Construction of movement-sleep-study (MSS) collaborative intervention model based on biological rhythm regulation
DOI:
https://doi.org/10.47197/retos.v67.114907Keywords:
Biological rhythms, cognitive performance, movement-sleep-study model, academic achievement, intervention strategyAbstract
Introduction: Biological rhythms regulating movement, sleep, and study significantly impact cognitive function and academic performance. However, conventional educational models often overlook their integration, leading to cognitive fatigue and reduced learning efficiency. This study develops and evaluates the Movement-Sleep-Study (MSS) collaborative intervention model, designed to synchronize these rhythms for optimized learning.
Objective: This study examines the effectiveness of the MSS model in enhancing cognitive performance, attentional capacity, and academic achievement.
Methodology: A quasi-experimental study was conducted with 120 junior high school students (mean age = 13.6 ± 0.7 years), randomly assigned to either an intervention group (MSS model) or a control group (traditional learning). The intervention combined structured physical activity, sleep optimization, and cognitive engagement strategies over one semester. Cognitive performance was measured using a computerized executive function test battery, academic achievement through standardized subject-based assessments, and sleep quality via the Pittsburgh Sleep Quality Index (PSQI) and Fitbit Inspire HR trackers. Data were analyzed using ANOVA and Pearson’s correlation.
Results: The MSS intervention group exhibited significant improvements in cognitive performance, attentional focus, and memory retention compared to the control group (p < 0.05). Strong correlations were found between sleep quality, movement engagement, and academic achievement, alongside a notable reduction in cognitive fatigue.
Discussion: These findings underscore the value of integrating biological rhythm regulation into educational practice. The MSS model not only enhances learning efficiency but also supports students’ psychophysiological well-being, offering a practical framework for holistic academic development.
Conclusion: The MSS model offers a scientifically validated approach to enhancing learning through biological rhythm regulation. By synchronizing movement, sleep, and study schedules, it improves cognitive and academic outcomes. Future research should explore its long-term effects and scalability across educational settings.
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