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.
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Self-perceived emotional state
Timeframe: 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.).
Executive Function
Timeframe: 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.).
Creativity
Timeframe: 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.).