ABSTRACT
Study Objectives: We describe research methods developed to examine effects of sleep disruption on changes in immune balance, lung function, and cognitive performance in a sample of urban, ethnically diverse children with persistent asthma. Two case examples (8- and 10-year-old males) are presented to highlight methods of the current study and illustrate effects of experimentally disrupted sleep on the immune balance profile (Th1/Th2 cytokines), key sleep variables from polysomnography data, and lung function in our sample. Methods: Children follow an individualized structured sleep schedule consistent with their habitual sleep need (≥9.5 hours' time in bed) for six days before a laboratory-based experimental sleep protocol. Children then spend two successive nights in the sleep lab monitored by polysomnography: a baseline night consisting of uninterrupted sleep, and a disruption night, during which they are awoken for 2 minutes between 20-minute intervals of uninterrupted sleep. Evening and morning blood draws bracket baseline and disruption nights for immune biomarker assessment. Results: A shift towards immune imbalance following the sleep disruption protocol was observed in these illustrative cases. Conclusions: Data from these case examples provide evidence that the experimental protocol caused disruptions in sleep as observed on polysomnography and had the hypothesized downstream effects on immune balance associated with clinical asthma control. Documenting the effects of sleep disruption on immune function in children with persistent asthma is a crucial step towards understanding associations between sleep, immune balance, and asthma outcomes and provides important information for developing novel interventions for youth with asthma and suboptimal sleep. Clinical Trials: Not applicable.
ABSTRACT
BACKGROUND: College is a place where students develop health behaviors that persist throughout adulthood, yet a large percentage of students are not engaging in adequate physical activity. Social support is associated with physical activity; however, the effects of source (ie, family and friend) and type (ie, companionship, esteem, and informational) are not fully understood. The current study examined the effects of different sources and types of social support on college students' physical activity behaviors. METHODS: An online survey tool collected data from 733 college students enrolled at a Mid-Atlantic university. Structural equation models and a repeated-measures analysis of variance were conducted. RESULTS: Support from family and friends was associated with physical activity behaviors; however, support from friends exerted a stronger effect. Students received different types of support from their network, which differentially influenced physical activity behaviors. Students received higher levels of companionship support from their friends and higher levels of esteem support from their family, which was positively associated with physical activity behaviors. Students received higher levels of informational support from their families, which was negatively associated with physical activity behaviors. CONCLUSIONS: This study highlights the importance of examining the independent effects of source and type of support on college students' physical activity.
