CreativityExecutive Function (Cognition)Psychological Wellbeing
Investigational drug(s) / intervention(s)
Active Break
Active Break: A 10-min active break format was selected to maximize feasibility within school settings. All conditions followed an identical temporal structure consisting of a 1-min warm-up, an 8-min main activity phase, and a 1-min cool-down delivered through standardized instructional videos that guided students in reproducing and observing the correct technique and execution of the exercises.
Study summary
This study aims to examine whether short bouts of exercise (10 minutes) performed during the school day can improve thinking skills, creativity and emotional wellbeing in primary school children. Specifically, children aged 11-12 years will be randomly assigned to perform either a short aerobic exercise break, a strength-based exercise break, or a seated control activity. The study will evaluate how these 10 minutes activity breaks influence attention, working memory, creativity, and emotional wellbeing state after completing cognitively demanding tasks. The findings will help to identify effective strategies to integrate physical activity into the classroom to enhance learning and overall well-being in school settings.
Eligibility
Sex
ALL
Min age
11 Years
Max age
12 Years
Healthy volunteers
Accepted
Inclusion Criteria:
* Students enrolled in the 5th and 6th grades of primary education in the city of Castellón, with continuous academic progression and no history of grade retention.
* Students without diagnosed physical, neurological, or cognitive disorders.
Exclusion Criteria:
* Students with a history of grade retention.
* Students with diagnosed learning difficulties or neurodevelopmental disorders.
* Students presenting any medical or psychiatric disease.
* Students undergoing chronic pharmacological treatment.
Primary outcome measure(s)
Self-perceived emotional state — Example assessment timeline: baseline assessment (9:00 a.m.); pre-intervention assessment (following cognitively demanding tasks; 10:00 a.m.); and post-intervention assessment (immediately after the active break protocol; 10:25 a.m.). Assessed using a paper-based measure following the Russell's circumplex model of affect, which conceptualizes emotions according to two primary dimensions: activation level (0 = low to 10 = high) and well-being or happiness level (0 = low to 10 = high).
Executive Function — Example assessment timeline: baseline assessment (9:00 a.m.); pre-intervention assessment (following cognitively demanding tasks; 10:00 a.m.); and post-intervention assessment (immediately after the active break protocol; 10:25 a.m.). The Eriksen Flanker Task and forward and backward digit span tests will be administered online and in paper format, respectively.
Creativity — Example assessment timeline: baseline assessment (9:00 a.m.); pre-intervention assessment (following cognitively demanding tasks; 10:00 a.m.); and post-intervention assessment (immediately after the active break protocol; 10:25 a.m.). Guilford's divergent thinking test will be administered in paper format.
This page summarises publicly available registry data for informational purposes — not medical advice. Eligibility is determined by each study team; patients should discuss participation with their clinician.
We use cookies to analyse site traffic and improve your experience. With your consent, we may also use cookies for advertising. You can change your choice at any time.
