Abstract
Long-distance travel is often celebrated as an opportunity for growth, but its physiological and cognitive consequences are rarely addressed in academic contexts. PURPOSE: This study investigated the physiological and cognitive effects of long-distance travel on university students journeying from the Southeastern U.S. to Hawaii. METHODS: Using a repeated measures design, participants were assessed at baseline (pre-travel) and across the first four days on island (post-travel). RESULTS: Results from a repeated measures ANOVA revealed significant disruptions in cardiovascular and stress markers. Average daily heart rate increased markedly across the trip (F(4,56)=12.96, pn=38 participants for CRF, n=71 for PSS, n=124 for cognitive function, and n=318 for reaction time to achieve 80% power. These findings indicate that while cardiovascular and objective stress responses were reliably elevated, other measures may have been impacted but went undetected due to sample size limitations. Together, the data underscore that academic travel imposes measurable physiological strain, warranting institutional strategies such as recovery periods and schedule adjustments to mitigate performance decrements.
Recommended Citation
Stone, Whitley J.; Upright, Paula; and Forsythe, Stacey
(2025)
"Beyond the Classroom: Physiological Stress of Academic Travel,"
International Journal of Exercise Science: Conference Proceedings: Vol. 14:
Iss.
5, Article 98.
Available at:
https://digitalcommons.wku.edu/ijesab/vol14/iss5/98
Included in
Health and Physical Education Commons, Medical Education Commons, Sports Sciences Commons