Active breaks.
1-2 minute motor breaks for the classroom. Based on TAKE 10! (Mahar et al., 2006).
Choose a type and generate a break.
Evidence: Active classroom breaks improve attention, on-task behaviour and academic performance (Mahar et al., 2006 — Energizers). A single 20-minute bout of moderate aerobic exercise improved attention and academic performance in children with ADHD (Pontifex et al., 2013; 40 children aged 8 to 10, half with ADHD): early evidence, not a treatment. Classroom-based physical activity can support cognition and academic achievement (Donnelly & Lambourne, 2011).
Mahar, M.T. et al. (2006). Medicine & Science in Sports & Exercise, 38(12). · Pontifex, M.B. et al. (2013). Exercise improves behavioral, neurocognitive, and scholastic performance in children with ADHD. The Journal of Pediatrics, 162(3). · Donnelly, J.E. & Lambourne, K. (2011). Preventive Medicine.
Level of evidence: B (partial support). Basis: Brief physical activity in class (Mahar et al., 2006; Donnelly & Lambourne, 2011). Limits: Modest, short-term effects; the ADHD study (Pontifex et al., 2013) had 40 children and a single session.
This tool is for guidance and educational purposes. It does not replace assessment by a qualified professional.
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