======Reaction Time Under Fatigue======


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**Alternative titles:** Tired vs Alert Reaction Test
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====Summary====                   
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====Procedure====  
  -Gather materials: stopwatch or reaction-time website, 30 cm ruler (for ruler-drop test), masking tape, clipboard/data sheets, pencil, light weights or bodyweight exercise space, optional laptop or tablets.
  -Form pairs. Assign roles: Tester and Participant. Switch roles halfway through.
  -Choose at least two reaction-time methods: (A) online click test, (B) ruler-drop test. Practice each method twice to learn the technique.
  -Collect baseline data. Record 5–10 trials per method while the participant is rested. Note both reaction time and any obvious outliers.
  -Induce mental fatigue for Group 1: 8–12 minutes of continuous attention task (e.g., Stroop-like color-word list, rapid mental arithmetic, or sustained target detection with few breaks).
  -Induce physical fatigue for Group 2: 6–8 minutes of moderate continuous exercise matched to ability (e.g., wall sit intervals, step-ups, light shuttle runs, or brisk marching in place). Keep it safe and submaximal.
  -Immediately repeat the same reaction-time tests. Record 5–10 trials per method post-fatigue.
  -If time allows, cross over conditions on a different day or after full recovery so each participant completes both mental and physical fatigue sessions.
  -Calculate for each condition and method: mean reaction time, range, and standard deviation if possible. Mark the slowest and fastest trials.
  -Compare baseline vs post-fatigue within individuals and across the class. Look for changes in average speed and in variability.
  -Discuss results and possible explanations. Consider which fatigue type produced the larger effect and why.




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====Variations====
  *Use a choice reaction-time task with two keys or two colored targets to compare simple vs choice reaction time.
  *Add a mild sleepiness condition by testing early morning vs mid-afternoon on different days.
  *Test a brief recovery: measure immediately after fatigue, then again after 3 and 6 minutes of rest.
  *Introduce a caffeine-free alertness aid such as a short breathing or stretching break and compare pre vs post.
  *Scale up with a classwide dataset and construct histograms of reaction times for each condition.



====Safety Precautions====
  *Obtain teacher approval for the exercise protocol and screen for injuries or conditions that limit physical activity.
  *Keep physical fatigue submaximal; stop immediately for pain, dizziness, or shortness of breath.
  *Provide water and allow rests between sets; ensure adequate space free of obstacles.
  *Use only light loads or bodyweight movements; no maximal lifting.
  *For ruler drops, keep hands clear of faces and eyes; no tossing or striking.
  *Sanitize shared devices and rulers between users if needed.
  *If any participant cannot exercise, substitute a seated mental-fatigue task to ensure inclusion.




====Questions to Consider====
  *Which changed more with fatigue: the average reaction time or the variability of trials? (Often both increase, but variability can grow noticeably.)
  *Did mental fatigue or physical fatigue have a larger effect in your class? (Answers may differ; compare group means and ranges.)
  *Why might choice reaction time be more affected than simple reaction time? (It requires additional decision and attention processes.)
  *How much recovery time restored reaction speed toward baseline? (Look for partial recovery within a few minutes, depending on the task.)
  *What factors besides fatigue could have influenced your measurements? (Practice effects, motivation, time of day, distractions, and measurement error.)