Analysing a project based on active breaks: teachers’ perceptions
Abstract
Active breaks are a feasible and effective way to introduce motor competences into the learning process, addressing the physical, psycho-emotional, and social needs of students. However, the effect of active breaks on students' executive functions and motivation remains unclear. The aim of the study was to evaluate the impact of a co-designed and implemented program of eminently cooperative active breaks on executive function and motivational climate in pre-school and elementary school classrooms. The sample consisted of 24 teachers from a school in Zaragoza, Spain –age: 44.25 ± 10.52 years; teaching experience: 16 ± 9.87 years–. For four months, the collaborating teaching team was accompanied in the co-design of the active breaks program through training sessions and the creation of spaces for reflection among all the agents involved. Data collection was through discussion groups at the end of the program implementation. Subsequently, content analysis of the transcripts was carried out and the QSR-NVIVO 11 program was used to process the data. The results showed that teachers identify the cooperative active breaks as a tool to improve the motivational climate in the classroom and to work on the students' executive functions. Considering that participation in active breaks is safe, low cost, easy to learn and apply by teachers and effective in meeting the needs of students, teachers should be encouraged to implement this type of motor activities. Especially those that include cognitive engagement, a social component of cooperation, that cater to the enjoyment and motivation of students and encourage rethinking the presence we give to the body in the learning process and evolutionary development at these ages.
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