Classroom-based active breaks to enhance mental health, well-being, and academic self-concept in university students: a pilot feasibility study
DOI:
https://doi.org/10.47197/retos.v74.117187Keywords:
academic self-concept, active breaks, higher education, mental health, sedentary behaviourAbstract
Introduction: The transition to higher education was often accompanied by the incorporation of unhealthy habits, such as an increase in sedentary behavior, which negatively affected mental health and well-being in students.
Objective: To evaluate the effect of a classroom-based active break intervention on depressive symptoms, anxiety, stress, subjective well-being, and academic self-concept in higher education students.
Methodology: A pilot experimental study with random assignment to parallel groups was conducted. Twenty-three Physical Education Pedagogy students participated and were distributed into an intervention group (n = 11) and a control group (n = 12). The intervention consisted of brief physical exercises of moderate-to-vigorous intensity conducted over eight weeks. Validated scales were administered before and after the program.
Results: The intervention group showed a significant reduction in depressive symptoms (p = 0.009) and maintained both positive affect and affect balance, compared to the control group. No significant changes were observed in anxiety, stress, academic self-concept, or objective academic performance.
Discussion: The reduction in depressive symptoms aligned with previous research on the benefits of physical activity, while the lack of changes in other variables may be attributed to the limited duration of the intervention or specific characteristics of the participants.
Conclusions: The incorporation of active breaks in the classroom may have a protective effect on mental health and emotional well-being, even among university students with high levels of physical activity.
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