Effects of different types of classroom physical activity breaks on children’s on‐task behaviour, academic achievement and cognition

Abstract

Aim This study examined the effects of different types of classroom physical activity breaks on children’s on‐task behaviour, academic achievement and cognition. Methods Participants were 87 Australian primary school students (mean age 9.11 ± 0.62 years), recruited from one school. Three classes were randomly assigned either to activity breaks only (n = 29), activity breaks and mathematics combined (n = 29), or control conditions involving only mathematical content (n = 29). Students were engaged in five minutes of classroom physical activity breaks, three times per week, for four weeks (divided into two minutes at the beginning of the usual mathematics curriculum lesson and three minutes in the middle of the lesson). Assessments were conducted at baseline and post‐test. Results Significant group‐by‐time effects were found for on‐task behaviour (active engagement: activity breaks and mathematics combined versus control, p ≤ 0.001; activity breaks versus control, p ≤ 0.001; activity breaks and mathematics combined versus activity breaks, p = 0.037; passive engagement: activity breaks and mathematics combined versus control, p ≤ 0.001) and mathematics scores (activity breaks versus control, p = 0.045). Conclusion Physical activity breaks with and without integrated mathematics content were effective in improving children’s on‐task behaviour and learning scores.

Physical activity and academic achievements

“…Physical activity seems to improve cognition, learning and eligibility for higher education, but the pathways are largely unknown. Some researchers have suggested that physical activity has direct positive effects on the brain and nervous system.…”

“…In this issue of Acta Paediatrica, Mavilidi et al report that short physical activity breaks during maths lessons enhanced the learning behaviour of children at a mean age of nine years . This is very interesting because large well‐educated populations are a prerequisite for successful modern societies.…”

“…Reversing this unfavourable trend requires low‐cost interventions that are easy to initiate at a population level and do not have adverse side effects. Physical activity may fulfil these criteria, as studies have suggested associations with enhanced cognition and learning and increased eligibility for higher education…”

“…The reason why the percentage of girls did not increase was probably because they already had a high acceptance rate before the intervention and had reached the ceiling effect. The study by Mavilidi et al adds new knowledge to the debate, by showing that providing just 5 minutes of physical activity three times per week during maths lessons was associated with improved learning behaviour and scores . Whether academic benefits could be generated by even shorter activity periods should be tested by further studies.…”

“…Data have consistently supported the efficacy of physical activity during growth, but global estimates indicate that fewer than 20% of young people reach the recommended 60 minutes of moderate‐to‐vigorous physical activity per day, and it is alarming that this percentage is gradually decreasing . One of the great challenges for society is initiating effective paediatric interventions that increase physical activity levels.…”