University educators can introduce classroom movement breaks or physically active learning into classes to improve student health and wellbeing¶

Strategy · All strategies
Evidence · 7 claims (7 for) · 2 studies (1 causal, 1 quant-synthesis), q2–q3 · 0 of 2 report an effect size · 7 claims rest on one study

Description¶

The review recommends that tertiary educators incorporate CMB (brief 4–10 min equipment-free movement breaks during class) and/or PAL (combining physical activity with academic content, e.g., cycling or standing desks) into their teaching. The authors state "University educators should feel confident in introducing either CMB and/or PAL interventions into their classes to improve student health and wellbeing." The recommendation rests on feasibility, physical activity, and wellbeing findings rather than academic gains.

Design Implications¶

Context¶

Requirements¶

• Space and infrastructure to accommodate the intervention, as the review states educators should incorporate CMB and/or PAL "if they have the space and infrastructure to do so"
• Careful planning and flexibility in the timing and duration of breaks to optimise benefits and reduce disruption

Constraints¶

• Academic performance was not evaluated in any CMB study and only two PAL studies measured it
• Most CMB studies were in health or sports science students who may already have higher baseline physical activity
• Long-term behaviour change strategies may need to accompany PAL or CMB to influence health outcomes

Target Learners¶

• university/tertiary students

Target Learning Goals¶

• reduce sedentary behaviour during class and study time
• increase physical activity
• improve wellbeing, focus, and attention in class

Claims¶

• Classroom movement breaks increase physical activity and reduce sedentary behaviour during university classes [+W]
• PAL and CMB interventions are feasible and acceptable to university students and staff [+W]
• A 10-minute run break midway through a lecture improves objectively measured visual attention in university students [+W]
• Classroom movement breaks increase vigour and concentration and decrease fatigue immediately after the break [+W]
• Studying on a stationary bike (PAL) has no significant effect on university students' final course grades compared to a standard desk [+W]
• PAL reduces self-reported mental fatigue and anxiety and improves wellbeing in university students [+W]
• Low-intensity exercise during university class significantly increases students' vigour during the lesson [+W]

Related Strategies¶

• Mini Classroom Exercise Breaks
• Include opportunities for mini-breaks during lessons, such as drawing, music, games, stretching, or going outside
• Deliver classroom-based physical activity with an academic focus to potentially support both academic performance and overall physical activity levels
• Embed bodyweight resistance exercises such as squats into classroom active learning breaks

Examples¶

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Key Sources¶

• Lynch Julia, O'Donoghue Gráinne, Peiris Casey L. (2022). Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph19137775