temporarily reduces state anxiety… Are these benefits greater for those with higher levels of anxiety? Are the acute benefits augmented with exercise training? Methods McMaster University Students (19 F; 3 M) Sedentary: ≤1 hr of MVPA per week 9-week exercise training vs. sedentary control group 30-min moderate intensity cycling performed 3x week State anxiety measured at before and 10-min after exercise at the end of each week Analysis split into high and low anxiety individuals How to interpret graph: ∆ STAI = Change in state-anxiety after acute exercise Negative number = improved anxiety score Positive number = worsened anxiety score Results Acute exercise lowered anxiety only in the high anxiety group Magnitude of decrease was larger with longer training No change in anxiety after acute exercise in the low anxiety group VO2max increased with training, but not correlated with anxiety ∆ STAI = Change in state-anxiety after exercise  What would you like to know about the participants? Check out the high anxiety control group over 9 weeks ∆ STAI = Change in state-anxiety after exercise  Possible Mechanisms Acute Exercise and Anxiety 1. The “Time-Out” Hypothesis o Break from everyday worries and work 2. Temperature Hypothesis o Exercise increases body temperature (sensed by hypothalamus) & leads to a reduction in tension o Saunas, hot tub, warm weather… 3. Neurochemical Hypothesis o Exercise increases opioids, endocannabinoids, serotonin, dopamine, BDNF o All have feel-good, mood-boosting effects 4. Alterations in brain activity during / after exercise o Stronger positive and lower negative emotional responses  Altered Brain Activity Role of the Amygdala? Amygdala is responsible for detecting features of the environment… including threats Amygdala reactivity in response to threatening stimuli (anger and fear) associated with anxiety Hyper-reactive amygdala in anxiety disorders (volume knob turned UP!) Greater state-anxiety related to higher amygdala reactivity to fearful images measured by fMRI Chen et al. (2019) Scientific Reports ∆ STAI-S = state anxiety  Altered Brain Activity Role of the Amygdala? Acute running exercise increased amygdala Greater habitual PA related to lower amygdala reactivity to happy images vs. fearful images… reactivity in response to fearful stimuli Acute walking does the opposite! (no clue why…) IPAQ = Habitual Physical Activity Chen et al. (2019) Scientific Reports Any Questions?  Exercise and psychological stress Dr. Jeremy Walsh KINESIOL 3H03 Asynchronous Lecture Week #11 mcmaster.ca Lecture Outline Review of the Stress Response The Stress Response Homeostasis, Allostasis, and Allostatic Load How do we perform stress research? How do we create stress in a lab setting? How do we measure the stress response? What are the effects of exercise on psychological stress? Cross-Stressor Hypothesis Cardiovascular fitness and stress response Learning Objectives At the end of this lecture you should be able to: Describe the physiological effects of stress hormones and how these effects are measured Loading… Interpret the underlying stress response mechanism from research data Critically evaluate evidence for/against the Cross-Stressor Adaptation Hypothesis Responses to Stress Stress Response: How the body reacts when encountering a real, perceived or expected threat (Lupin et al, 2009) Involves both psychological and physiological elements Amygdala = primary subcortical brain structure responsible for initiating the stress response  Homeostasis and Allostasis Homeostasis: The ability to balance/stabilize one’s internal Loading… environment despite changes to the external environment Narrow range for optimal function  Homeostasis and Allostasis Allostasis: Achieving stability through change Balancing essential coping/adaptation systems depending on a variety of factors (e.g., time of day) Can achieve homeostasis through allostasis  Allostatic Load Allostatic Load = the cost of this adaptation/ coping Applies to stress ◦ Overwork SAM or HPA Under chronic stress (unrelenting) ◦ Neither axis turns off after stress is removed ◦ Not adequately responding to the stressor overworks other systems  Allostatic Load Wear and tear on the brain and body E.g., chronic elevations in blood pressure, heart rate, glucose metabolism, cortisol May lead to decreased immune function, memory loss, mental health disorders  Allostasis & Allostatic Load Goal of a physiological systems: ◦ Maintain homeostasis!! Disruption to homeostasis requires a physiological response… Physiological response = allostasis ‘Cost’ of the response = allostatic load ◦ The bigger the disruption… the bigger the allostatic load Cognitive-Transactional Model of Stress Primary Appraisal “Does this stressor pose a threat?” Re- Physical appraisal Stressor Secondary Appraisal “Can I handle this threat?” Evaluating resources or coping strategies to deal w/ threat Psychological Stressor Novelty Unpredictability Threat to ego Sense of control Physiological Responses to Stress “Fight or Flight Response” SAM Axis HPA Axis (Sympathetic Adrenal Medullary Axis) (Hypothalamic Pituitary Adrenocortical Axis) Effects of Epinephrine & Effects of Cortisol Norepinephrine Increased blood glucose Increased blood pressure Loading… (mobilized from liver) Increased heart rate Increased glucose utilization by the brain Increased alertness and arousal Suppressed digestion Decreased digestion / blood flow to splanchnic region Supressed immune function Responds to THREAT or Responds to UNPLEASANT CHALLENGE  Stresso Stress Response Pathways r Cerebral Cortex SAM Axis HPA Axis (Sympathetic Adrenal Medullary Axis) (Hypothalamic Pituitary Adrenocortical Amygdal Axis) a Corticotropin-Releasing Hormone (CRH) Hypothalamus Sympathetic Nervous System Pituitary Gland Adrenocorticotropic Hormone (ACTH) Adrenal Medulla Adrenal Cortex Epinephrine (EPI) Norepinephrine Cortisol (NE) Responds to THREAT or Responds to UNPLEASANT  Physiology in Action β-Blockers! ↓ Sympathetic Parasympathetic ↑ Sympathetic Parasympathetic Drug that blocks action of norepinephrine on β- adrenergic receptors in heart Heart Rate Prevents stress-induced heart rate increases Lecture Outline Review of the Stress Response The Stress Response Homeostasis, Allostasis, and Allostatic Load How do we perform stress research? How do we create stress in a lab setting? How do we measure the stress response? What are the effects of exercise on psychological stress? Cross-Stressor Hypothesis Cardiovascular fitness and stress response How do we create stress in a lab setting? Active Stressors Stroop colour-word test State colour of ink & ignore word Mental arithmetic Subtract 7 from large number for 2 min as quickly as possible Public speech / job interview Passive Stressors Painful, loud, startling stimuli - Watch emotionally negative films/images How do we measure the stress response? Self-Report and Hormones Self-report measures using validated questionnaires Assess magnitude and frequency of perceived stress PRO: can assess stress in large groups CON: cannot assess underlying physiological responses to stress Hormones Measure EPI, NE, and cortisol Blood and saliva Potential issues??? Hate needles Hormones naturally fluctuate throughout the day… Important consideration when conducting research How do we measure the stress response? Cardiovascular Responses ↓ Parasympathetic ↑ Sympathetic Blood pressure Heart Rate Vasoconstriction α1-adrenergic receptor Arter y = Norepinephrine = Epinephrine  Section Summary 1. Stress response impacted by continued appraisal of the Novelty, Unpredictability, Threat to Ego, and Sense of Control of a stressor 2. Increased heart rate, blood pressure due to increased EPI and NE represent SAM activation Increased sympathetic activity & decreased parasympathetic activity 3. Increased cortisol represent HPA activation 4. Variety of stress tasks that can be used in research Active vs. Passive Lecture Outline Review of the Stress Response The Stress Response Homeostasis, Allostasis, and Allostatic Load How do we perform stress research? How do we create stress in a lab setting? How do we measure the stress response? What are the effects of exercise on psychological stress? Cross-Stressor Hypothesis Cardiovascular fitness and stress response Cross-Stressor Adaptation (CSA) Hypothesis Novelty Unpredictability Threat to ego Exposure to a stressor of sufficient Sense of control intensity and/or duration will induce adaptation and decreased sensitivity of stress response system Exercise Psychologica Stressor l Stressor Habituation Stress hormones Reactivity to a stressor is lower… Recovery from a stressor is faster… Re-establish homeostasis faster Lower allostatic load Physiological Adaptation Cross-Stressor Adaptation (CSA) Hypothesis Exposure to a stressor of sufficient intensity and/or duration will induce adaptation and decreased sensitivity of stress response system Habituation Reactivity to a stressor is lower… Recovery from a stressor is faster… Re-establish homeostasis faster Lower allostatic load Exercise and Psychological Stress Cardiorespiratory Fitness Part 1 ‘Fit’ vs. ‘unfit’ men (based on VO2peak test) Stressor = mental arithmetic test Measured blood pressure & heart rate O’Sullivan and Bell (2001) Autonomic Neuroscience. 91; 76–84  Exercise and Psychological Stress Exercise training reduces stress response Part 2 “Unfit” performed 5 wks of exercise training (cycling) 3x/wk @ moderate intensity (60% VO2peak Training increased VO2peak O’Sullivan and Bell (2001) Autonomic Neuroscience. 91; 76–84 Why do we care? The acute stress response is beneficial for survival and responding to a challenging or threatening situation… What are the implications of chronic stress? Risk of heart attack * O’Keefe et al. (2019) Mayo Clin Proc  Mental Health and Exercise pt. 2 Dr. Ross Murray KINESIOL 3H03 Nov 12, 2024 Week #11 mcmaster.ca  Announcements and Updates I. FINAL Lecture Tues Nov 19! II. Test #2 – Tues Nov 26th 10:30am – 11:30am I. Testable content = material from 2nd half of the course II. Same format as Test #1 III. Final Assignment will be posted on Wed Nov 27th I. Due FRI Dec 6th @ 11:59 pm  Check-In Recap from previous lectures PA associated with depression and anxiety symptoms Higher sedentary behavior leads to increased depression and anxiety symptoms Very brief - 7 days! A single bout of aerobic exercise lowers depression and anxiety symptoms Buffers against stress and improves mood Benefits people without mental health problems AND people with mental illness More research needed regarding impact of acute exercise intensity, duration, and type Resistance exercise, HIIT, exercise snacks, etc. Outline and Learning Objectives Investigate research on the impact of exercise training on anxiety and depression Understand the ‘optimal dosage’ recommendations for exercise training and depression Compare and contrast the proposed mechanisms by which exercise improves depression  Exercise Training for Anxiety Vs. Aerobic Training Resistance Training Aerobic Training and Anxiety Aerobic training = most researched type of exercise Has small but significant effects on lowering anxiety What is the optimal ‘dose’ of exercise? Intervention Length: Occurs within 3-6 weeks of training! Frequency: 3-4x per week = largest decrease in anxiety Duration: 20-30 min = largest decrease in anxiety Participant Health Status Matters: Anxiety decrease greater in people without anxiety disorders… Still, exercise training lowers anxiety in people w/ anxiety disorders Rebar et al., (2015) Health Psych Rev  Exercise Training for Anxiety Vs. Aerobic Training Resistance Training Effectiveness comparable other anxiety treatments ?  Resistance Training and Anxiety Meta-analysis of Resistance Training and Anxiety RT significantly reduces anxiety symptoms Type of RT not important Greater effects observed in healthy population Still beneficial for people with anxiety disorders Gordon et al. 2017 Worsened Anxiety Scores Improved Anxiety Scores  NO DIFFERENCE IN ANXIETY BETWEEN AT & RT Vs. Aerobic Training Resistance Training Comparable other anxiety treatments Significantly reduces anxiety symptoms Exercise Training and Depression  Exercise Training and Depression Prevention Meta-Analysis Population Studied Analysis of 8 meta-analyses 134 individual studies total! Effect of exercise training on depression Wide age range Exercise prescription varied Type, intensity, duration, etc. Take Home Points Exercise training depression symptoms across the lifespan… Effect prevention tool ES = effect size Improved Depression Scores Worsened Depression Scores 95% CI = confidence interval Hu et al 2020 Exercise is as effective as (and sometimes more effective) than traditional therapies  vs. Exercise, Medication, or Both in Patients with MDD 156 adults with diagnosis of MDD (mild to moderate-to-severe depression) 16-week intervention (4 months) Exercise Training: 3x/week aerobic training @ 70-85% HRmax Medication: antidepressant medication Combined: exercise + medication Exercise lowers depression to the same extent as medication Exercise increases physical fitness (VO2max) Blumenthal et al. (1999) JAMA  Changes in Depressive Symptoms During Intervention Rapid drop in depression in all treatment groups Babyak et al., (2000) Psycho Med Blumenthal et al. (1999) JAMA 6 Month Follow-Up After Treatment Why did the combination group experience similar relapse rates as the medication group? Babyak et al., (2000) Psycho Med  Why did the combination group experience similar relapse rates as the medication group? + =  Exercise “Dosages” for Treating MDD What is the optimal prescription? Mode:  Doesn’t matter; aerobic or resistance exercise Mixing AT + RT may be better than AT or RT alone Intervention length:  At least 10 weeks* (although changes are seen earlier) Frequency:  3 to 5x per week *for long-lasting anti-depressant effects Exercise “Dosages” for Treating MDD What is the optimal prescription? Intensity:  Aerobic: 50–85% of maximal heart rate;  Resistance: Higher intensity (e.g., 80% of 1RM) is more effective than lower (e.g., 20% 1RM) Duration:  30 to 60 mins per session (largest decrease seen for 45-60mins) Is anything missing from this prescription? Everyone is different, there will be variations Summary on Exercise Training and Depression 1) PA has protective benefits against symptoms of depression 2) Protective effects increase with greater levels of physical activity I. Dose-response relationship 3) Exercise may be an adjunct to the professional treatment of severe depression 4) Optimal types and/or amounts of activity still unclear Mechanisms of Change  Mastery Hypothesis  Psychological benefits from feelings of accomplishment or mastery post-exercise  Mastery gives a sense of greater self-worth and personal control over the environment Craft (2005) Psych Sport Exer Evolutionary Basis of Brain Health Neurochemical + Neurogenesis Hypothesis Brain’s original evolutionary function = to facilitate movement Brain evolved mechanisms that stimulate adaptation in response to physical and cognitive demands Adaptation increases resilience and resistance to stress Like skeletal muscle! Sedentary lifestyle = reduces positive adaptations & capacity to buffer stress  Neurochemical + Neurogenesis Hypothesis Exercise feel-good hormones: opioids, endorphins, endocannabinoids May also restore balance of neurotransmitters that are altered with depression (serotonin & dopamine) Exercise brain-derived neurotrophic factor (BDNF) BDNF is a growth factor that stimulates neurogenesis (growth of new neurons) Occurs specifically in the hippocampus Yellow = hippocampus Neurogenesis is like hypertrophy for the brain Big gains for big brains Neurogenesis buffers against stress and protects against negative mental health symptoms  Support for Neurogenesis + Neurochemical Hypothesis Exercise Training and the Hippocampus Study Details: Adults with MDD Supervised aerobic training 3x/week for 3 months MRI used to measure hippocampal size (volume) Findings: hippocampal volume with exercise training is positively associated with improved depression scores Limitations: Adherence was poor! People exercise on average 1 day per week… Krogh et al., 2014  BDNF and Depression Blood concentrations of BDNF significantly in MDD Change in BDNF Anti-depressant treatment significantly increases BDNF BDNF associated with depression scores following treatment BDNF is a biomarker for depression improvement after anti-depressant treatment Improved Depression Scores Brunoni et al (2008) Int J Neuropsychopharm  End of Lecture Reflection Neurochemical + Neurogenesis Hypothesis: How could you apply this knowledge when designing an intervention to improve mental health?  Summary and Take Home Points Numerous proposed mechanisms underlying exercise improving depression Likely a combination of multiple factors Neurochemicals released during exercise induce numerous positive changes Affect and mood Restore neurotransmitter balance Stimulate neurogenesis via BDNF Increase resistance to stress Exercise is medicine, but only if you take it… The best prescription is the exercise that people will continue to do  Cognitive Function and Exercise Dr. Jeremy Walsh KINESIOL 3H03 Asynchronous Lecture Week #12 mcmaster.ca Learning Objectives Exercise and Cognitive Function Understand the differences between fluid and crystallized cognition Recognize how cognitive function develops and changes with age Understand how different aspects of cognition are measured The evidence: PA/exercise and cognitive functioning Older adults Children and adolescents  THE GREEDY AND NEEDY BRAIN 2% of total body mass (~3lbs) consumes 20% of total energy at rest >100 billion neurons #1 customer of the lungs & heart 15% of total cardiac output delivered to brain Loading… Developing brain Increases 4x in size from birth… 95% of adult size at age 6! Consumes ~50% of body’s energy at rest Receives ~50% of total cardiac output at rest Fully developed by 3rd decade of life (early-mid twenties)  LIFELONG BRAIN PLASTICITY The brain is plastic! Life-long capacity to grow and change Shaped by experiences, Neurons that fire together, wire together! “Use it or lose it” Aspects of Brain Plasticity Loading… Neurogenesis: growth of new neurons Synaptogenesis: creation and strengthening of connections between neurons Angiogenesis: growth of new blood vessels to support brain tissue These changes directly impact cognitive function! Defining Cognitive Function The process whereby an individual is able to perceive, recognize, or understand thoughts and ideas Organizing and planning Problem solving Recognition and memory Reaction time And much more…  Global Cognition = Fluid + Crystallized Cognition Fluid Cognition (aka Executive Functions) Crystallized Cognition Working memory Language abilities Processing speed Verbal intellect Learning & decision-making Reading abilities Attention Semantic knowledge Flexible thinking, task-switching Visual spatial memory The conduit through which learning occurs… Gained through past experiences… acquired knowledge Example of Cognitive Functions in the Real World  HOW IS COGNITION MEASURED? Measure specific domains - attention, working memory, etc (see table) or global neurocognitive function (dementia screening tools) Pen-and-paper tests and computer apps Some approaches use motor tasks to assess cognition (Dr. Carter & the KinArm) Issues Learning effects (think concussion) Language abilities (ESL?) Hearing and visual abilities Comparisons between tests Smith et al. (2010) Psychosom Med  HOW IS COGNITION MEASURED? COMMONLY USED COGNITIVE TESTS Montreal Cognitive Assessment (MoCA) Screening tool for cognitive impairment Easy and quick to administer Visuospatial abilities Language abilities Memory and delayed recall Executive Functions Attention, task-switching, processing speed Score of test gives cut-offs: Normal > Mild Cognitive Impairment > Dementia  COMMON TEST OF EXECUTIVE FUNCTION Eriksen Flanker Task Inhibitory control, selective attention, processing speed Stroop Test Selective attention, processing speed Loading… Reading is a very automatic process… Congruent Incongruent Neutral Must suppress the automatic drive to Cat Green Red House read word and instead say the colour Purple Blue Chair of the ink Yellow Blue Pencil Red Green Dog Blue Purple Coffee  TRAIL MAKING TEST Task-switching, visual search, processing speed Version A – connect numbers in sequence as fast as possible 1-2-3-4, etc. Version B – connect number-letter-number in sequences as fast as possible 1-A, 2-B, 3-C Time to completion DIGIT-SYMBOL SUBSTITUTION TEST Working memory, attention, visual search abilities, processing speed Match symbols to their appropriate number as fast as you can # correct in 90 seconds  MEASURING COGNITIVE FUNCTION fMR Functional Magnetic Resonance Imaging (fMRI) I Measures Blood Oxygen Level Dependent (BOLD) response to cognitive testing Surrogate for brain activity (actually measures brain blood flow response) Excellent spatial resolution (clear map of the brain), cannot measure rapid responses (poor temporal resolution) Electroencephalography (EEG) Measures electrical activity of brain cells in response to cognitive challenges Excellent temporal resolution (measures millisecond changes), cannot determine WHERE the brain activity is happening (poor spatial resolution) EEG  Setup WHAT IMPACTS COGNITIVE FUNCTION? Genetics In utero exposures (alcohol, nutrition, maternal stress) Early-life experiences Passive vs. active conversations w/ parents Social economic status Parental education Environmental factors (pollution and chemical exposure) Daily Behaviours Diet Physical activity Sleep Sedentary behaviours COGNITIVE FUNCTION ACROSS THE LIFESPAN Research on Exercise and Cognitive Function Physical Activity and the Developing Brain Children with higher physical fitness have better cognitive function Memory Attention Self-control (inhibition) Decision-making abilities Kids with higher fitness perform better academically Lower levels of reported mental health issues as well…  Physical Activity and the Developing Brain Children with higher physical fitness (CRF) have bigger brains! Gray matter and white matter Hippocampus especially impacted Structure that supports memory, learning, decision making Size of hippocampus impacts memory function Hippocampal Volume Chaddock et al., 2011 EXPERT PANEL ON PHYSICAL ACTIVITY AND BRAIN HEALTH ‹#›  Higher cardiorespiratory fitness (VO2max) associated with less brain tissue loss in older adults  Observational Studies Exercise Is Associated with Reduced Risk for Incident Dementia among Persons 65 Years of Age and Older Larson et al., 2006 1750 adults 65+ No cognitive impairments at baseline  EXERCISE REDUCES RISK OF NEUROLOGICAL DISEASE 1700+ older adults reported activity time in past month Divided into genetic risk for Alzheimer’s APOE ɛ4 homozygote (high risk) Exercise ɛ4 hetero or non-carriers (reduced risk) No Exercise Measured cognitive function ε4 homozygote = increased risk of Alzheimer’s Obisesan et al. (2012) Clinic Interv Aging  ε4-positive = increased risk of Alzheimer’s Head et al. (2012) Arch Neurol  Effects of Exercise Training on Cognitive Function in Older Adults Meta-Analysis of Exercise Training on Cognition Following exercise intervention: Improved cognition in multiple domains compared to control Aerobic combined with strength-training or flexibility/stretching superior to aerobic alone >30 min = optimal duration Colcombe and Krame (2003) Psychol Summary of Section PA and exercise are beneficial for the developing and the aging brains Higher physical fitness associated with: academic achievement hippocampal volume cognitive performance neurological disease risk brain tissue atrophy Exercise training improves multiple domains of cognition in older adults Combined exercise modalities (aerobic + resistance) > single exercise modalities > 30 min = optimal duration  Exercise and Cognitive Function KINESIOL 3H03 Dr. Ross Murray Week #12 Nov. 19, 2024 mcmaster.ca  Announcements and Updates I. Test #2 – Nov 26th 10:30pm – 11:30pm I. Testable content = material from 2nd half of the course II. Assignment #4 due Friday (+3 days extension) III. Final Assignment Due Fri Dec 6th @ 11:59 pm I. Assignment posted tomorrow on Avenue IV. Final Interview with a Scientist (Michelle Ogrodnik) posted I. Due Dec 11th at 11:59pm V. Drop date extended – If you wish to drop see Associate Dean, Undergraduate Studies office (BSB 136) no later than Friday November 22, 2024 Lecture Outline Exercise and Cognitive Function Movement and the Brain - an Evolutionary Perspective Acute exercise and cognitive function Exercise Training and the Aging Brain Multimodal Training – Exercise + Cognitive Training The Brain Evolved to Facilitate Movement The brain evolved to facilitate MOVEMENT! Movement Requires Cognitive Function: Constant surveillance of environment & updating Rapid decision making High degree of coordination Early Humans Had To: Move about large distances to find food, water, and safety Learn & remember the successful strategies Socially coordinate and cooperate Raichlen & Alexander (2018) Trends in Neuroscience Exercise and the Brain During Exercise Neural firing Cerebral blood flow Acute Effects After Exercise Chronic Effects of Exercise Training Arousal  Brain plasticity Circulating BDNF  Improved cognition Cognitive Function  Improved mental health  Reduced risk of neurological Feelings of Wellbeing disease Contributing Factors to Improved Cognition Exercise Duration  Exercise Duration Participants: young, healthy males Exercise: continuous cycling @ 65% HRR for 10, 20, & 45 min Control: 30 min of quietly reading Chang et al., 2015 MSSE   Exercise Contributing Factors to Improved Cognition Intensity Exercise Intensity Inverted-U Relationship b/w Intensity and Cognition Catecholamine Hypothesis: Arousal & Performance – Exercise increases release of dopamine & catecholamines (reticular formation) – Proposed driver of improved cognition with acute exercise – Inverted-U relationship… – Over-arousal @ high intensity leads to worsening or less optimal performance However… not the same for everyone! Ludyga 2016 Psychophysiol What factor(s) may impact the cognitive response to high arousal? (think Cross-Stressor Adaptation Hypothesis)  Physical Fitness Buffers Over-Arousal @ High Intensity Exercise Fitness buffers against over-arousal… cognition improves during and after high-intensity exercise Brain adapts to repeated physiological stress of exercise Better equipped to handle high intensity stressor… Reactivity? Recovery? Hippocampal neurogenesis likely involved in adaptation # Items Processed ICV = inhibitory control performance (lower is better) Budde et al. (2012) Arch Med Research Labelle et al. (2013) Brain & Cog Contributing Factors to Improved Cognition with Acute Exercise Other Factors  Testing Timing  Cognitive Domains  Participants (post-exercise) 0-10 min Executive Functions +++ Age? 11-20 min ++ Processing Speed + Fitness? 20+ min + Working Memory + Chang 2012 Brain Research Verburgh 2014 BJSM Ludyga 2016 Psychophysiol Brief Summary Movement and brain health intimately connected Acute exercise primes the brain for subsequent cognitive activity 11-20 min post-exercise Executive functions 20 min exercise bout Intensity? Physical fitness buffers negative effects of over-arousal with high intensity exercise Buffering is likely due to neurogenesis in the hippocampus Acute Bouts of Physical Activity Improve Brain Function Acute exercise in children with and without ADHD 20 minutes treadmill exercise or reading Immediate improvements in selective attention Increased brain activity (EEG) during cognitive test Significantly improved on standardized academic tests post-exercise Pontifex et al., 2013 Modified TABATA Protocol 20 s ON : 10 s OFF Repeat 4 interval per exercise 1 min rest in between exercises types  Results Faster processing speed following HIIE trial Fewer errors following HIIE trial The d2 Test of Attention Greater speed and accuracy on measures of selective attention following HIIE  Applying HIIE in a ‘Real-World’ Setting Can improved selective attention improve lecture retention? Performed HIIE or control before exercise physiology lecture Wrote a quiz related to lecture material 24-hrs later No difference b/w HIIE and Control on lecture retention quiz Walsh et al. 2018. Int. J Exer Sci 11(5) Brief Summary Improvements in cognition following acute exercise may translate to improved academic performance Appears to have long-term benefit Probably depends on the academic task / how its measured… Benefits kids that need it most! Greater impact on children with ADHD Exercise is not always beneficial for cognition Acute exercise in extreme environments can impair cognition Hypoxia, Heat, Cold, Pollution 1 year Intervention Group 1: 40 min of walking @ moderate intensity – 3x per week Group 2: 40 min of stretching 3x per week Exercise group Stretching group Hippocampal growth positively correlated with increased levels of BDNF Likely mechanism underlying exercise-induced brain plasticity in older adults  Flanker Task 1-year of resistance training in older women (65-75 yrs) Group 1: once per week Group 2: twice per week Both Groups Significantly improved executive functions Selective attention Conflict resolution Group 2 brain activity during Flanker task (measured via fMRI) Resistance training = brain resources that support cognition during a challenging task Brief Summary Exercise protects brain against age-related atrophy… AND stimulates neurogenesis in hippocampus Hippocampal growth associated w/ improved memory Function follows form! Hippocampal growth associated w/ increased BDNF The effect of exercise training is more pronounced with advancing age More Than Movement… Neurons that fire together, wire together Exercise grows new neurons, enrichment promotes survival  Does the order of combined training matter for cognitive improvement? 12-wk intervention (65-75 yr old M&F) 2 single conditions: o PE = 30 min moderate intensity cycling o COG = 30 min computer training program 2 combined conditions: o PE+COG (exercise then cog training) o COG+PE (cog training then exercise)  Exercise + cognitive training improved cognition regardless of order Exercise alone showed the lowest improvement compared to other groups… Possible reasons why exercise alone was less effective? Brief Summary The combination of exercise + cognitive stimulation appears to have an additive effect on cognition May be impacted by the BDNF response to acute exercise (primes the brain) Limitations – training for test taking? Or transferable to other skills?