The effects of taking structured movement breaks on the algebra achievement of gifted fifth graders

Abstract

Students experiencing mental fatigue while pursuing high levels of achievement may refocus attention, gain cognitive benefits, and increase achievement by taking breaks from class work. In this quantitative study, two types of breaks, sedentary versus structured movement, were compared to determine whether one demonstrated greater efficacy for increasing the algebra achievement of gifted fifth graders. Daily ten-minute breaks were taken during math class across a six-week period. When algebra achievement data associated with structured movement breaks were compared to the data associated with sedentary breaks, results indicated that nine out of eleven students made their greatest individual growth during the structured movement break treatment.