Enhancing Academic Performance, Cognitive Functions, and Mental Well-Being Through Active Breaks: Evidence from a Pilot Study with University Student Sample

Background: Psychophysical well-being, understood as the integrated balance between physical and psychological health, is essential for both personal quality of life and academic performance. Among emerging strategies to support emotional balance and cognitive functioning, active breaks, brief physical activity sessions during study or work, are gaining recognition for their effectiveness. This pilot study explored the impact of active breaks on psychological, cognitive, and physiological variables in a sample of business students, aiming to evaluate their role in enhancing resilience, decision-making, well-being, and autonomic regulation. Methods: An experimental design was used, with students divided into two groups: the experimental group engaged in daily active breaks for 12 weeks, while the control group maintained their regular routines. Psychometric assessments (CD-RISC, DMC Test, PSS, and Stroop Test) and physiological measures (HRV and HRR) were administered before and after the intervention. Results: The findings showed significant improvements in psychological resilience, decision-making ability, and psychophysical well-being in the experimental group. Cognitive performance also improved, as indicated by better Stroop Test scores. Physiologically, increases in heart rate variability (HRV) and heart rate recovery (HRR) suggested enhanced autonomic balance and stress regulation. Conclusions: Active breaks offer a simple and effective strategy to promote students’ holistic well-being—encompassing both psychological and cognitive dimensions—thereby preparing future professionals to manage stress and maintain performance in high-demand environments.