HEALTH PROMOTION IN PRIMARY SCHOOL THROUGH ACTIVE BREAKS: WHAT TEACHER TRAINING?

Sabrina Annoscia, Dario Colella

Abstract


Educational research is increasingly focusing on new areas of interest, including programs and initiatives aimed at promoting health during childhood, reducing sedentary behaviors, and encouraging physical activity, thereby expanding children's learning opportunities. In the school setting, particular attention is given to Active Breaks (AB), which, when introduced within lessons, allow for the interruption of long periods of sitting in the classroom. In line with the main themes of the National Guidelines for the Curriculum (MIUR, 2012), this contribution aims to follow three main directions: combating sedentary behavior; methodologies, classification, and selection of motor tasks and intervention strategies; and teacher training to support the implementation of these practices. Today, more than ever, short physical activity breaks represent a strategy that can be effective in addressing the issues related to poor physical fitness and children's sedentary lifestyles.

 

Article visualizations:

Hit counter


Keywords


active breaks; teacher training; health promotion

Full Text:

PDF

References


Ali A, Al-Ani O, Al-Ani F. Children's behaviour and childhood obesity. Pediatr Endocrinol Diabetes Metab. 2024;30(3):148-158. PMID: 39451187; PMCID: PMC11538919; https://doi.org/10.5114/pedm.2024.142586;

Bailey, R. P., Vašíčková, J., Payne, R., Raya Demidoff, A., & Scheuer, C. (2023). Active transport to school and health-enhancing physical activity: a rapid review of European evidence. Cities & amp; Health, 7(5), 875–887. https://doi.org/10.1080/23748834.2023.2213428

Bernal CMM, Lhuisset L, Fabre N, Bois J. School-Based Multicomponent Intervention to Promote Physical Activity and Reduce Sedentary Time of Disadvantaged Children Aged 6-10 Years: Protocol for a Randomized Controlled Trial. JMIR Res Protoc. 2020 Sep 23;9(9). https://doi.org/10.2196/17815

Boutios, S.; Fiorilli, G.; Buonsenso, A.; Daniilidis, P.; Centorbi, M.; Intrieri, M.; di Cagno, A. The Impact of Age, Gender and Technical Experience on Three Motor Coordination Skills in Children Practicing Taekwondo. Int. J. Environ. Res. Public Health 2021, 18, 5998. https://doi.org/10.3390/ijerph18115998

Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., Carty, C., Chaput, J. P., Chastin, S., Chou, R., Dempsey, P. C., Dipietro, L., Ekelund, U., Firth, J., Friedenreich, C. M., Garcia, L., Gichu, M., Jago, R., Katzmarzyk, P. T., … Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. In British Journal of Sports Medicine (Vol. 54, Issue 24, pp. 1451–1462). BMJ Publishing Group. https://doi.org/10.1136/bjsports-2020-102955

Castelli, D. M., Centeio, E. E., Beighle, A., Carson, R. L., & Nicksic, H. M. (2014). Physical Literacy and Comprehensive School Physical Activity Programs. Preventive Medicine, 66, 95–100. https://doi.org/10.1016/j.ypmed.2014.06.007

Centre for Education Statistics and Evaluation. (2020). Classroom management – creating and maintaining positive learning environments, NSW Department of Education. Retrieved from https://education.nsw.gov.au/about-us/educational-data/cese.

Daly-Smith, A., Quarmby, T., Archbold, V.S.J. et al. Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework. Int J Behav Nutr Phys Act 17, 13 (2020). https://doi.org/10.1186/s12966-020-0917-z

Faigenbaum, A. D., Rebullido, T. R., & MacDonald, J. P. (2018). Pediatric inactivity triad: a risky PIT. Current Sports Medicine Reports, 17(2), 45-47. https://doi.org/10.1249/jsr.0000000000000450

Fattorini, O. (2023). Il «Sole 24 ore», di DADA (Didattiche per Ambienti Di Apprendimento): la scuola dell’”Eppur si muove!”. Il Sole 24 Ore. Retrieved June 26, 2023. Retrieved from https://www.scuoledada.it/news/104-il-sole-24-ore-di-dada-didattiche-per-ambienti-di-apprendimento-la-scuola-dell-eppur-si-muove

Fredriksen, P. M., Hjelle, O. P., Mamen, A., Meza, T. J., & Westerberg, A. C. (2017). The health-oriented pedagogical project (HOPP) is a controlled longitudinal school-based physical activity intervention program. BMC Public Health, 17(1). https://doi.org/10.1186/s12889-017-4282-z

Gani, I., Yudanto, Hendra, S., & Willy, I. R. (2023). Tingkat enjoyment peserta didik sekolah dasar terhadap physical activity break dalam pembelajaran. Trihayu: Jurnal Pendidikan Ke-SD-An, 9(2), 165–178. https://doi.org/10.30738/trihayu.v9i2.14500

Gruppo scuola UFSPO in collaborazione con i partner. (2016). La scuola in movimento. Spiegazioni sul modello svizzero. Ufficio federale dello sport UFSPO, Sport dei giovani e degli adulti. Retrieved from https://backend.baspo.admin.ch/fileservice/sdweb-docs-prod-baspoch-files/files/2023/10/31/11a214a0-0f2e-4554-9092-9ca3edac379c.pdf

Istituto Superiore di Sanità. (2023). OKkio alla SALUTE: Sistema di sorveglianza sull'obesità infantile. Epicentro. Retrieved from https://www.epicentro.iss.it/okkioallasalute

Jiménez-Parra, J. F., Manzano-Sánchez, D., Camerino, O., Castañer, M., & Valero-Valenzuela, A. (2022). Enhancing physical activity in the classroom with active breaks: A mixed methods study. Apunts. Educació Física i Esports, (147), 84-94. https://doi.org/10.5672/apunts.2014-0983.es.(2022/1).147.09

Maiztegi-Kortabarria, J.; Arribas-Galarraga, S.; Luis-de Cos, I.; Espoz-Lazo, S.; Valdivia-Moral, P. Effect of an Active Break Intervention on Attention, Concentration, Academic Performance, and Self-Concept in Compulsory Secondary Education. Eur. J. Investig. Health Psychol. Educ. 2024, 14, 447–462. https://doi.org/10.3390/ejihpe14030030

Masini, A., Ceciliani, A., Dallolio, L., Gori, D., & Marini, S. (2022). Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity “active break” interventions in pre-adolescent and adolescent students: A systematic review. Canadian Journal of Public Health, 113(5), 713-725. https://doi.org/10.17269/s41997-022-00652-6

Masini, A., Marini, S., Ceciliani, A., Barone, G., Lanari, M., Gori, D., Bragonzoni, L., Toselli, S., Stagni, R., Bisi, M. C., Sansavini, A., Tessari, A., Dallolio, L. (2023). The effects of an active breaks intervention on physical and cognitive performance: results from the I-MOVE study. Journal of Public Health, 45(4), 919–929. https://doi.org/10.1093/pubmed/fdad102

Mavilidi, M. F., Drew, R., Morgan, P. J., Lubans, D. R., Schmidt, M., & Riley, N. (2020). Effects of different types of classroom physical activity breaks on children’s on-task behaviour, academic achievement and cognition. Acta Paediatrica, International Journal of Paediatrics, 109(1), 158– 165. Retrieved from https://doi.org/10.1111/apa.14892

Monacis, D., Colella, D., & Scarinci, A. (2020). Health education intervention in primary school: active breaks for the promotion of motor activity. Form@re - Open Journal Per La Formazione in Rete, 20(1), 336–355. https://doi.org/10.13128/form-7404

Murray, R., Ramstetter, C. (2013). Policy Statement - The Crucial Role of Recess in School, Pediatrics Volume 131, Number 1, January 2013. https://doi.org/10.1542/peds.2012-2993

Natalie J. Lander, Ana Maria Contardo Ayala, Emiliano Mazzoli, Samuel K. Lai, Jess Orr & Jo Salmon (2024) Beyond “Brain Breaks”: A New Model for Integrating Classroom-Based Active Breaks, Journal of Physical Education, Recreation & Dance, 95:4, 22-30, https://doi.org/10.1080/07303084.2024.2308253

Salmon, J., Mazzoli, E., Lander, N., Contardo Ayala, A. M., Sherar, L., Ridgers, N. (2020). Classroom-based physical activity interventions. In (pp. 523–540). Deakin University. Retrieved from https://dro.deakin.edu.au/articles/chapter/Classroom-based_physical_activity_interventions/20672796

Watson, A. J. L., Timperio, A., Brown, H., & Hesketh, K. D. (2018). A pilot primary school active break program (ACTI-BREAK): Effects on academic and physical activity outcomes for students in Years 3 and 4. Journal of Science and Medicine in Sport, .22(4), 438–443. https://doi.org/10.1016/j.jsams.2018.09.232 (ver. 23.03.2020)

Watson, A. J., Timperio, A., Brown, H., & Hesketh, K. D. (2019). A pilot primary school active break program (ACTI-BREAK): Effects on academic and physical activity outcomes for students in Years 3 and 4. Journal of Science and Medicine in Sport, 22(4), 438-443. https://doi.org/10.1016/j.jsams.2018.09.232

World Health Organization. (2021). Health promotion glossary of terms 2021. Geneva, Switzerland. World Health Organization (WHO). (2024). Brief review of results from round 6 of COSI (2022–2024). World Health Organization. Retrieved from https://www.who.int/europe/publications/m/item/brief-review-of-results-from-round-6-of-cosi-2022-2024

Yudanto, H. A. H., Nopembri, S., García Jiménez, J. V., & Gani, I. (2024). An analysis of the influence of physical activity break on primary school student fitness. Retos, 52, 482–490. https://doi.org/10.47197/retos.v52.102306

Zask, A., Pattinson, M., Ashton, D., Ahmadi, M., Trost, S., Irvine, S., ... & Adams, J. (2023). The effects of active classroom breaks on moderate to vigorous physical activity, behaviour and performance in a Northern NSW primary school: A quasi‐experimental study. Health Promotion Journal of Australia, 34(4), https://doi.org/10.1002/hpja.688




DOI: http://dx.doi.org/10.46827/ejpe.v12i2.5814

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Sabrina Annoscia, Dario Colella

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015 - 2026. European Journal of Physical Education and Sport Science (ISSN 2501 - 1235) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).