Active breaks in high school: students’ perspectives

Purpose: School-based physical activity (PA) interventions may counteract the physical activity (PA) decrease in adolescents (11–18 years old) (1) and promote teenagers’ mental health (2). Research has proven active breaks (ABs); 10/15 min of PA in school hours) an effective strategy to address the phenomenon in primary schools (3)(4). Would ABs be beneficial in secondary school too? How should ABs be adjusted according to the different educational settings and individual needs in adolescence? Methods: Based on the Social-Ecological Model (5), 20 adolescents from a secondary school in Rimini (Italy) were involved in a Focus Group (FG) in March 2023. Qualitative data were collected through pre-developed themes investigating the students’ previous experiences of PA in school, their opinions about the potential benefits and risks of AB, and facilitators and barriers. The last part of the FG explored their hopes, expectations and objectives. Data analysis and interpretation were conducted using the Taguette software platform. Results: The preliminary coding resulted in 18 categories, further reduced to 13, and grouped into 3 macro-themes: opinions about PA at school, facilitators and barriers of ABs, and how to implement ABs. Each theme contained many codes. The findings highlight that students perceive a 5/10 min AB as a resource of mental (from long hours of frontal lectures) and physical (from long-time sitting) restoration. Students described teachers as a barrier as they might fear losing control of the class because of the ABs; however, the most prominent facilitator was the student’s ability to ensure a safe and pleasant experience for everybody. Taking turns, each student would guide the class, potentially including stretching exercises and team games with a ball. Conclusions: Teenagers express the need to activate body and mind and ABs could be the strategy. Also, ABs could promote adolescents’ personal (e.g., self-management and decision-making) and social (e.g., empathy and cooperation) skills, both with classmates and teachers. References: 1. Hale GE, et al. Child and Adolescent Mental Health. 2021,26(4). 2. Biddle SJH, et al. Psychology of Sport and Exercise. 2019, 42. 3. Dallolio L, et al. Annali di igiene medicina preventiva e di comunita`. 2023, 10(2). 4. Masini A, et al. J Sci Med Sport. 2020, 23(4). 5. Bronfenbrenner U. American Psychological Association; 1999.