dc.contributor.author
Müller, Christian
dc.contributor.author
Otto, Barbara
dc.contributor.author
Sawitzki, Viktoria
dc.contributor.author
Kanagalingam, Priyanga
dc.contributor.author
Scherer, Jens-Steffen
dc.contributor.author
Lindberg, Sven
dc.date.accessioned
2021-12-10T08:56:51Z
dc.date.available
2021-12-10T08:56:51Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/33066
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-32789
dc.description.abstract
Background: Although breaks are essential to restoring cognitive and psychological conditions for learning, short breaks within school lessons are not established and the specificity of effects has not often been investigated. Therefore, the effects of a physical activity (Study 1) and a mindfulness intervention (Study 2) were investigated.
Procedure: By an intervention-control group design, the effects of daily 10-min physical activity (Study 1: N = 162, 4th grade) and mindfulness breaks (Study 2: N = 79, 5th grade) were implemented within regular school lessons over a 2-week time period to research the impact on attention, reading comprehension, and self-esteem.
Results: In the physical activity intervention children's attention improved (attention-processing speed: p < .004, eta(2)(p)= .05, attention-performance: p < .025, eta(2)(p) = .03), and in the mindfulness intervention reading comprehension improved (p < .012, eta(2)(p) = .08) compared to the controls. Results further indicated that self-esteem moderated the relationship between groups and attention improvement in study 1.
Conclusion: Classroom-based short physical and mindfulness breaks could support attention and reading comprehension, which are known to support overall academic success.
en
dc.format.extent
10 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject
Physical activity
en
dc.subject
Classroom-based intervention
en
dc.subject
Reading comprehension
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.articlenumber
100160
dcterms.bibliographicCitation.doi
10.1016/j.tine.2021.100160
dcterms.bibliographicCitation.journaltitle
Trends in Neuroscience and Education
dcterms.bibliographicCitation.volume
25
dcterms.bibliographicCitation.url
https://doi.org/10.1016/j.tine.2021.100160
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
2211-9493
refubium.resourceType.provider
WoS-Alert