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Acute Effects of Active Breaks and Physically Active Learning in University Students
Sponsor: Universidad Complutense de Madrid
Summary
This multicenter randomized crossover study will examine the acute effects of four classroom break conditions on executive functions, immediate academic performance, perceived exertion, and interest-enjoyment in university students. Each participant will complete four experimental sessions in which a different 15-minute condition will be implemented: a sedentary free break, a sedentary academic review break, an active break without academic content, and physically active learning combining movement with academic review. Cognitive performance will be assessed before and after each session using Stroop and N-Back tasks. Academic performance, perceived exertion, and interest-enjoyment will be assessed after each experimental session.
Official title: Acute Effects of Active Breaks and Physically Active Learning on Executive Functions, Interest-Enjoyment, and Academic Performance in University Students
Key Details
Gender
All
Age Range
18 Years - Any
Study Type
INTERVENTIONAL
Enrollment
700
Start Date
2026-09-15
Completion Date
2027-07-31
Last Updated
2026-09-10
Healthy Volunteers
Yes
Interventions
Sedentary Academic Review
A 15-minute sedentary academic review activity using 10 true/false questions based on academic content presented during the first 45 minutes of the session.
Active Break
A standardized 15-minute classroom physical activity break without academic content.
Physically Active Learning
A standardized 15-minute intervention combining physical activity with academic true/false questions. Participants respond to academic questions through predefined physical movements.
Locations (1)
Universidad Pública de Navarra
Pamplona, Navarre, Spain