Descanso activo: una revisión sistemática sobre su impacto en el clima del aula y el bienestar emocional

Introduction: Active breaks, brief physical activity interventions integrated into the school schedule, have emerged as an effective strategy to counteract classroom sedentary behavior and enhance the quality of the educational environment. Objective: This systematic review aimed to analyze the effects of Active breaks on classroom climate, emotional well-being, and student behavior among children aged 5 to 15 years. Methodology: The PRISMA protocol was applied, reviewing original articles in English and Spanish published between 2020 and 2024, yielding a total of eight studies that met the inclusion criteria. Results: The results indicated a consistent improvement in emotional well-being in six out of the eight studies, reflected in increased positive affect, intrinsic motivation, and stress management. Positive effects were also observed in classroom climate, such as greater engagement and cooperation, as well as in student behavior, with improvements in emotional self-regulation and a reduction in maladaptive behaviors. Discussion: These results should be interpreted with caution due to the heterogeneity of study designs and the lack of long-term follow-up. Additionally, factors such as duration, frequency, context, and type of physical activity influence the effectiveness of Active breaks. Conclusions: In conclusion, active breaks represent a promising pedagogical tool to improve the school environment and student well-being, especially when integrated with student-centered teaching strategies.