The participants involved in the study by Paniagua (2021) were 3383 individuals between 6 and 13 years old. The intervention used was schedule “stretch breaks”, but their definitions were called “active breaks” or “physical activity.” In this study they conducted a systemic review with a meta-analysis design. The results in this study showed that there were no clear positive effects of these physical activity breaks, but they also did not compromise students attention. They also found that the intensity and duration of the physical activity seemed to play a key role in cognitive effects. Therefore, teachers should try and learn what intensity their students need to be motivated to reach the best level of focus when carrying out an active break. 

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