Acute Effects of Active Breaks and Physically Active Learning in University Students

This multicenter randomized crossover study will examine the acute effects of four classroom break conditions on executive functions, immediate academic performance, perceived exertion, and interest-enjoyment in university students. Each participant will complete four experimental sessions in which a different 15-minute condition will be implemented: a sedentary free break, a sedentary academic review break, an active break without academic content, and physically active learning combining movement with academic review. Cognitive performance will be assessed before and after each session using Stroop and N-Back tasks. Academic performance, perceived exertion, and interest-enjoyment will be assessed after each experimental session.