Effects of Online Bodyweight High-Intensity Interval Training Intervention and Health Education on the Mental Health and Cognition of Sedentary Young Females

Yao Zhang, Beier Zhang, Liaoyan Gan, Limei Ke, Yingyao Fu, Qian Di, Xindong Ma, Yao Zhang, Beier Zhang, Liaoyan Gan, Limei Ke, Yingyao Fu, Qian Di, Xindong Ma

Abstract

This study aimed to assess the effectiveness of an online high-intensity interval training (HIIT) intervention and health education on the behaviors, mental health, and cognitive function of sedentary young females. A single-blinded, six-week, randomized controlled pilot trial involving 70 sedentary young Chinese females, aged 18-30 years, was conducted. An intervention group (IG) (n = 33) underwent a HIIT intervention and health education, while a waitlist group (WG) (n = 37) only received health education. In pre-, mid-, and post-tests, both groups filled out questionnaires about physical activity, sedentary behavior, and mental health. Cognitive functions were assessed at the pre- and post-tests by computer-administered cognitive tests. A mixed-effect model with repeated measures was used to analyze outcomes of interest. The retention rate of the IG and WG was 100% and 78.38%, respectively. The IG were found to have significantly increased rates of moderate-to-vigorous physical activity (MVPA) (Mdiff = 940.61, p < 0.001, 95% confidence interval (95% CI): 576.67, 1304.55) from pre-test to post-test, while the WG demonstrated a more marked reduction in sedentary time (Mdiff = -73.02, p = 0.038, 95% CI: -141.90, -4.14) compared with the IG in the post-test. Moreover, anxiety and stress levels were shown to significantly reduce in the IG over the six-week period (Mdiff = -4.73, p = 0.002, 95% CI: -7.30, -2.15 and Mdiff = -5.09, p = 0.001, 95% CI: -8.29, -1.89, respectively). In addition, we observed a significant improvement in verbal ability (p = 0.008, ηp2 = 0.19) following the HIIT intervention and effects of the interaction with time on processing speed (p = 0.050, ηp2 = 0.10) and episodic memory (p = 0.048, ηp2 = 0.11). Moreover, the IG had better global cognitive performance than the WG in the post-test (Mdiff = 8.28, p = 0.003, 95% CI: 3.06, 13.50). In summary, both an online bodyweight HIIT intervention combined with health education, or health education alone, can effectively improve health-related behaviors, but the behavioral consequences may differ based on the emphasis of different intervention modalities. Furthermore, the "bodyweight HIIT plus health education" modality might be a more promising online intervention strategy to mitigate against negative emotions and improve cognitive function.

Keywords: HIIT; cognitive function; health education; mental health; online physical activity intervention; sedentary young females.

Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Time axis diagram describing the process of the project.
Figure 2
Figure 2
Flowchart showing the study design.
Figure 3
Figure 3
Effects of the treatment, time, and treatment x time interaction on cognitive function a,b Note: The subgroup of (A–F) indicates changes of two groups in processing speed, working memory, episodic memory, visual-spatial ability, verbal ability and global cognitive functions from pre-test to post-test. IG, intervention group, receiving HIIT and health education; WG, waitlist group, receiving health education only; T1, pre-test; T3, post-test. The score for each cognitive function test was converted into a norm of 0–19 points. The score for global cognitive function was the sum of five cognitive tasks, ranging from 0 to 95. * indicates a significant treatment, time and treatment × time interaction effect on a specific domain or global cognitive function. # represents a significant change from pre-test to post-test for each group or a significant difference between two groups in the post-test. a Mixed-effect models with repeated measures and analysis of variance F tests. b The degrees of freedom for between-participant, within-participant, and interaction-effect analyses were (1,34). The first degree of freedom in parentheses refers to the main or interactive effect and the second refers to the error term.

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