Physical Performance, Cognitive Performance, Academic Acheivement
Conditions
Keywords
active breaks, children, academic achievement, physical activity, school time
Brief summary
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.
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.
Interventions
OTHERFitness
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.
OTHERCreative
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.
OTHERCombined
The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second.
OTHERControl
Regular physical activity at school during the weeks.
Sponsors
Alessandra di Cagno
Giuseppe Calcagno
Giovanni Fiorilli
Andrea Buonsenso
University of Molise
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
6 Years to 8 Years
Healthy volunteers
No
Inclusion criteria
* attending second and third elementary classroom
Exclusion criteria
* to be free from injury, which could preclude the PA practice.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Assessment Test of Calculation Skills AC.MT 6-11 | after 12 weeks | AC-MT 6-11 test proposes tests to ascertain the level of learning of calculus, basic assessment, and problem solving |
| Height | after 12 weeks | — |
| Weight | after 12 weeks | — |
| Leaps forward on one foot | after 12 weeks | 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 |
| Side Gallop | after 12 weeks | 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 |
| Alternating forward hops on one foot | after 12 weeks | 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 |
| Throwing a ball with one hand | after 12 weeks | 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 |
| Receiving with the hands a thrown ball | after 12 weeks | 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 |
| Hitting the ball with a tennis racket | after 12 weeks | 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 |
| Long jump from a standing start | after 12 weeks | Perform as long a forward jump as possible starting from a standing position. |
| Fast shuttle run 10x5m | after 12 weeks | Run 5 m for 10 times at the highest possible speed |
| Reynolds Interference Task (RIT) test | after 12 weeks | Measurement of complex processing speed |
Countries
Italy
Outcome results
None listed