Effects of classroom‐based active breaks on cognition, sitting and on‐task behaviour in children with intellectual disability: a pilot study

Abstract

Background Classroom‐based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on‐task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) – a population who are insufficiently active. This study aimed to investigate the effects of a 5‐week active breaks intervention on cognitive functions and on‐task behaviour in schoolchildren with ID. Methods Twenty‐four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer‐based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on‐task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid‐trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on‐task behaviour data. Results A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on‐task behaviour. Stepping time and bouts of sitting were positively affected. Conclusions Classroom‐based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.

Exploration: an overarching focus for holistic development

“…For example, while school-/classroom-based strategies (e.g., active breaks, active lessons, standing desks) 58 have been conducted to help children sit less and be more active, [59][60][61][62] only a few studies have included children with disabilities. 63,64 Although children with disabilities report enjoyment in various physical activities 65,66 and recognize them as opportunities for social interaction, 67,68 they commonly perceive such occasions (even those delivered by experts) to be inappropriately designed and poorly matched to their abilities and needs. 69 Compounding this issue in resource-poor settings, children with disabilities and/or developmental delays are generally not afforded the opportunity for referral and appropriate intervention.…”

The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study

“…Moreover, low amounts of PA and high amounts of sedentary behaviour appear to have independent negative effects on a range of health outcomes for all individuals [24], although, this is an issue of "amplified importance" for children with disabilities [10]. Given children spend much of their waking time at school, the provision of additional school-based PA programs may be valuable in strengthening attempts to increase PA engagement for children with disabilities [25][26][27], which may assist in reducing adverse health effects.…”

“…Moreover, classroom-based PA fits within State and national initiatives around the world to increase children's PA [29,30]. Notably, classroom-based PA programs not only attempt to increase PA but can also interrupt prolonged sitting time [27]. They have been widely implemented in mainstream schools and have shown to contribute to several benefits including health-(e.g., for PA levels) and academic-related (e.g., for classroom behaviour and academic achievement) benefits (e.g., [31][32][33][34]).…”

“…Brief classroom-based PA breaks (e.g., 5-10 min; often referred to as 'active breaks' or 'movement breaks') are particularly attractive to teachers given the time constraints they often operate under [36], and have the potential to increase children's PA in both mainstream and specialist schools [27,34]. Literature demonstrates the feasibility and acceptability of implementing PA breaks in mainstream classrooms (e.g., [37,38]).…”

“…Literature demonstrates the feasibility and acceptability of implementing PA breaks in mainstream classrooms (e.g., [37,38]). Notably, McMinn et al [39] and Mazzoli et al [27] demonstrate the potential for classroom-based PA breaks to also be used with children with disabilities and special educational needs. However, literature identifies differences between mainstream and specialist schools that indicate why classroom-based PA breaks implemented in mainstream schools may not necessarily transfer to specialist schools.…”