Background: Active breaks are short bursts of physical activity done in the classroom as a break from learning. The ACTI-BREAK program was designed to address limitations of previous active break interventions, including lack of teacher involvement in development, use of long-term academic measures to assess short-term interventions, and lack of objective physical activity assessment. This study aimed to assess the feasibility and potential efficacy of ACTI-BREAK for improving achievement in mathematics and reading, classroom behaviour and physical activity.
Method: Year 3 and 4 students (74% response; n=374) were recruited from six schools across Melbourne, Australia. Using a cluster randomised controlled trial design, schools were randomised to the 6-week ACTI-BREAK intervention (n=3) or usual teaching practice (n=3). The intervention involved teachers incorporating 3x5 minute active breaks into their classroom routine daily. Academic achievement was assessed using 1-minute tests in reading and mathematics; classroom behaviour was observed by teachers; physical activity was assessed using accelerometers. Multilevel mixed effects linear regression models were conducted using intention to treat analyses. Teacher (interviews) and student experience (survey and focus groups) were also assessed.
Results: Intervention effects for classroom behaviour were stronger for boys (B=21.42; 95%CI: 10.34,32.49) than girls (B=12.23; 95%CI: 1.52,22.92). No effect was found for reading, mathematics or physical activity. Teachers implemented on average two of the three prescribed active breaks daily. Barriers to implementation for teachers were perceived threats to classroom control and time constraints. Facilitators were program infrastructure, flexible delivery options and student enjoyment. Most students reported enjoying the program (94%), finding it easier to concentrate (66%) and that their school work improved (67%).
Conclusions: Implementing active breaks in the classroom may improve classroom behaviour, and had no detrimental effect on reading or mathematics scores. This may encourage classroom teachers to incorporate more physical activity into their classroom routine.