Effects of a Brief Music–Movement Active Break on Executive Functions, Mathematics, and Engagement in Preschool Children

Background: Active breaks are short periods of physical activity integrated into classroom. The aim of this study was to examine the effects of a brief music–movement active break on preschool children’s executive functions, mathematics performance, lesson enjoyment and engagement in classroom activities. Methods: The sample consisted of 53 preschool children (five- to six-year-old) who were randomly assigned to an intervention group (n = 25) and a control (n = 28). The intervention group participated in a 5-min music–movement active break, whereas the control group continued with regular seated classroom activities. At baseline and post-intervention, children completed measures of executive functions (inhibitory control, working memory, and cognitive flexibility), mathematics assessments and engagement. At the end of the intervention children also reported their enjoyment using a 3-point smiley-face scale. Results: At post-intervention, the music–movement group demonstrated significantly better performance in inhibitory control compared to the control. Moreover, the intervention group exhibited higher levels of engagement in classroom activities compared to baseline. No significant group differences were observed in mathematics outcomes and self-reported enjoyment, as assessed by the smiley-face scale. Conclusions: The findings suggest that a brief music–movement active break can positively influence children’s inhibitory control and may also contribute to improved task engagement. Although smiley-face scales are commonly used in preschool research, classroom observations from the present study suggest potential limitations in their suitability for assessing enjoyment in this age group.