Beyond “Brain Breaks”: A New Model for Integrating Classroom-Based Active Breaks

Figures & data

Figure 1. The TAB model for integrated classroom-based active breaks

Table 1. Overview of the TAB Model Components, Purpose, and Examples

Component		Purpose	Examples
	Structure	To use movement as part of the structure of the lesson	Structured active breaks can incorporate signs around the room such as “yes/no,” “true/false,” “agree/disagree” on the walls of the classroom; “A/B/C/D” in the corners; or tape or line markings on the floor representing a scale or continuum. Here, students respond to questions, scenarios, or prompts by physically moving to the relevant sign or location.
	Transition	To allow intentional and task-oriented movement as students transition between learning tasks or lesson phases	Using defined transitions between lesson phases as opportunities for purposeful movement. For example, as the gradual release of responsibility model transitions from teacher-directed work to group work, students are encouraged to stand and move into groups appropriate to the purpose of the lesson, rather than remain seated in table groups.
	Manage	To proactively and positively manage the classroom	Teachers are encouraged to incorporate a short active break for every 20 to 30 minutes of prolonged sitting. These short active breaks can be linked to the curriculum and directly contribute to the learning or can be used simply as a break from sitting and to reengage students via activity. The regular, proactive use of active breaks keeps students engaged and mitigates the need for reactive, negative disciplinary approaches.
	Energize	To break up long periods of sedentary class time and reenergize students with short bouts of physical activity	Teachers can implement high-intensity active breaks upon the completion of a seated learning task to allow students to reinvigorate and energize themselves before the next period of seated learning and reap the physiological benefits of higher intensity activity.
	Learn	To introduce, reinforce, consolidate, or demonstrate learning in a physically active way	Teachers provide opportunities for students to embody their learning. For example, when teaching time or angles, students can stand and demonstrate a particular time or angle using their body and/or arms.