Dose-response evidence suggests 10-minute active breaks, moderate intensity, and twice-daily frequency favour academic-related outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q2 · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 On-task behaviour significantly improved after the 10-min active break condition, and math scores were highest after the 10-min (ES = 0.24) and 20-min (ES = 0.27) conditions. → Watson Amanda 2017 q2 i? Selective attention improved most after a moderate-intensity active break, and twice-daily frequency produced significantly better selective attention scores than once-daily. → Watson Amanda 2017 (2)

Evidence¶

Watson Amanda 2017¶

Watson Amanda, Timperio Anna, Brown Helen, Best Keren, Hesketh Kylie D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-017-0569-9

q2 · i1 · quant-synthesis · r3

Within-subject dose-comparison studies by Howie and colleagues comparing 5-, 10- and 20-min active breaks with a 10-min no-break condition. The review reports on-task behaviour "significantly improved after the 10-min active break condition" and math ES of 0.24 and 0.27 for the 10- and 20-min conditions.

"Results showed on-task classroom behaviour significantly improved after the 10-min active break condition [39] and math scores were highest after the 10-min (ES = 0.24) and 20-min (ES = 0.27) active break conditions [40]."

Watson Amanda 2017 (2)¶

Watson Amanda, Timperio Anna, Brown Helen, Best Keren, Hesketh Kylie D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-017-0569-9

q2 · i? · quant-synthesis · r3

Narrative synthesis of two dose studies: Janssen et al. compared no break, passive, moderate- and vigorous-intensity 15-min breaks, and Altenburg et al. compared once- versus twice-daily 20-min moderate breaks, with significantly better selective attention for the twice-daily frequency; no effect sizes printed for these contrasts.

"Results showed that selective attention scores improved most after the moderate-intensity active break [41]."

Discussion¶

Related Claims¶

• Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests — related
• Classroom movement breaks increase vigour and concentration and decrease fatigue immediately after the break — related
• Evidence on selective attention from classroom physical activity breaks is inconclusive, with one study reporting a negative effect — related
• Acute PA before mathematics testing shows mixed effects: 10- and 20-min exercise breaks raised math scores but 5-min breaks did not, and pre-test PA sessions helped in two of four studies — possibly the same claim (merge candidate)
• A 10-minute run break midway through a lecture improves objectively measured visual attention in university students — related
• Classroom-based physical activity interventions improve attention and/or on-task behavior in most reviewed studies of schoolchildren aged 4–18 — related