Author(s): DI FONZA, D., CENTORBI, M., BUONSENSO, A., MELIS, A., DI CLAUDIO, G., CARANGELO, M., BARALLA, F., CALCAGNO, G., DI CAGNO, A., FIORILLI, G., Institution: UNIVERSITY OF MOLISE, Country: ITALY, Abstract-ID: 2197

INTRODUCTION:
The World Health Organization (WHO) recommends that children and adolescents aged 5 to 17 engage in at least 60 minutes of moderate-to-vigorous physical activity (MVPA) daily. Adherence to these guidelines is low across European countries, with a notable increase in physical inactivity among children [1]. To address this concern, Active Breaks (ABs) have gained increasing attention in educational settings. ABs are short periods of physical activity integrated into the school day, aiming to enhance both academic and physical outcomes. Research indicates that ABs can improve attention levels and mathematical performance in primary school children [2]. The present study aimed to evaluate the effects of a 12-week ABs program on academic and physical outcomes in primary school children.
METHODS:
This study was designed as a randomized controlled trial (RCT) to assess the effects of a 12-week ABs program, consisting of two daily sessions of 10 to 15 minutes each. A total of eighty third-grade children (aged 7.84±0.37 years) were recruited from Primary School in Italy. Following baseline assessments, classes were randomly assigned to one of four conditions based on the type of AB protocol performed: Creativity-based ABs (CREAT; n = 20), Fitness-based ABs (FIT; n = 20), Combined ABs (COMB; n = 20), and a Control group (CON; n = 20). At both baseline and post-intervention, all participants underwent the MOTORFIT test, Reynolds Interference Task (RIT), and the AC-MT 6-11 Math Test.
RESULTS:
RM-ANOVA showed significant improvement in mathematical performance, in particular written calculations and problem-solving, where the experimental groups showed significant improvement from pre- to post-assessment (p<0.001) and a significant difference between groups, where the combined group showed better performance than the control group (p<0.030). Significant improvements were found in complex processing speed, where the experimental groups showed significant improvement from pre- to post-assessment (p<0.001) and a significant difference between groups, where the combined group showed better performance than the control group (p=0.032). Finally, significant differences were found in the MOTORFIT test, in particular in single-leg hops, alternating single-leg hops, and hitting a ball with a tennis racket, where the experimental groups achieved better performance than the control group (p<0.05). Significant improvements were found from pre- to post-assessment in the shuttle run test, in the fitness and creative groups (p<0.001).
CONCLUSION:
The study demonstrated that the incorporation of active breaks over 12 weeks within the school system led to improvements not only in physical skills but also in math performance and complex processing speed. These enhancements positively impacted two key academic parameters: problem-solving skills and written calculation. Therefore, physical activity promotes motor abilities and better executive functions performance.
1. Colella D. (2020), 2. Fiorilli G. (2017)