Acute Effects of Active Breaks and Physically Active Learning in University Students

This is a multicenter, randomized, counterbalanced crossover study conducted in university students from eight Spanish universities.

Participants will first complete a familiarization session in which study procedures, cognitive assessments, and the participant identification system will be explained and practiced.

Each participant will subsequently complete four experimental sessions, separated by at least one week whenever feasible. Each experimental session will include:

1. A 10-minute PRE assessment including Stroop and N-Back tests.
2. Approximately 45 minutes of regular academic instruction.
3. A 15-minute experimental classroom break.
4. Up to 10 additional minutes of regular instruction.
5. An immediate POST assessment including Stroop, N-Back, a 10-item academic performance test, perceived exertion, and interest-enjoyment.

The four experimental conditions will be:

A. Sedentary free break without academic content. B. Sedentary academic review using true/false questions. C. Active break without academic content. D. Physically active learning combining the same physical activities used in Condition C with academic true/false questions.

The order of the four conditions will be randomized and counterbalanced across participating groups. Participants will therefore act as their own controls.

A subsample of participants may wear accelerometers to objectively characterize physical activity and sedentary behavior during the experimental sessions.

• Sedentary Academic Review (Behavioral): A 15-minute sedentary academic review activity using 10 true/false questions based on academic content presented during the first 45 minutes of the session.
• Active Break (Behavioral): A standardized 15-minute classroom physical activity break without academic content.
• Physically Active Learning (Behavioral): A standardized 15-minute intervention combining physical activity with academic true/false questions. Participants respond to academic questions through predefined physical movements.

Primary outcomes

• Change in Inhibitory Control Assessed by the Stroop Test [Immediately before and approximately 10 minutes after the 15-minute experimental condition, during each of the four experimental sessions.]: Inhibitory control will be assessed using the Stroop task. Outcomes will include response accuracy and reaction time. Acute change will be calculated by comparing PRE and POST performance within each experimental session.
• Change in Working Memory Assessed by the N-Back Test [Immediately before and approximately 10 minutes after the experimental condition, during each of the four experimental sessions.]: Working memory will be assessed using the N-Back task. Outcomes will include accuracy, omissions/errors, and reaction time. Acute change will be calculated from PRE to POST within each experimental session.
• Immediate Academic Performance [Approximately 10 minutes after the experimental condition, during each of the four experimental sessions.]: Academic performance will be assessed using a 10-item multiple-choice test developed specifically for the academic content taught during each experimental session. Each question will have three response options and one correct answer. The outcome will be the number of correct responses, ranging from 0 to 10.

Secondary outcomes

• Interest-Enjoyment [Approximately 10 minutes after the experimental condition, during each of the four experimental sessions.]: Interest and enjoyment will be assessed using three items from the Interest/Enjoyment subscale of the Intrinsic Motivation Inventory.
• Rating of Perceived Exertion [Approximately 10 minutes after the experimental condition, during each of the four experimental sessions.]: Perceived exertion during the 15-minute experimental condition will be assessed using a 0-10 Rating of Perceived Exertion scale, where higher scores indicate greater perceived exertion.

Other outcomes

• Physical Activity During Experimental Sessions [Throughout each experimental classroom session, approximately 2 hours.]: In a subsample of participants, triaxial accelerometers will objectively assess sedentary time, light physical activity, moderate-to-vigorous physical activity, and mean activity intensity during the experimental sessions.

Sex: All, ages: 18 Years to any, accepts healthy volunteers

Inclusion Criteria:

* University students aged 18 years or older.
* Currently enrolled in one of the participating university courses/classes.
* Provision of informed consent.
* Ability to participate safely in light-to-moderate classroom physical activity.
* Ability to complete computerized cognitive assessments.

Exclusion Criteria:

* Injury, illness, or medical condition contraindicating participation in physical activity.
* Acute illness or other condition on the day of testing likely to substantially affect attention or cognitive performance.
* Inability to complete the required computerized cognitive assessments.

• Carlos Martín-Martínez, PhD, Principal investigator, Universidad Rey Juan Carlos
• Óscar Martínez de Quel Pérez, PhD, Study director, Universidad Pública de Navarra