Authors : Norgie Anne F. Dela Cerna; Gladys S. Escarlos; Karen Mae S. Fernandez; Via Alia S. Gerigdig; Xaris Trisha S. Lamorin; Allyzalyn V. Sacasac

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/3brte92s

Scribd : https://tinyurl.com/mvbd45ax

DOI : https://doi.org/10.38124/ijisrt/26jun1262

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the effectiveness of movement breaks in enhancing pupils’ attention and engagement during lesson transitions among Grade 3 Humility pupils of Laligan Central School, Valencia City, Bukidnon. Using a quasi-experimental one-group pre-test–post-test design, the study involved 30 pupils who were observed before and after the implementation of structured movement breaks. The intervention included stretching and breathing exercises, dancing or music-based activities, and game-based activities conducted during classroom transitions with varying durations of 1–3 minutes, 4–6 minutes, and 7–10 minutes. Data were gathered using an adapted observation checklist that measured observable indicators of attention and engagement, such as listening attentively, staying focused, participating actively, cooperating with peers, and showing enthusiasm. The results revealed that before the intervention, pupils’ attention and engagement were both at a very low level, with mean scores of 0.22 and 0.23, respectively. After the implementation of movement breaks, attention increased to a very high level with a mean score of 0.80, while engagement increased to an extremely high level with a mean score of 0.98. The paired sample test further showed significant differences between the pre-test and post-test scores for attention and engagement, with p-values of 0.000. These findings indicate that movement breaks significantly improved pupils’ focus, participation, and readiness during lesson transitions. Therefore, the study concludes that movement breaks are an effective classroom strategy for promoting attention and engagement among elementary pupils.

Keywords : Dancing Based Activities, Engagement, Game-Based Activities, Lesson Transitions, Movement Breaks, Non-Cream Class Section, Stretching/Breathing Activities.

References :

1. Alontaga, J. V., Gomez, S. I., Mariano, L. P., & Pajarillo, J. P. (2017). The Use of Music and Movement Activities in Lessening Children's Problem Behaviors. Asia-Pacific journal of research in early childhood education, 11(3).
2. Arenas, D., Bodi-Torralba, M., Oliver, A., Cantallops, J., Ponseti, F. J., Palou-Sampol, P., & Muntaner-Mas, A. (2024). Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project. Frontiers in Psychology, 15, 1451731.
3. Bahian, G. S. (2024). Social Learning Practices and Student Engagement in a Private Higher Education Institution.
4. Bonilla, J. (2024). Revitalizing learning environments: The impact of incorporating movement breaks in classroom curriculum.
5. Comisio, J. M., Baguio, C. H. R., Borres, C. A. B., & Tortola, R. L. (2024). Enhancing the Short Attention Span of Grade 2 Learners Using the “Brain Break” Strategy (BBS).
6. Community Preventive Services Task Force. (n.d.). Classroom-based physical activity break interventions. The Community Guide. https://www.thecommunityguide.org/findings/physical-activity-classroom-based-physical-activity-break-interventions.html
7. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
8. Department of Education. (2019). DepEd order no. 9, series of 2019: Policy guidelines on the implementation of the K to 12 curriculum. Department of Education.
9. Ford, L. (2024). The effects of implementing movement breaks in elementary classrooms.
10. Huynh, H. (2025). Classroom engagement checklist. Scribd. https://www.scribd.com/document/907110795/Classroom-Engagement-Checklist
11. Infantes-Paniagua, Á., Silva, A. F., Ramírez-Campillo, R., Sarmento, H., González-Fernández, F. T., González-Víllora, S., & Clemente, F. M. (2021). Active school breaks and students’ attention: A systematic review with meta-analysis. Brain Sciences, 11(6), 675. https://doi.org/10.3390/brainsci11060675
12. Kaplan, R., & Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169–182. https://doi.org/10.1016/0272-4944(95)90001-2
13. Lee, K. (2024). Improving Student Engagement Despite Lowering Attention Spans in the Classroom.
14. Lehman, S. M. (2024). The Effects of Movement on Elementary Students’ Behavior and Academic Achievement.
15. Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine and science in sports and exercise, 38(12), 2086.
16. Melguizo-Ibáñez, E., Zurita-Ortega, F., González-Valero, G., Puertas-Molero, P., Tadeu, P., & Ubago-Jiménez, J. L. (2024). Active break as a tool for improving attention in the educational context: A systematic review and meta-analysis. Heliyon, 10(1), e10004. https://www.sciencedirect.com/science/article/pii/S2530380524000042
17. Melguizo-Ibanez, E., Zurita-Ortega, F., González-Valero, G., Puertas-Molero, P., Tadeu, P., Ubago-Jiménez, J. L., & Alonso-Vargas, J. M. (2024). Active break as a tool for improving attention in the educational context. A systematic review and meta-analysis. Revista de Psicodidáctica (English Ed.), 29(2), 147-157.
18. Mepieza, R. Y. (2023). The power of ice breaker activity: examining the impact of icebreakers on student participation and engagement in the classroom. European Journal of Learning on History and Social Sciences, 1(1), 22-36.
19. Mok, M. M. C., Chin, M. K., Korcz, A., Popeska, B., Edginton, C. R., Uzunoz, F. S., ... & Durstine, J. L. (2020). Brain breaks® physical activity solutions in the classroom and on attitudes toward physical activity: a randomized controlled trial among primary students from eight countries. International Journal of Environmental Research and Public Health, 17(5), 1666.
20. Peiris, C. L., O’Donoghue, G., Rippon, L., Meyers, D., Hahne, A., De Noronha, M., ... & Hanson, L. C. (2021). Classroom movement breaks reduce sedentary behavior and increase concentration, alertness and enjoyment during university classes: a mixed-methods feasibility study. International Journal of Environmental Research and Public Health, 18(11), 5589.
21. Peiris, D. L. I. H. K., Duan, Y., Vandelanotte, C., Liang, W., Yang, M., & Baker, J. S. (2022). Effects of in-classroom physical activity breaks on children’s academic performance, cognition, health behaviours and health outcomes: A systematic review and meta-analysis of randomized controlled trials. International Journal of Environmental Research and Public Health, 19(15), 9479. https://www.mdpi.com/1660-4601/19/15/9479
22. Peters, J. (2021). Exploring the Influence of Movement Breaks on Student Engagement (Doctoral dissertation, California State University San Marcos).
23. Relente, G. (2026). Effects of Attention-Boosting Exercises on the Academic Performance of Grade Two Pupils. International Journal of Sustainability and Advanced Integrated Research, 2(1), 1069–1075.
24. Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-based physical activity breaks and children's attention: cognitive engagement works. Frontiers in psychology, 7, 1474.
25. Travinio, R. D. J., & Gonzales, M. A. S. (2022). Game-based applications to enhance students’ engagement and performance. International Journal of Research Publications, 103(1), 13.
26. Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom‑based physical activity interventions on academic and physical activity outcomes: a systematic review and meta‑analysis. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 114. https://doi.org/10.1186/s12966-017-0569-9