SHORT-TERM EFFECTS OF DEEP BREATHING AND PROGRESSIVE MUSCLE RELAXATION EXERCISES ON MUSCULOSKELETAL PAIN AND WELL-BEING IN HIGH SCHOOL STUDENTS
- Conditions
- Deep Breathing ManeuverPROGRESSIVE MUSCLE RELAXATION EXERCISES
- Registration Number
- NCT06972173
- Lead Sponsor
- Kırklareli University
- Brief Summary
Exam stress in high school students, long hours of studying in the static posture, and lack of physical activity habits can cause physical and psychological discomfort in them. This discomfort can be physically seen as musculoskeletal pain, while as psychologically it can be observed as a decrease in well-being. This situation can cause the acute onset of musculoskeletal pain in students to become chronic with a decrease in well-being. On the contrary, we can observe an increase in musculoskeletal pain due to stress that may occur due to a decrease in well-being.
Musculoskeletal pain is a condition that is not fatal but severely impairs health and well-being (1). According to the biopsychosocial model, pain occurs in a complex interaction between biological, psychological and social factors (2). Therefore, pain is both a subjective experience and a physical sensation with large individual differences (3). Relaxation is now a non-pharmacological intervention that has been increasingly accepted in recent years to reduce and cope with pain (4). A person who is relaxed usually has a physical and psychological well-being and feelings of calmness (5). With relaxation exercises, the person starts to reduce anxiety level by coping with stress (6). In addition to relaxation techniques, deep breathing exercise, also known as diaphragmatic breathing, is a technique based on the idea that mind and body integration provides relaxation (7). Breathing exercises are easy to learn and practice and benefit can be obtained from deep breathing exercises performed in a short time (5 minutes of practice may be sufficient) (8). In studies in which both techniques were used separately, it was reported to provide physical and psychological relaxation.
The unique aspect of this study is the investigation of the effects of both techniques on pain and well-being in high school students using both techniques simultaneously.
For this purpose, we planned to investigate the short-term effects of deep breathing and progressive muscle relaxation exercises on musculoskeletal pain and well-being in high school students.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 72
- The inclusion criteria were voluntary acceptance to participate in the exercise program with parental consent, the absence of an orthopedic, neurological or psychiatric disorder that would affect participation in exercises, and full participation in exercise sessions.
- Those who did not meet the inclusion criteria and did not voluntarily agree to participate in the study
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Primary Outcome Measures
Name Time Method musculoskeletal pain From enrollment to the end of treatment at 4 weeks Cornell Musculoskeletal Disorder Questionnaire (CMDQ): The scale was adapted into Turkish by Erdinç et al. in 2008. This scale assesses the frequency and severity of pain, soreness or discomfort in 11 different body parts (neck, shoulder, back, upper arm, waist, forearm, wrist, hip, upper leg, knee and lower leg) in the last 7 days and whether it interferes with work. Weight scores are calculated according to the answers given for frequency, severity and inability to work.The frequency of pain, aching or discomfort was graded from never (0) to many times every day (4); the severity was graded from mildly severe (1) to very severe (3); and the effect on work performance was graded from never interfered (1) to very much interfered (3). The weighted score for each body part takes a value between 0 and 90.
- Secondary Outcome Measures
Name Time Method WELL-BEING From enrollment to the end of treatment at 4 weeks Well-being Star Scale (WSS): It is a questionnaire developed by Korkut and Owen in 2016 at the university. The first dimension 'making sense of life and being goal-oriented' consists of seven items (1, 6, 11, 16, 21, 23, 24). The second dimension 'cognitive dimension' consists of four items (2, 7, 12, 17). The third dimension, 'emotional dimension', consists of five items (3, 8, 13, 18, 22). The fourth (4, 9, 14, 19) and fifth (5, 10, 15, 20) dimensions consist of four items each and are named as 'physical dimension' and 'social dimension' respectively. The items are scored using a five-point Likert scale. The scores that can be obtained from the scale vary between 24-120 and the higher the score, the more positive the individual's well-being is interpreted.
Trial Locations
- Locations (1)
Kırklareli ANATOLIA HIGH SCHOOL
🇹🇷Kırklareli, Central, Turkey