Humans in cognitive task related activities like in the workplace or in education often deal with high cognitive workloads that demand high levels of attention, concentration and focus and meeting these demands requires a great deal of effort and energy (Demerouti et al., 2009; Geurts & Sonnentag, 2006). However, this prolonged effort and energy expenditure without rest can result in decreased, cognitive wellbeing and physical and cognitive performance (Demerouti et al., 2009; Geurts & Sonnentag, 2006). To prevent such negative outcomes, people are recommended that they can take breaks. Research suggests that taking breaks has been positively associated with improved task engagement (Bosch, 2018; Kühnel, 2017) and task performance (Kim, 2018; Wendsche, 2016) and in turn taking breaks can allow employees to maintain high levels of performance and well-being over time (Bosch, 2018; Kühnel, 2017) as well as allowing the individual to manage fatigue and to stay energised during the day (Bennett et al., 2020; Hunter & Wu, 2016; Sianoja et al., 2018; Zacher et al., 2014).). There has been a great deal of research conducted on breaks but at present there does not appear to be an agreed definition of what “breaks” are (Bosch & Sonnentag, 2019). Withing the suggesting are breaks are periods within the day where individuals shift their attention away from their activity or task which suggest that a break occurs when individuals purposefully direct their attention away from the activity or task (Bosch & Sonnentag, 2019). Other researchers have suggested that breaks are periods when individuals are not expected nor required to engage in work activities (Hunter & Wu, 2016; Trougakos., 2014; Trougakos & Hideg, 2009). Breaks have also been defined as “energy management strategies (Zacher., 2014), but which ever definition one prescribes in what can be suggested are breaks seem to be periods of time away from the activity or task. Research by Kim et al. (2017) suggest breaks may help alleviate the experience of negative emotions within the environment the activity or task is being carried out within and found positive within-person relationship between the activity or task demands when participants engaged in breaks. In a study by Zacher et al (2014) study, individuals who engaged in break activities (e.g., surfing the web, sending personal text messages) at a given time during the day, the less fatigue, and the more vitality they tended to report one hour later.
The role of psychological detachment during breaks, where detachment refers to the feeling of being psychologically away from the activity or task situation has been highlighted as of being an important factor for successful breaks (Etzion., 1998; Sonnentag & Fritz, 2007). The suggestion indicates that the more detachment employees experience during a break, the less fatigue, the less strain, and the more attention they report experiencing after the break (Bennett et al., 2020; Sianoja et al., 2018). However, the individuals experience of autonomy (or “control”) is another important factor in determining how the individual feels about and following a break, in fact the more in control the individual feel during a break, the more focused, motivated, and energized they tend to feel after the break (Bosch., 2018; Hunter & Wu, 2016; Trougakos., 2014). A good break appears to be a break in which the individual feels relaxed, connected to others, detached from their activity or task, and in control of their actions (Bosch., 2018; Hunter & Wu, 2016). However there still apereas to be reluctance within different environment to allow their workers or students in taking breaks in the amount needed in reducing cognitive and physical fatigue and performance. One factor that appears withing the reluctance is that of the climate the break is being performed within (Bosch and Sonnentag, (2019). A break climate refers to a set of shared perceptions regarding the extent to which the individual and stakeholders/management value the importance of having breaks upon the individual’s cognitive and physical health alongside their cognitive and physical performance (Bosch and Sonnentag, (2019). Niu (2016) highlighted those environments where stakeholders and management endorsed more frequently breaks found that the individuals within that environment employees reporting less fatigue, greater attention and engagement and stronger mental and physical wellbeing compared to those environments who felt breaks were not productive. Though it appears that environments, stakeholders, and managers may still feel that frequent breaks are time that is not spent on the activity or task which may reduce the productivity of the activity or task Askew et al., 2014; Lim, 2002), the suggestions are that via education to the stakeholders, and managers that are relucent to endorse frequent breaks that literature review, from filed and laboratory studies indicate that taking breaks is critical for employees to stay engaged, maintain their energy, and perform well on the activity or task (Bosch & Sonnentag, 2019; Galinsky et al., 2000; Henning et al., 1997; Hunter & Wu, 2016; Kim et al., 2018; Wendsche et al., 2016; Zacher et al., 2014). As such, although taking breaks may result in employees spending less time working than they would in the absence of these breaks, allowing and encouraging employees to take breaks as needed may be necessary to maximize all individuals cognitive and physical well-being which in turn leads to increased productivity and performance (Kim et al., 2018; Wendsche et al., 2016; Zacher et al., 2014). A starting point for improving the break climate environment is to change is by relaxing some of their regulations around breaks, such as strict limits on the timing, frequency, or duration of the breaks the individual can take. Although break exact timings, durations, and specific activities may be difficult to track in real time, researchers might try a day reconstruction method (Diener & Tay, 2014) in which participants systematically rate their experiences and time spent on each time and activity carried out Oerlemans & Bakker, 2014). This said there are some interventions that can be used to reduce cognitive and physical fatigue is using a silent break room, stretching encouraging social interactions during breaks (Krajewski, Wieland, & Sauerland, 2010)
Kommentarer