Teachers' views on the correlation between movement breaks and student learning, concentration and classroom behaviour

Abstract

According to the World Health Organisation (2018), 81% of school-goers are not sufficiently active. This alarming statistic shows that it is important for children to become more active . As students spend up to six hours in school every day, the school should provide more opportunities for physical activity. The aim of this research project was to investigate “Teachers’ views on the correlation between movement breaks and student learning, concentration and classroom behaviour”. A qualitative approach was taken in order to gain a better insight into this topic area. Teachers were interviewed in two schools in Dublin. The data collected was analysed and the findings were compared to the arguments raised in the literature review. The findings revealed that, in teachers’ opinions, the use of movement breaks helped improve students’ learning, concentration and behaviour. However, this study also reveals that the teachers face a number of challenges when using movement breaks throughout the day. These include insufficient space in the classroom, limited time due to curriculum overload and a lack of resources. The suggested recommendations are increased awareness of the benefits of the inclusion of movement breaks, increased information provided to teachers about the specific movement breaks beneficial for Special Educational Needs students and for schools to implement strategic planning in both the timetable and classroom design. Further research is required to be conducted in order to extend the discussion on the impact of movement breaks in the primary school classroom.