A short physical activity break from cognitive tasks increases selective attention in primary school children aged 10-11

Importance: Evidence for an acute effect of physical activity on cognitive performance within the school setting is limited. The purpose of this study was to gain insight into acute effects of a short physical activity bout on selective attention in primary school children, specifically in the school setting. Methods: Hundred and twenty three 10-11 years old children, 49.6% girls, engaged in four experimental breaks in random order: 1 h of regular cognitive school tasks followed by a 15 mm episode with the following conditions 1) 'no break' (continuing a cognitive task), 2) passive break (listening to a story), 3) moderate intensity physical activity break (jogging, passing, dribbling) and 4) vigorous intensity physical activity break (running, jumping, skipping). Selective attention in the classroom was assessed by the TEA-Ch test before and after the 15 mm break in each condition. Results: After the passive break, the moderate intensity physical activity break and the vigorous intensity physical activity break attention scores were significantly better (p < 0.001) than after the 'no break' condition. Attention scores were best after the moderate intensity physical activity break (difference with no break = -0.59 s/target, 95% CI: -0.70; -0.49). Conclusion: The results show a significant positive effect of both a passive break as well as a physical activity break on selective attention, with the largest effect of a moderate intensity physical activity break. This suggests that schools could implement a moderate intensity physical activity break during the school day to optimize attention levels and thereby improve school performance. (C) 2014 Elsevier Ltd. All rights reserved.