Study of the dynamic role of the epiphysis on the quality of cognitive and physical activity

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Relevance. Students face a priori 2 problems: to study a large amount of information and at the same time they very often experience a lack of sleep due to insufficient time.The aim of the work is to study the qualitative role of the epiphysis in the implementation of various types of activities by students of Rostsmu.
Methods: 1. Study design: to achieve this goal, we have set the following tasks:
1) Analyze the data of modern scientific literature on the influence of the epiphysis on the physiological functions of the body and the features of the "sleep-Wake" cycle.
2) to Study the General trends and methods of research of the epiphysis using statistical methods of analysis and psychosomatic reactivity.
3)To determine the degree of influence of the epiphysis on the dynamics of circadian rhythms.
4) Identify a possible relationship between sleep quality and student performance.
5) Identify a possible relationship between the level of anxiety and student performance.
6) to Identify dynamics of changes in students ' academic performance and level of anxiety after passing the experiment, which includes daily physical activity.
7) to Study the impact of changes in weather conditions and the dynamics of seasonal rhythms on students ' academic performance.
8) to Study the effects of chronotype on circadian rhythms.
In the experiment, which lasted 28 days, was attended by 120 students of 2 course of Rostov state medical University. No medical intervention was used. The results were evaluated by a daily survey on academic performance, health, and sleep quality. At the beginning of the experiment, a chronotype test was performed (the horn-Ostberg test). Also, at the beginning and end of the experiment, the lusher test was performed to detect the dynamics of the level of anxiety.
Compliance criteria: the research Was carried out in accordance with articles 5, 6 and 7 of the universal Declaration on bioethics and human rights.
In the first part of the study, the study group consisted of 120 2nd-year students of Rostsmu. Method questionnaire explored a number of parameters including: quality of sleep according to the method of J. I. Levin, the level of anxiety on the Luscher method, determination of chronotype test (Horne-Ostberg ). Also, to determine the degree of influence of the epiphysis on the student's cognitive activity, we tracked their academic performance throughout the experiment, which was 28 days. We also observed the effect of the epiphysis on physical activity by tracking changes in psychosomatic responses in the subjects.3. Conditions: the search for research participants was conducted only among students of the 2nd year of rostsmu. the research Was divided into stages, including: stage 1: completing questionnaires (up to 15 minutes) before the experiment and after the experiment.
Stage 2: the experiment itself, for 28 days, the subjects engaged in physical activity in the morning, afternoon and evening, including various types of exercise, for a total of up to 2 hours a day. No offset of scheduled time intervals was detected. No medical intervention was performed.The main outcome of the study.Lusher test to assess the level of anxiety. As a result of testing, we get eight positions: the first and second-clear preference, the third and fourth – preference, the fifth and sixth-indifference, the seventh and eighth - antipathy to color. Interpreting the answers, we get the result of the level of anxiety from 0 to 12, 0-no level of anxiety, 12-the maximum level of anxiety detected in pathological personality disorders.Horne-Ostberg chronotype test: subjects are asked to answer 23 questions. Each answer is evaluated by points (from 1 to
5). summing up the points, we can determine the chronotype. If the total score is more than 77-lark, from 58-76-pigeon, less than 57-owl.Additional outcomes of the study. To determine the degree of influence of the epiphysis on the student's cognitive activity, we tracked their academic performance throughout the experiment, which was 28 days. We also tracked the effect of the epiphysis on physical activity by tracking changes in the well-being of the subjects. Тo form subgroups, the horn-Ostberg test was used to determine the chronotype method for recording outcomes. To register the main and for additional research results, such programs as Google Forms and Microsoft Excel were used to process the results , conduct questionnaires, create a database of subjects, and create charts.The sample size was not calculated beforehand.Results.
1) Analyzed the data of modern scientific literature on the influence of the epiphysis on the physiological functions of the body and studied the literature data on the features of the "sleep-Wake" cycle.
2) Studied and analyzed the literature on current trends in psychophysiological research methods.
3) Revealed during the experiment that 27.7%-the first week and 13% - the second week sleeps with artificial light; sleep in the presence of light has a negative effect on the quality of sleep , as it disrupts the pineal gland and melatonin production accordingly, so it is recommended to sleep in complete absence of light, therefore absence of light melatonin levels equal to normal physiological index that has a positive effect on the work of the epiphysis.
4) According to the data obtained: with an increase in the percentage of sleep quality (from 36.6 % at the beginning of the experiment to 41.6 % at the end of the experiment), academic performance also increased (from 3.5 at the beginning of the experiment to 3.6 at the end of the experiment)
5) after Analyzing the results of the lusher test at the beginning of the experiment and at the end of the experiment, we found: a decrease in anxiety from 5.95 to 5.04, which also had a positive effect on the percentage of quality of academic performance (the number of twos decreased from 19% to 16%). The results were compared with academic performance and noticed that with a decrease in anxiety, academic performance increases.
6) Revealed the dynamics of changes in academic performance and the level of anxiety of students after passing the experiment, which includes daily physical activity. During the experiment, it was found that when using daily physical exercises, the level of anxiety decreased by 15.3% and , accordingly, the overall academic performance increased by 2.9% 7) during the experiment, a tendency was revealed to improve the performance of students participating in the experiment, against the background of a General decline in the autumn-winter season. According to statistics, in the autumn-winter period, working capacity decreases by an average of 34-36%. This indicator is affected by a decrease in daylight hours and worsening weather conditions. At the beginning of our experiment, the decline was at the level of 32%, and by the end of the experiment, this indicator decreased to 20.5%. That is, the performance of the subjects increased by 11.5% compared to the initial indicator and by 13.5% compared to the generally accepted indicator of decline in the autumn-winter period.
8) Studied the effect of the chronotype on circadian rhythms. We found that 74% of the subjects belong to the "pigeon" chronotype, which means that most of the subjects have approximately the same circadian rhythms. Since the pigeon chronotype (daytime type) predominates, therefore, the epiphysis can synthesize melatonin for a maximum period of time ("without adjusting" to the rhythms of the chronotype: late falling asleep or early awakening)
Discussion. This paper presents the results of a study of the dynamic role of the epiphysis on the quality of cognitive and physical activity. The level of influence of the epiphysis on the dynamics of academic performance and the level of anxiety was assessed. It was found that daily intensive physical and mental activity improves the work of the epiphysis, which in turn was expressed in improving academic performance and reducing anxiety. The disadvantage was that we could not track the implementation of the recommendations for the experiment for each subject, so there may be small errors in the final results.Also, the experiment lasted only 28 days, if you extend the experiment to six months or a year, we predict that the indicators will improve several times.
Conclusion. Summing up, we managed to reduce the decline in performance by 13.5% compared to the generally accepted percentage of decline of 34-36%, increase academic performance (from 3.5 to 3.6) and reduce anxiety (from 4.95 to 4.05). All this directly reflects the dynamic impact of the epiphysis on cognitive activity and physical activity.

About the authors

Ekaterina K. Voloshina

Rostov State Medical University

Author for correspondence.
Email: vvoloshina00@gmail.com
ORCID iD: 0000-0002-2691-8018
SPIN-code: 9080-6390

Student of the faculty of Pediatrics

Russian Federation, 29 Nakhichevansky lane, Rostov-on-don, 344022

Muhammed P. Medzhidov

Rostov State Medical University

Email: medzhidov012001@yandex.ru
ORCID iD: 0000-0002-2024-6505
SPIN-code: 4041-2171

Student of the faculty of Pediatrics

Russian Federation, 29 Nakhichevansky lane, Rostov-on-don, 344022

Anastasia Korshunova

Rostov State Medical University

Email: Olgasych2008@yandex.ru
ORCID iD: 0000-0002-8452-8237
SPIN-code: 1894-0457

Student of the faculty of Pediatrics

Russian Federation, 29 Nakhichevansky lane, Rostov-on-don, 344022

References