Efecto de un programa de descansos activos en el bienestar físico, cognitivo y mental de estudiantes universitarios

This study addresses the problem of a sedentary lifestyle among university students, a public health concern that contradicts the recommendations of the World Health Organization and the 2030 Agenda. The objective was to analyze the impact of active breaks in a sample of university students on their physical, cognitive and mental well-being. The sample consisted of 89 students enrolled in the Early Childhood Education Degree. The program was conducted over a period of 8 weeks, had a duration of 10 minutes and was performed after 20-30 minutes of a sedentary academic class. The active breaks were structured in 3 phases (initial, main and final) and 3 types: 1) focused exclusively on physical exercise, 2) combining physical exercise with academic content specific to the degree and 3) focused on relaxation and attention. A subjective perception questionnaire was used to evaluate the physical, cognitive, and mental condition of the students, which was complemented by teacher observation. The results revealed improvements in the physical well-being of the legs, back, neck, and shoulders, and increased concentration, receptivity, and memory. In addition, greater mental stability and motivation were observed, although without a significant increase in alertness. The teacher positively valued the reduction in sedentary time and the increase in physical activity, highlighting the use of active breaks with academic content. It was concluded that active breaks are an effective strategy to reduce sedentary time and improve the physical and mental health of students, suggesting their adoption by other educational institutions. The integration of academic content in active breaks offers a dual pedagogical and health function, promoting healthy habits and contributing to the health and education goals of the 2030 Agenda.