Understanding the Benefits of Brief Classroom‐Based Physical Activity Interventions on Primary School‐Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review

Farmer E., Papadopoulos N., Emonson C., Fuelscher I., Pesce C., McGillivray J., Hyde C., Olive L., Rinehart N.

While motivation for physical activity (PA) and PA participation have been linked, research on the relationship between motivation for PA and mental health outcomes is scant, with studies involving children largely underrepresented. Grounded in self-determination theory, this cross-sectional study aimed to determine whether autonomous motivation versus external motivation (a form of controlled motivation) for PA is associated with fewer emotional and behavioural difficulties and higher levels of PA in children. A sample of 87 children (aged 8–12 years) were recruited from five primary schools in Victoria, Australia. An adapted version of the Behavioural Regulation in Exercise Questionnaire (BREQ) was used to measure motivation for PA and structured parent-report questions were used to assess moderate-to-vigorous PA (MVPA) levels. Parents also completed the Strengths and Difficulties Questionnaire (SDQ) to measure children’s emotional and behavioural difficulties. Children’s autonomous motivation was associated with fewer emotional and behavioural difficulties (β = −0.25, p = 0.038) and higher levels of MVPA (β = 0.24, p = 0.014). These results indicate autonomous motivation is associated with improved mental health outcomes and higher levels of PA in children. Thus, PA interventions that promote autonomous motivation may enhance children’s mental health compared to interventions that promote mainly controlled forms of motivation.

Fu Y., Burns R.D., Gomes E., Savignac A., Constantino N.

The purpose of this preliminary study was to investigate trends in children’s sedentary behavior (SB), physical activity (PA), and motivation during a 12 week classroom-based Active Video Game (AVG) program. A sample of 16 children, recruited from an elementary school, participated in AVG for 30 minutes per school day for 12 consecutive weeks. School day time in SB and PA, in addition to step counts, were assessed across 12 weeks using accelerometers and motivation was assessed via questionnaires. Mixed effects models with a quadratic time parameter were employed to examine time trends. A significant negative trend was observed for SB, while light and vigorous PA and step counts yielded positive trends until approximately 8–9 weeks where a quadratic inflection point was observed (p < 0.001). Regarding motivational variables, enjoyment and social support from teachers significantly increased across 12 weeks (p < 0.05). A 12 week classroom AVG program yielded a positive trend in school day light and vigorous PA and step counts, and a negative trend in SB until 8–9 weeks into the program. This study supports the use of low-cost classroom-based AVG programs to improve children’s physical and mental health, but favorable PA trends were attenuated past 8–9 weeks.

Morano M., Bortoli L., Ruiz M.C., Vitali F., Robazza C.

BackgroundSelf-efficacy and enjoyment are two main constructs proposed within many motivational theories in any human endeavor, sport and physical activity included.MethodsThe purpose of this study was to examine the factor structure of two pictorial scales measuring self-efficacy and enjoyment levels in a sample of 14,035 Italian schoolchildren (7,075 boys and 6,960 girls, 6- to 7-year-olds). An important feature of the two scales is that they are in a pictorial format in order to prompt a straightforward understanding in children. The whole sample was randomly split in two subsamples according to gender and age and the factor structure of the measures was examined across subsamples.ResultsData were subjected to confirmatory factor analysis, which yielded satisfactory fit indices on the measures of both subsamples. Overall findings supported the single factor structure of the scales, which can be easily administered to 6- to 7-year-old children to assess two relevant psychological constructs in physical education.

Bedard C., St John L., Bremer E., Graham J.D., Cairney J.

Objectives Despite the relationship between physical activity (PA) and learning outcomes, the school system has not been able to support the inclusion of PA throughout the day. A solution to this problem integrates PA into the academic classroom. The objective of this review is to determine the impact of active classrooms compared to traditional sedentary classrooms on educational outcomes of school-aged children. Design We searched ERIC, PubMed, PsychINFO, and Web of Science, reference lists of included studies for randomised controlled studies. Independent reviewers screened the texts of potentially eligible studies and assessed the risk of bias. Data were pooled using random-effects models on standardized mean differences. Results This review identified 25 studies examining educational outcomes, including approximately 6,181 students. Risk of bias was assessed as either some or high risk of bias for most of the studies and outcomes. Pooled data from 20 studies and 842 participants measuring academic performance shows a small positive effect of active classrooms compared with traditional, sedentary classrooms (SMD = 0.28, 95% CI: 0.09 to 0.47). Conclusions Physically active classrooms may slightly improve academic achievement compared to the traditional sedentary lessons. Future research is needed to ensure that studies are adequately powered, employ appropriate methods of randomization, and measure a wide range of important student outcomes across the full spectrum of the school-age.

Koch P.A., Contento I.R., Gray H.L., Burgermaster M., Bandelli L., Abrams E., Di Noia J.

To evaluate Food, Health, & Choices, two 10-month interventions.Cluster-randomized, controlled study with 4 groups: curriculum, wellness, curriculum plus wellness, and control.Twenty elementary schools (5/group) in New York City.Fifth-grade students (n = 1,159). At baseline, 44.6% were at the ≥85th body mass index (BMI) percentile for age and 86% qualified for free or reduced-price lunch.Curriculum was 23 science lessons based on social cognitive and self-determination theories, replacing 2 mandated units. Wellness was classroom food policy and physical activity bouts of Dance Breaks.For obesity, age- and sex-specific BMI percentiles were used (anthropometric measures). The researchers also employed 6 energy balance-related behaviors and 8 theory-based determinants of behavior change (by questionnaire).Pairwise adjusted odds in hierarchical logistic regression models were determined for >85th BMI percentile. Behaviors and theory-based determinants were examined in a 2-level hierarchical linear model with a 2 × 2 design for intervention effects and interactions.Obesity showed no change. For behaviors, there was a negative curriculum intervention change in physical activity (P = .04). The wellness intervention resulted in positive changes for sweetened beverages frequency (P = .05) and size (P = .006); processed packaged snacks size (P = .01); candy frequency (P = .04); baked good frequency (P = .05); and fast food frequency (P = .003), size (P = .01), and combo meals (P = .002). Theory-based determinants demonstrated no change.The findings of the lack of a decrease in obesity, behavior changes only for the wellness intervention, and no changes in theory-based determinants warrant further research.

Schüller I., Demetriou Y.

This systematic review evaluates the effectiveness of physical activity interventions promoting social competence in school. A literature search was performed in November 2016 using the following inclusion criteria: social competence is assessed, sports-related setting at school, participants aged 6–19, randomized controlled trial or controlled clinical trial design, full-text article or dissertation thesis in English or German. An assessment of the risk of bias showed two studies with low or unclear risk in all categories. Overall, 29 studies were included in the review. The majority of the intervention programmes showed positive effects on behavioural (85%) and cognitive-perceptive (75%) aspects of social competence and to a lesser extent on motivational-emotional (14.3%) aspects. A transfer of positively promoted aspects into another setting (e.g. subject) was not tested or unsuccessful. Future intervention programs should focus on a high standard of methodological quality, larger sample sizes and more reliable assessed data regarding students' social competence.

Kazdin A.E.

Currently, in the United States and worldwide, the vast majority of children and adolescents in need of mental health services receive no treatment. Although there are many barriers, a key barrier is the dominant model of delivering psychosocial interventions. That model includes one-to-one, in-person treatment, with a trained mental health professional, provided in clinical setting (e.g., clinic, private practice office, health-care facility). That model greatly limits the scale and reach of psychosocial interventions. The article discusses many novel models of delivering interventions that permit scaling treatment to encompass children and adolescents who are not likely to receive services. Special attention is accorded the use of social media, socially assistive robots, and social networks that not only convey the ability to scale interventions but also encompass interventions that depart from the usual forms of intervention that currently dominate psychosocial treatment research.

Popeska B., Jovanova-Mitkovska S., Chin M., Edginton C., Mo Ching Mok M., Gontarev S.

Glapa A., Grzesiak J., Laudanska-Krzeminska I., Chin M., Edginton C., Mok M., Bronikowski M.

Burns R.D., Fu Y., Podlog L.W.

The purpose of this meta-analysis was to examine the effectiveness of school-based physical activity interventions on increasing students' physical activity enjoyment. An internet search with several databases using the keywords "Adolescents", "Children", "Enjoyment", "Physical Activity", and "Schools" was performed yielding over 200 published studies. Studies were eliminated based on the lack of experimental manipulation (i.e., non-intervention studies), no assessment of physical activity enjoyment as an outcome variable, a lack of a control or comparison group, and no reporting of the effect estimate's variability (i.e., standard deviation, standard error, etc.). This procedure resulted in 10 studies being examined in the meta-analysis. Data were analyzed in the state of Utah, USA in 2017. The Hartung-Knapp-Sidak-Jonkman method for a random effects meta-analysis was employed with studies being weighted by inverse variance. The pooled Standardized Mean Difference=0.38 (95% C.I. [0.10-0.65], p=0.011). Cochran's Q test showed statistical significance (p

Álvarez-Bueno C., Pesce C., Cavero-Redondo I., Sánchez-López M., Martínez-Hortelano J.A., Martínez-Vizcaíno V.

The objective was twofold: to assess the effect of physical activity (PA) interventions on children's and adolescents' cognition and metacognition; and to determine the characteristics of individuals and PA programs that enhance the development of cognitive and metacognitive functions.We systematically searched MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Web of Science, and PsycINFO databases from their inception to October 16, 2016. Intervention studies aimed at examining the exercise-cognition interaction at a developmental age were included in this systematic review and meta-analysis. Random-effects models were used to calculate pooled effect size (ES) values and their corresponding 95% CIs. Subgroup analyses were conducted to examine the effect of participants' and PA programs' characteristics.A total of 36 studies were included in this systematic review and meta-analysis. Pooled ES estimations were as follows: nonexecutive cognitive functions 0.23 (95% CI = 0.09-0.37); core executive functions 0.20 (95% CI = 0.10-0.30), including working memory (0.14 [95% CI = 0.00-0.27]), selective attention-inhibition (0.26 [95% CI = 0.10-0.41]), and cognitive flexibility (0.11 [95% CI = -0.10 to 0.32]); and metacognition 0.23 (95% CI = 0.13-0.32), including higher-level executive functions (0.19 [95% CI = 0.06-0.31]) and cognitive life skills (0.30 [95% CI = 0.15-0.45]).PA benefits several domains of cognition and metacognition in youth. Curricular physical education interventions and programs aimed at increasing daily PA seem to be the most effective.

Hartmann T., Zahner L., Pühse U., Puder J.J., Kriemler S.

The present study tested the effect of a school-based physical activity (PA) program on quality of life (QoL) in 540 elementary school children. First and fifth graders were randomly assigned to a PA program or a no-PA control condition during one academic year. QoL was assessed by the Child Health Questionnaire at baseline and postintervention. Based on mixed linear model analyses, physical QoL in first graders and physical and psychosocial QoL in fifth graders were not affected by the intervention. In first graders, the PA intervention had a positive impact on psychosocial QoL (effect size [d], 0.32; p < .05). Subpopulation analyses revealed that this effect was caused by an effect in urban (effect size [d], 0.38; p < .05) and overweight first graders (effect size [d], 0.45; p < .05). In conclusion, a school-based PA intervention had little effect on QoL in elementary school children.

Bailey R., Hillman C., Arent S., Petitpas A.

Despite the fact that physical activity is universally acknowledged to be an important part of healthy functioning and well-being, the full scope of its value is rarely appreciated. This article introduces a novel framework for understanding the relationships between physical activity (and specifically sport-related forms of physical activity) and different aspects of human development. It proposes that the outcomes of physical activity can be framed as differential ‘capitals’ that represent investments in domain-specific assets: Emotional, Financial, Individual, Intellectual, Physical, and Social. These investments, especially when made early in the life course, can yield significant rewards, both at that time and for years to come. The paper presents a new model—the Human Capital Model—that makes sense of these effects, outlines the different capitals, and briefly articulates the conditions necessary for the realization of Human Capital growth through physical activity.

Kendzierski D., DeCarlo K.J.

Two studies examined the reliability and validity of the Physical Activity Enjoyment Scale (PACES). In Study 1, each subject rode an exercise bicycle under control and external focus conditions. The PACES had high internal consistency in both conditions. As predicted, subjects reported enjoying the exercise more, as measured by the PACES, in the external focus condition. Moreover, there was a significant negative correlation in the control condition between subjects' PACES scores and their scores on a measure of boredom proneness. In Study 2, each subject rode an exercise bicycle and jogged on a minitrampoline in separate sessions; each then chose one of these activities for their third session. Again, the PACES had high internal consistency. And, as predicted, there was a significant relationship between subjects' PACES ratings (completed after each activity) and their choices of activity. Test-retest reliability was high for jogging and moderate for bicycling. These studies provide preliminary evidence of the reliability and validity of the PACES.

Fu Y., Burns R.D., Brusseau T.A., Hannon J.C.

Barene S., Johansen P.F., Tjomsland H.E., Ølberg R.I., Thurston M.

IntroductionPhysical inactivity is a global health challenge, exacerbated by increased screen time and sedentary behaviors. Enhancing physical activity levels at schools offers a promising approach to promote lifelong healthy habits.MethodsThis protocol paper outlines the MOVE12 pilot study, a 12-week intervention study designed to increase physical activity among Norwegian upper secondary school students through 6–7-min daily MOVE-breaks integrated into lessons. Developed using the six-phase Intervention Mapping (IM) protocol, grounded in the social-ecological model and self-determination theory, the intervention focuses on fostering motivation and creating a supportive environment. Key steps include needs assessment, performance objectives, theoretical methods, and program structuring for sustainability.ResultsLinear mixed models, t-tests, and regression analyses will evaluate quantitative outcomes, while qualitative focus groups will explore engagement and behavior change.DiscussionMOVE12 provides insights into scalable school-based interventions addressing physical inactivity, highlighting the potential of the IM framework to establish sustainable health promotion strategies.

Monacis D., Annoscia S., Colella D., Limone P.

The measure of daily physical activity (PA) is one of the most important topics in the field of health promotion. In addition, self-efficacy and enjoyment are significant factors that can foster adherence to physical activity during a person’s lifetime. The present study aims to assess the validity and reliability of Physical Activity Questionnaire for Older Children-Italian version (PAQ-C-It) in a sample of normal weight, overweight, and obese children. Three studies were conducted to assess the (1) general characteristics of PAQ-C-It, (2) model fit and construct validity between PA, self-efficacy, and enjoyment, and (3) reliability and construct validity of PAQ-C-It in normal weight, overweight, and obese children. The sample involved a total of 914, 500, and 600 children (male = 466, female = 448) attending first grade of secondary school (age = 11–13 years), in the first, second and third study, respectively. Children were asked to respond to three scales: Physical Activity Questionnaire for Older Children (PAQ-C-It), the Perceived Physical Ability Scale (PPAS), and Physical Activity Enjoyment Scale (PACES). Then, explorative and confirmatory factor analyses were conducted to assess the validity and reliability of the PAQ-C-It by relating results with those of the other scales. The analysis showed acceptable value and internal consistency of items for the subscales (α &gt; 0.7), as well as the average variance extracted (&gt;0.5) in both normal weight, overweight, and obese children. The results of the present study show that PAQ-C-It can be applied in the field of physical activity to measure adherence to physical activity and healthy behaviors. Moreover, self-efficacy and enjoyment are significant factors that can best promote adherence to PA. The present study can extend our knowledge about PAQ-C-It and open up new research avenues for driving interventions aimed at reducing sedentary behavior and improving PA in overweight and obese children.

Zapata-Lamana R., Robles-Campos A., Reyes-Molina D., Rojas-Bravo J., Salcedo Lagos P., Chávez-Castillo Y., Gajardo-Aguayo J., Villalobos J.V., Arias A.M., Sanhueza-Campos C., Ibarra Mora J., Reyes-Amigo T., Cristi-Montero C., Sánchez-Oliva D., Ruiz-Hermosa A., et. al.

BackgroundThe incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children’s health. However, evidence regarding its impact on mental health and school climate in children is limited.ObjectiveThis work outlines the design, measurements, intervention program, and potential efficacy of the “Active Classes + School Climate and Mental Health” project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6–10 years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6–10 years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the “Active Classes” web platform, featuring curricular content, lasting 5–10 min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12 weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404.

Ruiz-Hermosa A., Sánchez-Oliva D., Sánchez-López M.

School has been recognized as an ideal setting for promoting physical activity (PA) in children and adolescents. However, it is important to highlight that the longest periods of uninterrupted sedentary behavior typically occur during school hours. Sedentary time has been associated with adverse effects on cardiometabolic health, symptoms of depression, lowered self-esteem, and reduced ability to focus and concentrate on classroom tasks in children and adolescents. On the other hand, recent studies have suggested that PA has beneficial effects on neurocognitive functioning and academic achievement. Therefore, integrated classroom-based PAs can not only provide students with opportunities to increase their PA time and prevent long periods of sedentary behavior but also contribute to student well-being and improve learning. Classroom-based PAs consist of teachers incorporating PA into classroom time, either by integrating PA into lessons (PAL) or by adding short bursts of PA, either with curriculum content (curricular-based active breaks) or without (active breaks). The aim of this chapter is to discuss the concept and taxonomy of PAL and active breaks, examine the impact of these strategies on health and various educational indicators, and provide examples of good practices and recommendations for their implementation.

Schmid D.G., Scott N.M., Tomporowski P.D.

Purpose: The purpose of this review was to evaluate the effects of physical activity on children’s free recall, cued recall, and recognition episodic memory and to explore potential moderating factors. Methods: The following databases were searched: PubMed, ERIC, APA Psych Info, CINHAL, SPORTDiscus, and Google Scholar. Studies were included if: (1) participants were aged 4–18 years, (2) participants were typically developed, (3) participants were randomized to groups, (4) interventions employed gross movements, (5) sedentary group was used for control, (6) memory tests were quantitative, and (7) employed acute or chronic intervention. Results: 14 studies met inclusion criteria resulting in the analysis of data from 7 free recall, 7 cued recall, and 8 recognition memory tests. Physical activity was found to have a positive influence on tests free (g = 0.56), cued recall (g = 0.67), and no influence on tests of recognition (g = 0.06). While some moderator analyses were significant, the authors do not consider these results to be meaningful in application. Conclusions: The effects of acute and chronic physical activity enhance specific aspects of long-term episodic memory. These findings suggest physical activity interventions developed for children may be expected to benefit some, but not all, types of memory processing.

Fillol A., Wallerich L., Larose M., Ferron C., Rivadeneyra-Sicilia A., Vandentorren S., Brandler-Weinreb J., Cambon L.

Objectives: Education is one of the most important social determinants shaping the development and wellbeing of children. The purpose of this review of reviews is to inform policymakers, practitioners and public health stakeholder involved in developing child-friendly policies outside of the healthcare system.Methods: We carried out a scoping review of reviews. It included 32 reviews.Results: We identified four main categories of educational determinants in relation to children’s health: 1) the organization and structure of educational activities, 2) the interpersonal relations in the educational facilities and structures, 3) the spatial environment of educational facilities and structures, 4) social inequalities in the educational facilities and structures. This last category highlighted the capacity of education system to act on inequalities derived from the way social structures are organized.Conclusion: We suggest a conceptual framework for action which distinguishes structural determinant (gender, race, social class, etc.) and structuring determinant (public policy, systems of governance, organization of cultures/values consideration). Finally, we discuss on how these social structures and structuring determinants influence the intermediary educational determinants collated in the review.

Cheng P.Y., Liu H.

Abstract Background The COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators’ physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers’ physical activity, emotion regulation, and competence for online teaching remains underexplored. Objectives This study aimed to investigate the interplay between EFL teachers’ physical activity, emotion regulation strategies, and competence for online teaching. Results Structural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers’ competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence. Conclusions These findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic. Implications The study highlights the need for targeted interventions aimed at supporting EFL teachers’ well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.

Masini A., Marini S., Ceciliani A., Barone G., Lanari M., Gori D., Bragonzoni L., Toselli S., Stagni R., Bisi M.C., Sansavini A., Tessari A., Dallolio L.

Abstract Background The present quasi-experimental study aimed to evaluate the effects of active breaks intervention (ABs) to promote physical and cognitive improvement in primary school. Methods The active breaks group (ABsG) performed 10 min of ABs three times per school day and the control group (CG) did normal lessons. The baseline and follow-up evaluation was conducted respectively in October 2019 and in May 2021. Cognitive performance was assessed using working memory test, physical performance was analyzed with ActiGraph accelerometers and physical fitness tests, quality of life was monitored using the Paediatric Quality of Life questionnaire (PedsQL) and classroom behavior was collected with an ad hoc questionnaire. Results We enrolled 153 children (age: 7.61 ± 1.41, 54.2% males). Working memory significantly increased in the ABsG (ΔWM: 1.30 ± 1.17) than in CG (ΔWM: 0.96 ± 1.20). The 6 min Cooper test increased in the ABsG (Δ: 1.77 ± 136.03) but not in CG (Δ: −156.42 ± 187.53), P &lt; 0.05. The weekly physical activity levels increased in both groups; however, the sedentary behavior significantly increased both in ABsG and CG. Children reported improvements in their quality of school life including feeling better in class and in school when using ABs; moreover, children improved their time on task behaviors in ABsG. Conclusion The present study has proven to be effective on children’s physical and cognitive performance.

Jiménez-Parra J.F., Belando-Pedreño N., Valero-Valenzuela A.

The main objective of this study was to implement an educational program named ACTIVE VALUES and to analyse the psychosocial and cognitive effects of its application. It is a quasi-experimental repeated measures research with a non-randomised experimental group (EG) and a control group (CG). The sample consisted of 102 students in the 6th grade of primary school, aged between 11 and 13 years (M = 11.59; SD = 0.60), and 4 teachers aged between 27 and 52 years (M = 38.5). The intervention program lasted 4 months, in which the EG implemented a teaching methodology based on the incorporation of classroom-based physical activity (CB-PA) in the structure of the Teaching for Personal and Social Responsibility (TPSR) model to develop personal and social values in students, as well as to reduce children’s sedentary behaviour in the classroom in different educational areas (e.g., mathematics, Spanish language, social sciences and natural sciences), while the CG used a conventional methodology based on direct instruction. The main results found show significant improvements in intrinsic motivation variables (including intrinsic motivation for achievement, stimulating experiences and knowledge), self-determination index, autonomy, relatedness, psychological mediators index, personal and social responsibility, teacher climate, intention to be physically active and executive functions in the EG, while amotivation values increased in the CG. In conclusion, interdisciplinary educational programs based on the combination of pedagogical models and active methodologies are postulated as methodological alternatives to achieve an integral and multilateral development of children and adolescents, as well as to improve the different learning domains of physical education, such as cognitive, social and motor. It is recommended that future research should consider longitudinal designs with mixed methods and follow-up data to assess learning retention, as well as larger samples and the measurement of a greater number of executive functions (e.g., inhibitory control and attention).

Mendoza-Muñoz M., Carlos-Vivas J., Villafaina S., Parraca J.A., Vega-Muñoz A., Contreras-Barraza N., Raimundo A.

(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children’s PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.