Active Breaks to Promote Sustainable Cognitive Development in Primary School Children

Gaetano Raiola, Tiziana D’Isanto, Sara Aliberti (), Giampiero Merati and Francesca D’Elia
Additional contact information
Gaetano Raiola: Research Center of Physical Education and Exercise, University Pegaso, 80132 Naples, Italy
Tiziana D’Isanto: Research Center of Physical Education and Exercise, University Pegaso, 80132 Naples, Italy
Sara Aliberti: Research Center of Physical Education and Exercise, University Pegaso, 80132 Naples, Italy
Giampiero Merati: Fondazione Don Gnocchi, 20162 Milano, Italy
Francesca D’Elia: Department of Human, Philosophical and Educational Sciences, University of Salerno, 84084 Fisciano, Italy

Sustainability, 2025, vol. 17, issue 14, 1-16

Abstract: Promoting sustainable lifestyles through early interventions in schools is increasingly recognized as a critical component of public health and educational policy. Sustainable development, as outlined by the United Nations Sustainable Development Goals (SDGs), particularly Goal 3 (Good Health and Well-being) and Goal 4 (Quality Education), calls for integrating health-promoting behaviors into all aspects of life, including school settings. Active breaks (ABs) could represent a promising strategy to counteract these effects. This study assessed the impact of ABs on the attention of fifth-grade children, aiming to promote both immediate cognitive benefits and long-term health. A total of 32 primary children (age, 9.34 ± 0.77 years old), divided into an experimental group (AB sessions) and a control group, participated in this study. Attention and concentration were measured using the D2-R Test, while processing speed and distraction-related behaviors were tracked. Additionally, questionnaires assessed children’s and teachers’ perceptions. After five weeks, the experimental group demonstrated significant improvements in attention ( p < 0.05), especially after high intensity ABs at 12:00. This study suggested the effectiveness of ABs as a tool for improving children’s attention and behavior in primary schools. The findings suggest that integrating physical activity breaks not only enhances cognitive function but also contributes to sustainable educational practices by fostering better learning environments and supporting children’s health and well-being.

Keywords: physical activity; cognitive performance; sustainable education; classroom behavior; learning environment; health and well-being (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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