Impact of Active Breaks in the Classroom on Mathematical Performance and Attention in Elementary School Children

Background: The increasing need to face the problem of sedentarism, especially in the
COVID-19 era, induced teachers and researchers to find new intervention methodologies in school
context. Active breaks (ABs) include brief periods of physical activity as a part of the curriculum. This
study aimed to investigate the AB acute responses on attentive skills and mathematical performance
and attention in a primary school. Methods: A total of 141 children (aged 9.61 ±0.82), divided
into six classes, participated in this study. Each class was randomly assigned to three groups on
the basis of the type of protocol performed during the three ABs scheduled in a school day: fitness
(FIT), creativity (CREAT), and control group (CON). At baseline and at the end of interventions,
all participants underwent the Stroop Color and Word test (SCWT) and the math test (MATH) to
assess the level of attention and mathematical performance, respectively. The degree of enjoyment
was evaluated through the modified Physical Activity Enjoyment Scale. Results: The factorial
ANOVA showed significant differences between the FIT and CON in MATH test (p = 0.023) and
SCWT (p = 0.034). CREAT and FIT groups showed higher degree of enjoyment than the CON
(both ps < 0.001). Conclusions: This study showed a positive acute impact of AB interventions.
FIT positively influenced attentive and math performances more than the CREAT, probably due
to the correct work/rest ratio and executive rhythm that allowed children to reach a good level
of exertion. This report showed that ABs can be a useful and productive activity to be performed
between curricular lessons.