Effect of an active break intervention on attention, concentration, academic performance, and self-concept in compulsory secondary education

  1. Julen Maiztegi Kortabarria 1
  2. Silvia Arribas Galarraga 1
  3. Izaskun Luis de Cos 1
  4. Sebastián Espoz-Lazo 2
  5. Pedro Valdivia Moral 3
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Universidad de Santiago de Chile
    info

    Universidad de Santiago de Chile

    Santiago de Chile, Chile

    ROR https://ror.org/02ma57s91

  3. 3 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

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Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Any de publicació: 2024

Volum: 14

Número: 3

Pàgines: 447-462

Tipus: Article

DOI: 10.3390/EJIHPE14030030 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Objectius de Desenvolupament Sostenible

Resum

(1) Background: Society’s shift to a tech-focused era and has created a hyper-connected, sedentary lifestyle. The purpose of this study is to address two objectives: firstly, to describe and analyze the effects of an active breaks program associated with the learning of curricular content (CF-AB) on levels of attention, concentration, and academic performance (AP); secondly, to examine the relationship between intense physical activity (PA), attention, concentration, academic self-concept, basic psychological needs, and academic performance in schoolchildren who practice CF-ABs. (2) Method: A randomized controlled trial quasi-experimental pre-test/post-test study with a non-probabilistic sample included 313 secondary school students divided into intervention and control groups. The intervention, a curricular-focused academic break (CF-AB) (8 weeks, 5–10 min/session), is taken in the middle of the class and linked with the subject content. Measuring instruments: Attention Test D2, ad hoc test for the AP, self-concept AF5, Basic Psychological Needs Satisfaction Scale in General (BNSG-S), and the Global PA Questionnaire (GPAC.V2). (3) Results: Attention and concentration improved in both groups, with no significant differences. There were no significant differences in academic self-concept, but the intervention group showed higher scores in basic psychological needs. AP correlated positively with concentration, academic self-concept, and physical activity. A proportion of 20% of the variance of AP in spelling is explained by the regression model. Students who improved the most in AP practiced intense PA outside school, with good self-concept and satisfactory social relationships. Although concentration was related to AP, it did not explain the improvement. (4) Conclusion: CF-ABs may have a positive impact on attention and AP, with socioemotional factors and PA playing an important role in this effect. (5) Limitations and Future Research: The relationship between PA performed in class and AP should be considered with caution due to the multifactorial nature of AP. Future research should consider the number of sessions per week, the prolongation of the same during the school year, the intensity and duration of the activity, and the intervention type of active breaks. In addition, attention should be paid to possible incident factors in AP related to personal and social variables.

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Informació de finançament

Finançadors

  • University of the Basque Country (UPV/EHU) by the project “Research Groups of the University of the Basque Country (UPV/EHU)”
    • GIU. 21/047

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Fuente de los datos: Dialnet