Impact of Active Breaks in Elementary School Children

Impact of Active Breaks in the Classroom on Physical, Mathematical and Cognitive Performance in Elementary School Children

The purpose of the study was to evaluate the effects of 12 weeks of Active Breaks on motor, academic and cognitive performance in elementary school children.

Study Overview

• Status: Completed
• Conditions: Academic Acheivement; Cognitive Performance; Physical Performance
• Intervention / Treatment: Other: Fitness; Other: Creative; Other: Combined; Other: Control

Detailed Description

The purpose of the study was to evaluate the effects of 12 weeks of Active Breaks on motor, academic and cognitive performance in elementary school children. 159 children were recruited: 92 for experimental group (EG) and 67 for Control Group(CG); after the baseline assessment, the EG classes were randomly assigned into three experimental groups: creativity AB (CREAT; n = 30 ), fitness AB (FIT; n =31 ) and combined AB (COM; n= 31 ) . Specifically, the EG carried out an active break intervention for 12 weeks during curricular time, repeated twice a day, with the duration of 10 minutes, three times a week. CG did not performed any type of active breaks.

• Study Type: Interventional
• Enrollment (Actual): 159
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Italy
  • CB
    • Campobasso, CB, Italy, 86100
      • Università degli studi del molise

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child
• Accepts Healthy Volunteers: No

Description

Inclusion Criteria:

• attending second and third elementary classroom

Exclusion Criteria:

• to be free from injury, which could preclude the PA practice.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

4

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Fitness; The Fitness group engaged in active breaks aimed at improving cardiovascular efficiency. These breaks were designed to provide moderate to vigorous physical activity, incorporating both strength and aerobic exercises such as squats, jumping jacks, lunges, and running in place. Children were instructed to imitate the teacher's movements	Other: Fitness; The Fitness group engaged in active breaks aimed at improving cardiovascular efficiency. These breaks were designed to provide moderate to vigorous physical activity, incorporating both strength and aerobic exercises such as squats, jumping jacks, lunges, and running in place. Children were instructed to imitate the teacher's movements.
Experimental: Creative; The Creative group participated in active breaks that combined cognitive-creative and physical demands, incorporating activities like improvisations, dramatizations of events or short stories, simulation, and imitation games. These activities aimed to stimulate the creative process and enhance emotional expression within environmental constraints. Constraints, set by the teacher-such as specific rules, partner positioning, or speed of execution-limited movement options, encouraging students to explore new solutions to complete each task.	Other: Creative; The Creative group participated in active breaks that combined cognitive-creative and physical demands, incorporating activities like improvisations, dramatizations of events or short stories, simulation, and imitation games. These activities aimed to stimulate the creative process and enhance emotional expression within environmental constraints. Constraints, set by the teacher-such as specific rules, partner positioning, or speed of execution-limited movement options, encouraging students to explore new solutions to complete each task.
Experimental: Combined; The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second.	Other: Combined; The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second.
Active Comparator: Control; Regular physical activity at school during the weeks.	Other: Control; Regular physical activity at school during the weeks.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Height		after 12 weeks
Weight		after 12 weeks
Leaps forward on one foot	Hopping forward on one foot along a line for 10 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not	after 12 weeks
Side Gallop	Gallop sideways for 10 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not	after 12 weeks
Alternating forward hops on one foot	Hopping forward by alternating the supporting foot for 10 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not	after 12 weeks
Throwing a ball with one hand	Throw the ball against the wall 10 meters away. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not	after 12 weeks
Receiving with the hands a thrown ball	Catch the ball on the fly from a distance of 5 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not	after 12 weeks
Hitting the ball with a tennis racket	hitting the ball from a distance of 5 meters. This test consists of 4 items (what to do), each with specific execution criteria (what to observe). Generally, these criteria represent a mature execution pattern for that skill. Children receive 1 point if they perform the item correctly and 0 points if not	after 12 weeks
Long jump from a standing start	Perform as long a forward jump as possible starting from a standing position.	after 12 weeks
Fast shuttle run 10x5m	Run 5 m for 10 times at the highest possible speed	after 12 weeks
Assessment Test of Calculation Skills AC.MT 6-11	AC-MT 6-11 test proposes tests to ascertain the level of learning of calculus, basic assessment, and problem solving	after 12 weeks
Reynolds Interference Task (RIT) test	Measurement of complex processing speed	after 12 weeks

Collaborators and Investigators

• Sponsor: University of Molise
• Collaborators: Giuseppe Calcagno; Giovanni Fiorilli; Andrea Buonsenso; Alessandra di Cagno

Study record dates

Study Major Dates

• Study Start (Actual): December 1, 2023
• Primary Completion (Actual): April 30, 2024
• Study Completion (Actual): May 31, 2024

Study Registration Dates

• First Submitted: November 8, 2024
• First Submitted That Met QC Criteria: November 9, 2024
• First Posted (Estimated): November 12, 2024

Study Record Updates

• Last Update Posted (Estimated): November 12, 2024
• Last Update Submitted That Met QC Criteria: November 9, 2024
• Last Verified: November 1, 2024

More Information

Terms related to this study

• Keywords: physical activity; children; active breaks; academic achievement; school time
• Other Study ID Numbers: 61/2020

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No
• product manufactured in and exported from the U.S.: No