Academic, cognitive and physical outcomes of two strategies to integrate movement in classroom: active lessons and active breaks
Abstract
The main objective was to review the scientific evidence about the effects of two strategies that integrate movement in classroom lessons (physically active academic lesson and active brakes) on academic, cognitive and health outcomes. Physically active lessons reinforce academic contents by directly connecting them with certain physical activities, while active breaks use physical activity as a recovery from the academic load without necessarily connect with curricular contents. Systematic reviews and meta-analysis published in the last five years are examined and the focus is on relevant teaching implications. It is concluded that integrating movement in academic lessons has the potential not only to improve levels of students´ moderate and vigorous physical activity during school day, but also to increase learning facilitators such as concentration, cognition and time on task, as well as the executive functions of organization, and academic performance.
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References
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