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Effects of an Active Breaks Programme on the Psychological Performance of University Students

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Title: Effects of an Active Breaks Programme on the Psychological Performance of University Students
Language: English
Authors: Olalla Garcia-Taibo, Aina M. Galmes-Panades (ORCID 0000-0001-6977-9874), Josep Vidal-Conti (ORCID 0000-0003-4782-2178)
Source: Health Education Journal. 2026 85(4):347-359.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Exercise, Program Effectiveness, Student Motivation, Attention, Psychological Patterns, Fatigue (Biology), Intervention, Foreign Countries
Geographic Terms: Spain
DOI: 10.1177/00178969261420371
ISSN: 0017-8969
1748-8176
Abstract: Purpose: Mental fatigue resulting from prolonged cognitive activity leads to tiredness and decreased performance, particularly among university students. Active breaks (ABs) are short exercise sessions designed for use in the classroom, helping to alleviate stress and counteract the effects of prolonged sitting. This study aimed to evaluate the effectiveness of an AB programme on the psychological determinants of academic performance (motivation, attention, mood and mental fatigue) among university students. Method: A quasi-experimental design with pre- and post-repeated measurements was conducted with 96 undergraduate students (73.6% male, 26.4% female) in Mallorca, Spain. The intervention involved 3- to 5-minute ABs over 10 weeks, with two breaks per week. The order of conditions (AB/without AB) was counterbalanced. A visual analogue scale was used at the beginning, middle and end of the class to assess relevant psychological determinants. Results: All mid-class measurements were significantly better in the AB condition compared to the condition without ABs. The AB condition had higher mean scores than the non-AB condition for motivation (7.07 vs 5.91), attention (6.83 vs 5.90) and mood (7.19 vs 6.41). The AB condition also showed less mental fatigue (4.80 vs 5.38). Conclusion: ABs are efficacious in improving attention, motivation and mood while reducing mental fatigue among university students. These beneficial effects seem to be immediate but temporary, suggesting that ABs should be integrated into classroom routines on an ongoing basis in order to maintain their impact on psychological performance.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507466
Database: ERIC
FullText Text:
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  Data: Effects of an Active Breaks Programme on the Psychological Performance of University Students
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Olalla+Garcia-Taibo%22">Olalla Garcia-Taibo</searchLink><br /><searchLink fieldCode="AR" term="%22Aina+M%2E+Galmes-Panades%22">Aina M. Galmes-Panades</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6977-9874">0000-0001-6977-9874</externalLink>)<br /><searchLink fieldCode="AR" term="%22Josep+Vidal-Conti%22">Josep Vidal-Conti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4782-2178">0000-0003-4782-2178</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Health+Education+Journal%22"><i>Health Education Journal</i></searchLink>. 2026 85(4):347-359.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Exercise%22">Exercise</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Fatigue+%28Biology%29%22">Fatigue (Biology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00178969261420371
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0017-8969<br />1748-8176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Mental fatigue resulting from prolonged cognitive activity leads to tiredness and decreased performance, particularly among university students. Active breaks (ABs) are short exercise sessions designed for use in the classroom, helping to alleviate stress and counteract the effects of prolonged sitting. This study aimed to evaluate the effectiveness of an AB programme on the psychological determinants of academic performance (motivation, attention, mood and mental fatigue) among university students. Method: A quasi-experimental design with pre- and post-repeated measurements was conducted with 96 undergraduate students (73.6% male, 26.4% female) in Mallorca, Spain. The intervention involved 3- to 5-minute ABs over 10 weeks, with two breaks per week. The order of conditions (AB/without AB) was counterbalanced. A visual analogue scale was used at the beginning, middle and end of the class to assess relevant psychological determinants. Results: All mid-class measurements were significantly better in the AB condition compared to the condition without ABs. The AB condition had higher mean scores than the non-AB condition for motivation (7.07 vs 5.91), attention (6.83 vs 5.90) and mood (7.19 vs 6.41). The AB condition also showed less mental fatigue (4.80 vs 5.38). Conclusion: ABs are efficacious in improving attention, motivation and mood while reducing mental fatigue among university students. These beneficial effects seem to be immediate but temporary, suggesting that ABs should be integrated into classroom routines on an ongoing basis in order to maintain their impact on psychological performance.
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  Data: EJ1507466
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        Value: 10.1177/00178969261420371
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        Type: general
      – SubjectFull: Exercise
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Student Motivation
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      – SubjectFull: Attention
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Spain
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