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Impact of Active Break with Guided Dance in University Classes

Author

Listed:
  • Lobach Yulianna
  • Romero-Ramos Óscar
  • Fernandez-Rodriguez Emilio Francisco

    (1 Universidad de Málaga, España)

  • Romero-Ramos Néstor

    (2 Quality Leadership University, Panama)

  • Niźnikowski Tomasz

    (3 Józef Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Health in Biała Podlaska, Poland)

Abstract

Introduction. In general, during the theoretical content taught in different educational stages, students are seated for several hours and expository methods are used by the teacher. Under these conditions, emotions such as anxiety, boredom and loss of attention may appear. To improve this situation, several studies have shown that active breaks (AB) in class are a good option. Therefore, this research aims to evaluate the effect of AB with dance in the classroom on the emotional state and attention level of university students.

Suggested Citation

  • Lobach Yulianna & Romero-Ramos Óscar & Fernandez-Rodriguez Emilio Francisco & Romero-Ramos Néstor & Niźnikowski Tomasz, 2023. "Impact of Active Break with Guided Dance in University Classes," Polish Journal of Sport and Tourism, Sciendo, vol. 30(4), pages 45-50, December.
    • Handle: RePEc:vrs:spotou:v:30:y:2023:i:4:p:45-50:n:6
    DOI: 10.2478/pjst-2023-0025
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    References listed on IDEAS

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    1. Magdalena Mo Ching Mok & Ming-Kai Chin & Agata Korcz & Biljana Popeska & Christopher R. Edginton & Fatma Sacli Uzunoz & Hrvoje Podnar & Dané Coetzee & Luminita Georgescu & Arunas Emeljanovas & Milan P, 2020. "Brain Breaks® Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries," IJERPH, MDPI, vol. 17(5), pages 1-11, March.
    2. Raúl López-Benítez & Alberto Acosta & Juan Lupiáñez & Hugo Carretero-Dios, 2018. "High Trait Cheerfulness Individuals are More Sensitive to the Emotional Environment," Journal of Happiness Studies, Springer, vol. 19(6), pages 1589-1612, August.
    3. Maike Paulus & Jule Kunkel & Steffen C. E. Schmidt & Philip Bachert & Hagen Wäsche & Rainer Neumann & Alexander Woll, 2021. "Standing Breaks in Lectures Improve University Students’ Self-Perceived Physical, Mental, and Cognitive Condition," IJERPH, MDPI, vol. 18(8), pages 1-13, April.
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