Protocol and feasibility study of an active break program in the university classroom
DOI:
https://doi.org/10.47197/retos.v66.111669Keywords:
movement breaks, college, physical activity, sedentary behaviour, mental fatigue, cognitive function, motivationAbstract
Introduction: Active breaks, which involve brief exercise pauses in the classroom, are an effective tool for reducing sedentary behavior among young people. Additionally, they can enhance students’ interest, motivation and cognitive performance. However, few studies have evaluated the feasibility and acceptance of active break programs specifically targeting university students.
Aim: To assess the acceptance, appropriateness, and feasibility of an active break program among university students.
Methodology: Counterbalanced quasi-experimental design with two intervention arms. A total of 96 university students (26.4% female) participated in the study. The intervention consisted of a 5-minute active break conducted in the middle of class, over a period of 10 consecutive weeks. Sessions were randomly assigned to include or exclude an active break.
Results: A total of 753 records were completed, of which 434 (57.6%) included active break and 319 (42.4%) did not. According to the students, active breaks were found interesting (X̅ 3.94, Standard Deviation 1.17, on a 5-point scale); served to reactivate them (3.96; 1.21); improved attention and concentration (3.80; 1.16); the classroom environment (3.92; 1.08) and the learning process (3.76;1.29); and they expressed interest in repeating them (3.92;1.23).
Conclusions: Students considered active breaks to be feasible and viable for implementation in university classrooms. Additionally, they highlighted improvements in their concentration, attention, and the overall classroom atmosphere. These findings are particularly relevant for educators, researchers, and policymakers aiming to effectively reduce sedentarism and improve academic performance in a university setting.
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