Impact of Active Breaks in Elementary School Children

NCT06684808 | Completed

• 1 other identifier: 61/2020
• Study Type: interventional
• Target: 159
• Locations: 1 country
• Sites: 1

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.

Conditions

Physical Performance; Cognitive Performance; Academic Acheivement

Keywords

active breaks; children; academic achievement; physical activity; school time

Outcome Measures

Primary Outcomes (12)

• Height

  after 12 weeks

• Weight

  after 12 weeks

• Leaps forward on one foot

  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

  after 12 weeks

• Side Gallop

  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

  after 12 weeks

• Alternating forward hops on one foot

  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

  after 12 weeks

• Throwing a ball with one hand

  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

  after 12 weeks

• Receiving with the hands a thrown ball

  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

  after 12 weeks

• Hitting the ball with a tennis racket

  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

  after 12 weeks

• Long jump from a standing start

  Perform as long a forward jump as possible starting from a standing position.

  after 12 weeks

• Fast shuttle run 10x5m

  Run 5 m for 10 times at the highest possible speed

  after 12 weeks

• Assessment Test of Calculation Skills AC.MT 6-11

  AC-MT 6-11 test proposes tests to ascertain the level of learning of calculus, basic assessment, and problem solving

  after 12 weeks

• Reynolds Interference Task (RIT) test

  Measurement of complex processing speed

  after 12 weeks

Study Arms (4)

Fitness

EXPERIMENTAL

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

Other: Fitness

Creative

EXPERIMENTAL

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.

Other: Creative

Combined

EXPERIMENTAL

The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second.

Other: Combined

Control

ACTIVE COMPARATOR

Regular physical activity at school during the weeks.

Other: Control

Interventions

Fitness OTHER

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.

Fitness

Creative OTHER

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.

Creative

Combined OTHER

The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second.

Combined

Control OTHER

Regular physical activity at school during the weeks.

Control

Eligibility Criteria

• Age: 6 Years - 8 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• attending second and third elementary classroom

You may not qualify if:

• to be free from injury, which could preclude the PA practice.

Sponsors & Collaborators

• University of Molise: lead
• Alessandra di Cagno: collaborator
• Giuseppe Calcagno: collaborator
• Giovanni Fiorilli: collaborator
• Andrea Buonsenso: collaborator

Study Sites (1)

Università degli Studi del Molise

Campobasso, CB, 86100, Italy

Location

MeSH Terms

Conditions

Motor Activity

Condition Hierarchy (Ancestors)

Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: November 8, 2024
• First Posted: November 12, 2024
• Study Start: December 1, 2023
• Primary Completion: April 30, 2024
• Study Completion: May 31, 2024
• Last Updated: November 12, 2024

Record last verified: 2024-11

Data Sharing

• IPD Sharing: Will not share

Locations

IT (1)