Freie Universität Berlin, Department of Education and Psychology, Berlin, Germany; Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt/Main, Germany.
Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt/Main, Germany; Hochschule Fresenius, Wiesbaden, Germany.
Trends Neurosci Educ. 2021 Dec;25:100160. doi: 10.1016/j.tine.2021.100160. Epub 2021 Sep 11.
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.
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.
In the physical activity intervention children's attention improved (attention-processing speed: p < .004, η = .05, attention-performance: p < .025, η = .03), and in the mindfulness intervention reading comprehension improved (p < .012, η = .08) compared to the controls. Results further indicated that self-esteem moderated the relationship between groups and attention improvement in study 1.
Classroom-based short physical and mindfulness breaks could support attention and reading comprehension, which are known to support overall academic success.
虽然休息对于恢复学习的认知和心理状态至关重要，但在学校课程中安排短暂的休息时间并不常见，并且其效果的特殊性也尚未得到充分研究。因此，本研究调查了身体活动（研究 1）和正念干预（研究 2）的效果。
通过干预对照设计，在为期两周的时间内，在常规课程中每天实施 10 分钟的身体活动（研究 1：N = 162，四年级）和正念休息（研究 2：N = 79，五年级），以研究其对注意力、阅读理解和自尊的影响。
在身体活动干预中，儿童的注意力得到改善（注意力处理速度：p <.004，η =.05，注意力表现：p <.025，η =.03），而在正念干预中，阅读理解得到改善（p <.012，η =.08），与对照组相比。结果进一步表明，在研究 1 中，自尊调节了组间关系和注意力改善。
课堂上的短暂身体和正念休息可以支持注意力和阅读理解，而这两者已知可以支持整体学业成功。
