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The problem
Intervention: Classroom-based active breaks: short bouts of physical activity embedded within classroom instruction
Who it was tested with: Children and adolescents in school settings.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"Pooled estimates favored active breaks for attention (SMD = -0.53) and inhibitory control (SMD = -0.49), and also favored active breaks for working memory and cognitive flexibility." This represents a systematic synthesis of multiple randomized controlled trials with pooled quantitative effect estimates, constituting the highest tier of evidence for evaluating the intervention's effectiveness.
Substantial heterogeneity between studies limits confidence in exact magnitude of benefits. Subgroup patterns should be interpreted cautiously as they do not establish optimal active-break prescriptions. Geographic and population variation across included trials not specified.
Across countries and designs
1 study · 0 countries
A reviewer checked the classification against the source.
claude-haiku-4-5-20251001 · synth-v1
