Natural-mente ativa: a contribuição de atividades físicas em espaços naturais para a cognição, saúde mental e cultura de inovação e sustentabilidade universitária

Abstract

In a university setting characterized by high levels of stress, low physical activity, and increasing cognitive demands, the search for simple and effective physical interventions becomes a priority. This experimental study aimed to explore how brief walks in natural environments acutely impact sustained attention, cognitive flexibility, and mental well-being in female university students. Twenty-one participants (17.71 ± 2.16 years), with low levels of physical activity and good general health, took part in the study. The design was a randomized controlled trial with a partial crossover design, repeated intra-individual measures, a one-week washout between sessions, and 15-minute interventions. Participants were assessed using neuropsychological tests (Trail Making Test - TMT-A and TMT-B), psychometric scales (such as the Brunel Mood Scale [BRUMS] and the State Anxiety Inventory [STAI-S]), and perceptual measures of effort, pleasure, and perceived restoration. Data were analyzed using linear mixed models adjusted for maximal oxygen consumption (VO₂), body mass index (BMI), habitual physical activity level, and day of the experiment. Findings revealed that sustained attention (TMT-A) improved significantly after walking in both natural (p < 0.001) and built environments (p = 0.003), but not in the control condition. Cognitive flexibility (TMT-B) improved only in the natural environment (p < 0.001), indicating a unique restorative effect. Task-switching cost (TMT-B minus TMT-A, reflecting the extra effort required to shift attention between tasks and representing cognitive flexibility and executive control) showed a significant Intervention × Time interaction (p = 0.009), suggesting greater executive efficiency, with a trend toward improvement in the natural group (p = 0.06). Accuracy (errors) remained stable across conditions. From an emotional perspective, state anxiety was significantly reduced in the natural environment compared to the classroom (p = 0.03). Although vigor, tension, confusion, and other affective states did not vary significantly, the natural environment was perceived as more pleasant and cognitively restorative, which may influence future adherence to physical activity. These results align with the four articles that structure the thesis: Article 1, which presents a systematic review on the impacts of green exercise on cognition; Articles 2 and 3, which discuss the effects and institutional possibilities for integrating natural spaces into academic life; and Article 4, which synthesizes the findings of the experimental study, connecting them to a proposal for pedagogical innovation and university sustainability. It is concluded that brief walks in natural environments can promote immediate and significant gains in attention, cognitive flexibility, and anxiety states, representing a feasible, low-cost, and high impact intervention in the university context. The findings reinforce the role of green spaces as effective strategies for promoting health and learning in higher education, strongly aligned with the United Nations Sustainable Development Goals (SDGs), especially SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 15 (Life on Land). Integrating natural environments into academic routines is, therefore, not only advisable but an evidence-based response for institutions committed to the future of education, health, and sustainability.