High School Student-Athlete Sleep Habits Using Activity Monitoring

Abstract

Sleep research is an area of scientific inquiry that impacts all individuals due to sleep's effects on health, well-being, and performance. Healthy sleep habits have been shown to improve academic and athletic performance in collegiate student-athletes. Surprisingly, no sleep research has been conducted on high school student-athletes during a semester. High school student-athletes can benefit from understanding their sleep habits and how sleep can affect the development of the adolescent brain and improve performance giving athletes the potential for a competitive advantage. This retrospective analysis aims to examine the sleep habits of student-athletes while balancing their academic and athletic responsibilities during a semester of school. This dissertation presents findings from the observations of U.S. high school students providing the framework for future research and education to support healthy sleep habits in adolescent student-athletes.

Study 1 analyzed high school student-athlete sleep habits and found that 79% of student-athletes did not get the National Sleep Foundation’s recommended 8–10 hours of sleep per night. However, all students met the recommended amount of sleep efficiency (> 85%). Study 2 analyzed the difference in sleep habits between U.S. high school student-athletes and their non-athlete colleagues using activity monitors during a semester. No significant differences (p > 0.05) were seen between the two groups for total sleep and sleep efficiency with student-athletes getting slightly more total sleep and sleep efficiency per night than their non-athlete colleagues. Overall, 79% of student-athletes and 87% of non-athletes did not get the recommended amount of total sleep per night, and all subjects met the recommended amount of sleep efficiency. Earlier bedtimes were significantly (p < 0.05) related to more total sleep. Study 3 analyzed the relationship between high school student-athlete and non-athlete perceived sleep and stress with measured sleep using activity trackers during a semester. Subjective sleep did not relate to measured sleep for both groups. All students significantly underestimated their actual Bed and Waketimes, which led to them over-reporting their TST by 41 minutes on average, Z = –4.15, p < 0.01. Perceived stress had a moderate relationship with TST, r(72) = –0.24, p = 0.04. No group or gender differences existed in subjective measures.