This recent publication from the PsyHPA research group shows that exposure to a mathematics exam is associated with increased physiological and psychological stress. During a mathematics exam, higher cardiorespiratory fitness (CRF) is associated with lower stress levels. Students with higher CRF present with better heart rate, heart rate variability, anxiety and mood. However, a statistically significant interaction between condition (maths exam vs. regular maths lesson) and CRF only existed for psychological outcomes. More effective coping may explain why children with higher CRF perform better in school.

While the influence of physical activity and cardiorespiratory fitness (CRF) on physiological/psychological stress reactivity has been a longstanding focus of scientific research, it remained unclear whether laboratory-based research would extend to real-life stressors. This is why this study focused on stress reactivity during a real-life stress situation. 

The study was conducted with 79 ninth-grade students. Physiological stress response was assessed via heart rate (HR) and heart rate variability (HRV), measured during a mathematics exam (stress condition) and a regular mathematics lesson (baseline condition). Psychological responses (affective states, anxiety) were evaluated through standardized self-report questionnaires. CRF was estimated using the 20-m Shuttle run test, and participants were categorized into low vs. high fitness groups via median split.

Our findings suggest that students with higher estimated CRF may be better equipped to cope with everyday stressors. Therefore, promoting CRF in youth may represent a viable strategy to support psychological and physiological health.

The full article can be accessed via the following link: https://www.sciencedirect.com/science/article/pii/S1469029225002572