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Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School

Author

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  • Alice Masini

    (Department of Biomedical and Neuromotor Science, University of Bologna, Bologna Via San Giacomo, 12, 40126 Bologna, Italy)

  • Sofia Marini

    (Department of Life Quality Studies, University of Bologna, Campus of Rimini, Rimini Corso d’Augusto 237, 47921 Rimini, Italy)

  • Erica Leoni

    (Department of Biomedical and Neuromotor Science, University of Bologna, Bologna Via San Giacomo, 12, 40126 Bologna, Italy)

  • Giovanni Lorusso

    (Department of Biomedical and Neuromotor Science, University of Bologna, Bologna Via San Giacomo, 12, 40126 Bologna, Italy)

  • Stefania Toselli

    (Department of Biomedical and Neuromotor Science, University of Bologna, Bologna Via Selmi, 3, 40126 Bologna, Italy)

  • Alessia Tessari

    (Department of Psychology, University of Bologna, Bologna Viale Berti Pichat, 5, 40126 Bologna, Italy)

  • Andrea Ceciliani

    (Department of Life Quality Studies, University of Bologna, Campus of Rimini, Rimini Corso d’Augusto 237, 47921 Rimini, Italy)

  • Laura Dallolio

    (Department of Biomedical and Neuromotor Science, University of Bologna, Bologna Via San Giacomo, 12, 40126 Bologna, Italy)

Abstract

Background: The school gives access to children, regardless of age, ethnicity, gender and socio-economic class and can be identified as the key environment in which to promote children’s physical activity (PA). The guidelines of the European Union recommend accumulating at least 10-min bouts of PA to reach the daily 60 min. Active breaks (ABs) led by teachers inside the classroom represent a good strategy to promote PA. The aim of this pilot and feasibility study was to evaluate the feasibility and effectiveness in terms of PA level of an AB programme in children aged 8–9 years attending primary school. Methods: A pre-post quasi-experimental pilot and feasibility study was performed in two primary school classes, one of which was assigned to a 14-week AB intervention (AB group) and the other to the control group (CG). At baseline and at follow-up, children were monitored for sedentary and motor activity during an entire week using ActiGraph Accelerometer (ActiLife6 wGT3X-BT). The satisfaction of children and teachers was assessed by self-administered questionnaires. Results: In the pre-post comparison, AB group ( n = 16) showed a reduction in the minutes spent in weekly sedentary activity (−168.7 min, p > 0.05), an increase in the number of step counts (+14,026.9, p < 0.05) and in time spent in moderate to vigorous PA (MVPA): weekly MVPA: +64.4 min, daily MVPA: +8.05 min, percentage of MVPA: +0.70%. On the contrary, CG showed a worsening in all variables. ANCOVA analysis, after adjusting for baseline values, showed significant differences between the AB group and CG for time spent in MVPA, percentage of MVPA and step counts. The satisfaction of children and teachers was good. Teachers were able to adapt the AB protocol to the needs of the school curriculum, thus confirming the feasibility of the AB programme. Conclusions: This pilot and feasibility study showed the feasibility and effectiveness of the AB protocol and represented the basis for a future controlled trial.

Suggested Citation

  • Alice Masini & Sofia Marini & Erica Leoni & Giovanni Lorusso & Stefania Toselli & Alessia Tessari & Andrea Ceciliani & Laura Dallolio, 2020. "Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School," IJERPH, MDPI, vol. 17(12), pages 1-15, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4351-:d:372917
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    References listed on IDEAS

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    1. Maes, Lea & Lievens, John, 2003. "Can the school make a difference? A multilevel analysis of adolescent risk and health behaviour," Social Science & Medicine, Elsevier, vol. 56(3), pages 517-529, February.
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    Cited by:

    1. Francesca Gallè & Pierluigi Pecoraro & Patrizia Calella & Giuseppe Cerullo & Maria Imoletti & Teresa Mastantuono & Espedita Muscariello & Roberta Ricchiuti & Serena Sensi & Carmelina Sorrentino & Gior, 2020. "Classroom Active Breaks to Increase Children’s Physical Activity: A Cross-Sectional Study in the Province of Naples, Italy," IJERPH, MDPI, vol. 17(18), pages 1-10, September.
    2. María Mendoza-Muñoz & Violeta Calle-Guisado & Raquel Pastor-Cisneros & Sabina Barrios-Fernandez & Jorge Rojo-Ramos & Alejandro Vega-Muñoz & Nicolás Contreras-Barraza & Jorge Carlos-Vivas, 2022. "Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain," IJERPH, MDPI, vol. 19(13), pages 1-13, June.
    3. Marta Amor-Barbosa & Anna Ortega-Martínez & Andoni Carrasco-Uribarren & Maria Caridad Bagur-Calafat, 2022. "Active School-Based Interventions to Interrupt Prolonged Sitting Improve Daily Physical Activity: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 19(22), pages 1-12, November.
    4. Giovanni Ottoboni & Andrea Ceciliani & Alessia Tessari, 2021. "The Effect of Structured Exercise on Short-Term Memory Subsystems: New Insight on Training Activities," IJERPH, MDPI, vol. 18(14), pages 1-10, July.
    5. Alice Masini & Marcello Lanari & Sofia Marini & Alessia Tessari & Stefania Toselli & Rita Stagni & Maria Cristina Bisi & Laura Bragonzoni & Davide Gori & Alessandra Sansavini & Andrea Ceciliani & Laur, 2020. "A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study," IJERPH, MDPI, vol. 17(17), pages 1-16, August.

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