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Table 2 Studies investigating the effect of active breaks on physical activity and academic-related outcomes

From: Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

Paper/ country

Study design

Sample size

Age

Intervention

Duration

Delivery

Physical activity measure

Academic outcome measure

Study quality

Results

Ma et al., 2014 [34]

Canada

Within subject

Students:

n = 44

Schools:

n = 2

Classes: n = 2

Years 2 & 4

FUNtervals = 20s VPA separated by 10s rest repeated 8 times

Dose: alternating days

3 weeks

Research staff

None

Off-task behaviour: direct observation

Strong

Off-task behaviour Significantly less following FUNtervals, compared with no activity condition

- Year 4 children: off-task passive (ES = 0.31); off-task motor (ES = 0.48)

- Year 2 children: off-task passive (ES = 0.74); off-task verbal (ES = 0.45) off-task motor (ES = 1.076)

Howie et al., 2015 [31] USA

Within subject

n = 96

Age 9 to 12 years

Years 4 & 5

Brain BITES (Better Ideas Through Exercise) = 5, 10 and 20 min MVPA active breaks

Dose: 1 condition delivered twice per week

4 weeks

Research staff

Intervention fidelity: direct observation

Executive function: trail making test & digit recall tests

Mathematics: 1-min math fluency test

Moderate

Executive function: no difference between groups

Mathematics: significant improvement after 10-min (ES = 0.24) and 20-min (ES = 0.27) active break, compared with sedentary condition

Howie et al., 2014 [30] USA

On-task behaviour: direct observation

Moderate

On-task behaviour: largest improvement after 10 min active break (d = 0.50)

Janssen et al., 2014 [32] Netherlands

Within subject

n = 123

Age 10 to 11 years

Year 5

15 min active breaks of varying PA intensities (MPA, VPA, passive break, no break)

Dose: unclear

4 weeks

Research staff

PA intensity during active breaks: Accelerometer

Selective attention: Test of Everyday Attention for children (TEA-ch test)

Moderate

Selective attention: improved most after MPA condition (B = −0.59, 95% CI: −0.70,-0.49), compared with VPA (B = −0.29, 95% CI: −0.39,-0.19), passive break (B = 0.27, 95% CI: −0.35,-0.18) and no break conditions

Ma et al., 2015 [21] Canada

Within subject

n = 88

Age 9 to 11 years

Years 3 to 5

FUNtervals = 20s VPA separated by 10s rest, repeated 8 times

Dose: once/week

3 weeks

Research staff

None

Selective attention: d2 Test of Attention

Moderate

Selective attention: significant improvement following FUNtervals, compared with no activity condition

Barnard et al., 2014 [39]

South Africa

Quasi-experimental with pre and post testing

Students:

n = 149

Schools:

n = 2

Classes:

n = 6

School A mean age: 7.33 years

School B mean age: 7.47 years

2 intervention programs:

*integrated - 30 min integrated academic skills and motor skill program

*intensive program - 30 min physical activity program

Dose: 3 times/week

8 weeks

Unclear

None

Literacy: ESSI Reading and Spelling tests

Numeracy: VASSI Math Skills Test

Moderate

Reading: for the integrated (26%) and intensive (30%) programs test scores improved but not significant.

Spelling: for the integrated (32%) and intensive (47%) programs test scores improved but not significant.

Numeracy: for the integrated (30%) and intensive (21%) programs test scores improved but not significant.

Hill et al., 2011 [29]

Scotland

Cross over

n = 552

Age 8 to 12 years

Years 4 to 7

10 to 15 min MPA active break.

Dose: once/day for one week, no intervention in the second week

2 weeks

Not reported

None

Attention and executive function: paced serial addition, size ordering, listening \span, digit span backwards & visual coding

Moderate

Attention and executive function: improved only for those receiving the intervention in week 2 (mean difference = 3.85, 95% CI = 0.26,7.44)

Schmidt et al., 2016 [26]

Within subject

n = 98

Year 5

10 min active break involving running at different speeds

Dose: 5 different days over 3 weeks

3 weeks

Not reported

None

Attention: d2 Test of Attention

Moderate

Attention: no significant improvement

Ahamed et al., 2007 [35]

Canada

Cluster RCT

Students:

n = 288

Schools:

n = 10

Age 9 to 11 years

Years 4 and 5

Action Schools! BC = 15 min MVPA active break.

Dose: once/day

16 months

Teacher

Habitual PA:

Modified Physical Activity Questionnaire for Children (PAQ-C)

Mathematics, Reading and Language: Canadian Achievement Test

Weak

Mathematics, Reading and Language (total score) Although control school had significantly higher scores at baseline, no significant difference between intervention (mean = 1672 (9.6) and control groups (mean = 1688.6 (16.6) at follow up

Physical activity: increase by 47 min/week in intervention schools (139 ± 62 vs 92 ± 45, p < 0.001)

Carlson et al., 2015 [27]

USA

Quasi-experimental (no pre-testing)

Students: n = 1322

Teachers>: n = 397

Schools: n = 24

Mean age: 8.8 years

Years 1 to 6

10 min MVPA active break

Dose: At least once/day

8 months

Teacher

School day PA: Accelerometer

Classroom behaviour: Teacher report

Weak

Classroom behaviour: Teachers who reported implementing active breaks reported fewer students who lacked effort or gave up easily (β = −0.17, 95% CI: −.033, −0.01), were more likely to agree that students work improves following participation in active breaks (OR = 1.88; 95% CI:1.04,3.37), and showed a trend towards agreement that students stay on task more after active breaks (OR = 1.88; 95% CI: 0.98,3.61; p = 0.056), compared with non-implementers

Physical activity: students of teachers who reported ever holding active break had 3.14 more minutes per day of MVPA and were 75% more likely to have met the 30 min per day guideline for MVPA during school (OR: 1.75; 95% CI: 1.22, 2.51)

Hill et al., 2010 [28]

Scotland

Cross over

n = 1224

Age 8 to 12 years

Years 4 to 7

10 to 15 min MPA active break.

Dose: once/day for one week, no intervention in the second week

2 weeks

Not reported

None

Attention and executive function: paced serial addition, size ordering, listening span, digit span backwards & visual coding

Weak

Attention and executive function: improved only for those receiving the intervention on week 2 of the intervention (control group mean = 58.20 (18.03) vs. intervention group mean = 60.19 (19.38)

Katz et al., 2010 [33]

USA

RCT

n = 1214

Years 2 to 4

Activity Bursts in the Classroom = MVPA active breaks totaling 30 mins per day.

Dose: Length and number of sessions/day could vary

8 months

Teacher

None

Classroom behaviour:

Work and social skills component of Independence School District (ISD) progress report card

Mathematics and English:

Year 4: Missouri Academic Performance Test (MAP)

Years 2–4: ISD progress report

Weak

Classroom behaviour: no difference between groups

Academic achievement: no difference between groups for MAP test results (Year 4 only), but a greater proportion of control group students (Years 2 to 4) showed improvement in math (28.6% vs. 20.8%) and reading (21.1% vs. 16.1%) as measured via ISD report, compared with intervention group

Lisahunter et al., 2014 [38]

Australia

Quasi-experimental with control group

Students:

n = 107

Teachers: n = 6

Schools:

n = 1

Classes:

n = 4

Age approx. 10 years

Year 5

Active Kids, Active Minds (AKAM) = additional 30 mins of MPA active break.

Dose: once/day

2 terms/approx. 20 weeks

Specially employed PE teacher

Habitual and school day PA: Pedometer (Yamax CW700)

School day PA of at least MPA:

Accelerometer (ActiGraph)

Cognitive function: Cognitive Assessment System

Academic achievement: total score for 8 classroom subjects

Classroom behaviour: school behaviour records

Weak

No difference between groups for any of the academic outcomes assessed

Physical activity: daily steps declined from pre- (control = 13,772; intervention = 12,447) to post- (control = 12,046; intervention = 9702) for both intervention and control groups

Whit-Glover et al., 2011 [36]

USA

RCT

Students

n = 4599

Schools: n = 8

Years 3 to 5

Instant Recess = 10 min MPA active break.

Dose: once/day

8 weeks

Teacher

PA during Instant Recess lesson: Direct observation

Classroom behaviour: direct observation

Weak

Classroom behaviour: 11% increase in time spent on-task in intervention, compared with control group

Physical activity: MPA increased by 16% and LPA increased by 51%

Wilson et al., 2015 [37]

Australia

Within subject

Students:

n = 58 boys

Schools:

n = 1

Classes:

n = 4

Mean age: 11.2 years

Years 5 & 6

10 min MVPA active break outside the classroom

Dose: once/day, 3 times/week

4 weeks

Teacher

PA intensity during active breaks: accelerometer

Sustained attention: 5-min Psychomotor Vigilance Task

On-task behaviour: direct observation

Weak

Sustained attention: no difference intervention group pre active break: mean = 477 (285) vs. post active break: mean = 479 (200)

Off-task behaviour: no difference: intervention group pre active break: mean = 13.6 (10.0) vs. post active break: mean = 14.8% (11.6)

Uhrich & Swarm., 2007 [35]

USA

Quasi-experimental with control group

Students:

n = 41

Schools

n = 1

Classes

n = 2

Age 10 to 11 years

Year 5

20 min of sport stacking: using both hands to stack a group of 12 specialized cups in predetermined combinations

Dose: 3 times/week

6 weeks

Research staff

None

Decoding and comprehension skills: Gates MacGinitie Reading Test Fourth Edition (GMRT-4) Decoding and Comprehension skill subtests

Weak

Decoding skills: no difference between groups (F 1,41 = 0.03, p > 0.05)

Comprehension skills: Improvement in intervention group, compared with control (F 1,41 = 4.54, p < 0.05)

Altenburg et al., 2016 [49]

Netherlands

RCT

Students

n = 62

Schools

n = 5

*convenience sample

Aged 10 to 13 years

20 min MPA active breaks comprising video-based dance activities

Dose: once per day & twice per day

1 day

Supervised by research staff

PA intensity during active breaks: heart rate monitor

Selective attention: Sky Search sub test of the Test of Everyday Attention for children (TEA-ch test)

Weak

Selective attention: test scores better after 2 bouts (β = −0.26 (95% CI:-0.52,-0.004), compared with one bout (β = 0.06 (95% CI: −0.23,0.36) and control condition.

Note: a negative beta indicated a better attention score

Van den Berg et al., 2016 [50]

Netherlands

Within subject

Students:

n = 195

Schools:

n = 3

Classes: n = 8

Age 10 to 13 years

Year 5 & 6

12 min MPA active breaks = 3 conditions (aerobic, coordinative & strength-based PA)

Dose: once off

3 days

Children followed pre-recorded video of active break sessions, supervised by research staff

PA intensity during active breaks: heart rate monitor

Information processing speed: Letter Digit Substitution Test

Selective attention: d2 Test of Attention

Weak

Information processing speed: no change [F(1174) = 0.71, p = 0.040

Selective attention: no change [F(1172) = 0.91, p = 0.34

Mead et al., 2016 [51]

USA

Quasi-experimental with pre and post testing

Students:

n = 81

Schools:

n = 1

Classes: n = 3

Year 6

Age 11 to 12 years

3 conditions - implemented during 80 min math class (2 × 5-min active breaks, sitting on stability balls & traditional seated lesson)

Dose: every day

Unclear

Teacher

None

Reading, Mathematics and Science: Minnesota Comprehensive Assessments

Reading, Mathematics and Language: Measures of Academic Progress

Weak

Reading, Mathematics and Science: no difference between active break (pretest: 527.3 (29.8) vs. posttest (620.9 (34.2) and seated lesson conditions (pretest: 543.9 (13.1) vs. posttest 643.1 (12.4)

Reading, Mathematics and Language: no difference between active break (pretest: 219.7 (14.0) vs. posttest (226.8 (15.1) and seated lesson conditions (pretest: 221.2 (16.0) vs. posttest 226.0 (15.1)

  1. Abbreviations
  2. PA: physical activity
  3. LPA: light intensity physical activity
  4. MPA: moderate physical activity intensity
  5. MVPA: moderate to vigorous physical activity intensity
  6. VPA: vigorous intensity physical activity
  7. RCT: randomised controlled trial