You must take a break

It has been suggested that in the last two decades there has been a resurgence of research regarding work breaks (Boucesin & Thum, 1997; Fritz & Sonnentag, 2006; Sonnentag & Natter, 2004; Taylor, 2005; Trougakos, Beal, Green & Weiss, 2008; Tucker, 2003) due to their importance on replenishing resources which includes reducing in fatigue and burnout, increase productivity along with the positively that has been associated with well-being and health (Fritz & Sonnentag, 2005; 2006; Sonnentag, 2001; Sonnentag & Bayer, 2005; Sonnentag & Zijlstra, 2006). Recovery can be defined as the process during which an individual’s functioning returns to its pre-stressor level and in which strain is reduced (Sonnentag & Natter, 2004). Research by Sonnentag (2018) has recently introduced a phenomenon, called the recovery paradox. The recovery paradox explains why task-related stressors relate to impaired recovery (e.g. less physical activity, poor sleep, lower psychological detachment) via three core mechanisms The first mechanism is high negative activation resulting from work-related stressors. In line with the mood-congruency hypothesis (Judge etval , 2004), negative cognitions are more salient and accessible when individuals experience negative affective states, which makes detachment less feasible and increases the risks of negative work-related rumination or negative work reflection. The second mechanism refers to the depletion of energy resources. Depleted resources, for instance, generally low self-control resources or motivation and high fatigue, make it more difficult to control cognitive and affective reactions to work-related stressors and impair detaching from work. In addition, the Conservation of Resources (Self-Regulation) Theory states that the constant regulation of behaviour seen when individual attempts to maintain their energy levels when they become depleted depletes regulatory resources that are needed to fully engaged and become attentive to the task that is being carried out (Baumeister, Bratslavsky, Muraven, & Tice, 1998; Trougakos & Hideg, 2009). It is suggested that an individual attempts to conserve and save their energy so that they have the resources available to expend when they deem necessary is depleted, (Sonnentag & Natter, 2004). Hobfoll, (1989) highlights that due to the recovery of the individual being lost when engaged in constant and prolonged stressful tasks, the resources must be recovered when the individual is emotionally drained or physically and mentally exhausted. According to Baumeister and Tice (1998) performing at functional and optimum levels, as exerting effort towards a task takes some form of energy and subsequently results in lowering the individual's energy levels (Baumeister and Tice (1998). In addition, Baumeister and Tice (1998) concluded that individuals must need breaks to make appropriate cognitive choices both emotionally and performance-related. Every individual engages in daily routines that use physical and mental resources in completing their tasks, though in today's world many of these routines, especially those mentally, are in sedentary positions (Jung Ha et al, 2020).The key concept behind depleted resources is that of the individual's level of energy about stress. As spoken above the stress be that present or absent has a relationship to the level of mental resources the individual has and the greater the resources the individual uses the more stressed, they become leading to an even greater loss of resources available to the individual (Trougakos et al, 2008). Westman and Etzion (2001) stated that the task demands that surpass individual resources are one cause of stress, and this is of particular interest to the current study because stress is the number one factor for an individual to cease the task that is being carried out and a reluctance to carry out that task in future. Stress brought about through the loss of individual resources is personal among everyone with Beal et al. (2005) describe an individual's behaviours in response to stress are a sequence of episodes that revolve around what is being asked of them and that occur every day and that understanding when these episodes occur is the key concept when offering advice and protocols for recovery breaks. One straightforward way of restoring recovery is via incorporating an energy management strategy, which refers to activities that individuals engage in to replenish their resources, one such strategy is taking booster breaks (Taylor, 2011). A booster break is short is 30 seconds to 15-minute break whose purpose is to get a quick respite from the immediate stress to restore the individual's resources (Trougakos and Hideg, 2009). According to Siltaloppi, Kinnunen, & Feldt, (2009) the most powerful recovery experience of a booster break is through psychological detachment. Psychological detachment as suggested by Meijman & Mulder (1998) is the time away from a task that is becoming stressful and inducing fatigue allows for the psychobiological load to cease, reducing resource loss and allowing resources to replenish. This time away from the task creates psychological distance or detachment, and the nature of being away is beneficial because resources are no longer being drained as a result of work tasks (Etzion et al., 1998). Psychological detachment activities are those in which one can mentally disengage from the work task, such as by watching a funny video (Rzeszotarski, Chi, Paritosh, & Dai, 2013). This activity was intended to help an individual think of something other than the work tasks. Drawing from previous studies (e.g., Muraven, Tice, & Baumeister, 1998), each video clip was from Saturday Night Live. The use of funny video clips has been in experiments examining cognitive resources (e.g., Schmeichel, Volokhov, & Demaree, 2008; Tsai, Levenson, & Carstensen, 2000), and experiments have used similar video clips with different durations (e.g., Fredrickson & Kahneman, 1993).Watching online (e.g. YouTube) video clips is in line with previous research showing that individuals surf the internet during short work breaks (D’Abate, 2005; Fritz et al., 2011; Lim & Chen, 2012), and this includes watching videos (Hunter & Wu, 2013). Researchers have suggested that watching funny Videos in any format is shown to have improved affective inductions on resources recovery and great psychological detachment from the stressful task (Grenen, & Taber, 2015).