Effects of an active breaks program on physical performance, well-being, and memory in primary education students

Pausas ativas no Ensino Básico

Abstract

This study evaluated the effects of an active breaks program on physical performance, subjective well-being, and short-term memory in elementary school students. The study used a quasi-experimental design with control and experimental groups of 100 children aged 8 to 10 years. The experimental group participated for eight weeks in active break sessions lasting 10 to 15 minutes, three times per week, while the control group continued their regular school routine. Pre- and post-intervention assessments included a vertical jump test, a subjective well-being scale, and a short-term memory task. Results showed significant improvements in the experimental group across the three measured variables (p < .05), revealing increases in muscular power, perceived well-being, and information retention capacity. These findings support the integration of active breaks within the school day as a strategy to reduce sedentary behaviour and promote students’ holistic development. Implementing active break programs appears to be a feasible intervention to promote school-based physical activity and support variables related to physical performance, subjective well-being, and short-term memory.