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| Name | Class |
|---|---|
| Alessandra di Cagno | UNKNOWN |
| Giuseppe Calcagno | UNKNOWN |
| Giovanni Fiorilli | UNKNOWN |
| Andrea Buonsenso |
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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.
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. 159 children were recruited: 92 for experimental group (EG) and 67 for Control Group(CG); after the baseline assessment, the EG classes were randomly assigned into three experimental groups: creativity AB (CREAT; n = 30 ), fitness AB (FIT; n =31 ) and combined AB (COM; n= 31 ) . Specifically, the EG carried out an active break intervention for 12 weeks during curricular time, repeated twice a day, with the duration of 10 minutes, three times a week. CG did not performed any type of active breaks.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| 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 |
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| 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. |
|
| Combined | Experimental | The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second. |
|
| Control | Active Comparator | Regular physical activity at school during the weeks. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| 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. |
| Measure | Description | Time Frame |
|---|---|---|
| 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 |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Università degli Studi del Molise | Campobasso | CB | 86100 | Italy |
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| ID | Term |
|---|---|
| D009043 | Motor Activity |
| ID | Term |
|---|---|
| D001519 | Behavior |
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| UNKNOWN |
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| 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. |
|
| Combined | Other | The Combined group took active breaks by combining the Fitness protocol in the first break and the Creative protocol in the second. |
|
| Control | Other | Regular physical activity at school during the 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 |