Melo João Carlos N, Tejada Julian, Silva Ellen Caroline M, Ywgne José, Oliveira David N, Gandarela Larissa, Silva Danilo R
Graduate Program in Health Sciences, Universidade Estadual de Londrina (UEL), Londrina, PR, Brazil.
Department of Phychology, Universidade Federal de Sergipe (UFS), São Cristóvão, SE, Brazil.
Int J Behav Nutr Phys Act. 2025 Jul 9;22(1):96. doi: 10.1186/s12966-025-01789-6.
This cluster-randomized trial examined the effects of active breaks (AB) and physically active lessons (PAL) on cognitive function and health indicators in elementary school children.
Six schools were randomly assigned to three groups: AB group (n = 61), PAL group (n = 77), and a control group (CTL, n = 46). First-year elementary school students participated (6.9 ± 0.6 years; 52.7% girls), and the interventions lasted eight weeks. Cognitive function was measured via reaction time and correct responses on computerized tests (Go/NoGo, DigitSpan, Mental Rotation, Visual Search, and Cueing Posner). Secondary outcomes included physical activity, quality of life, daytime sleepiness, and school perception.
Significant group-by-time interactions were found in four tests: Go/NoGo (reaction time: p = 0.045), DigitSpan (correct responses: p = 0.020), Mental Rotation (reaction time: p = 0.049), and Cueing Posner (reaction time: p = 0.017). Only the PAL group presented a reduction in reaction time in inhibitory control (Go/NoGo) (change from baseline [Δ] = -106.4 ms; p < 0.001; d = 0.50), with a greater reduction than the AB group (difference-in-differences [DiD] = -107.3 ms; p = 0.019; d = 0.47). Short-term memory (Digit Span) improved only in the PAL group (Δ = + 0.6; p < 0.001; d = 0.44), with larger gains than the CTL group (DiD = + 0.7; p = 0.024; d = 0.54) and AB group (DiD = + 0.7; p = 0.010; d = 0.49). Spatial reasoning (Mental Rotation) improved in both the PAL (Δ = -1967.5 ms; p < 0.001; d = 0.72) and AB groups (Δ = -1477.8 ms; p < 0.001; d = 0.54), but only the PAL group showed a greater change than the CTL group (DiD = -1394.0 ms; p = 0.012; d = 0.54). Spatial orientation (Posner Cueing) improved in all groups (PAL group: Δ = -386.6 ms; p < 0.001; d = 0.68; CTL group: Δ = -183.8 ms; p = 0.024; d = 0.29; AB group: Δ = -158.4 ms; p = 0.007; d = 0.36), with the PAL group presenting greater reductions than the CTL (DiD = -202.8 ms; p = 0.045; d = 0.33) and AB groups (DiD = -228.2 ms; p = 0.007; d = 0.45).
Physically active lessons enhanced various cognitive functions, while active breaks, although less impactful, also represent a beneficial strategy.
Brazilian Clinical Trials Registry (REBEC trial: RBR-10zxwdrh, retrospectively registered on 2025-01-09, https://ensaiosclinicos.gov.br/rg/RBR-10zxwdrh ).
这项整群随机试验研究了课间活动（AB）和体育活动课（PAL）对小学生认知功能和健康指标的影响。
六所学校被随机分为三组：AB组（n = 61）、PAL组（n = 77）和对照组（CTL，n = 46）。一年级小学生参与试验（6.9±0.6岁；52.7%为女生），干预持续八周。通过计算机测试（Go/NoGo、数字广度、心理旋转、视觉搜索和线索波斯纳）中的反应时间和正确反应来测量认知功能。次要结果包括身体活动、生活质量、日间嗜睡和学校认知。
在四项测试中发现了显著的组×时间交互作用：Go/NoGo（反应时间：p = 0.045）、数字广度（正确反应：p = 0.020）、心理旋转（反应时间：p = 0.049）和线索波斯纳（反应时间：p = 0.017）。只有PAL组在抑制控制（Go/NoGo）方面反应时间缩短（与基线相比的变化[Δ]= -106.4毫秒；p < 0.001；d = 0.50），且比AB组减少更多（差异差值[DiD]= -107.3毫秒；p = 0.019；d = 0.47）。短期记忆（数字广度）仅在PAL组有所改善（Δ = +0.6；p < 0.001；d = 0.44），比CTL组（DiD = +0.7；p = 0.024；d = 0.54）和AB组（DiD = +0.7；p = 0.010；d = 0.49）的改善幅度更大。空间推理（心理旋转）在PAL组（Δ = -1967.5毫秒；p < 0.001；d = 0.72）和AB组（Δ = -1477.8毫秒；p < 0.001；d = 0.54）均有改善，但只有PAL组比CTL组变化更大（DiD = -1394.0毫秒；p = 0.012；d = 0.54）。空间定向（波斯纳线索）在所有组均有改善（PAL组：Δ = -386.6毫秒；p < 0.001；d = 0.68；CTL组：Δ = -183.8毫秒；p = 0.024；d = 0.29；AB组：Δ = -158.4毫秒；p = 0.007；d = 0.36），PAL组比CTL组（DiD = -202.8毫秒；p = 0.045；d = 0.33）和AB组（DiD = -228.2毫秒；p = 0.007；d = 0.45）减少更多。
体育活动课增强了多种认知功能，而课间活动虽然影响较小，但也是一种有益的策略。
巴西临床试验注册中心（REBEC试验：RBR - 10zxwdrh，于2025年1月9日追溯注册，https://ensaiosclinicos.gov.br/rg/RBR - 10zxwdrh ）
