Vitaskolen Bohr

Denmark

Brain Breaks

- A path to increased readiness for learning

Focus Area

Physical Activity and Mindfulness

Target Group

Pupils aged 13-15 years.

By Christina Buch, teacher at Vitaskolen Bohr, Esbjerg, Denmark

Purpose and Goals of Brain Breaks

The purpose of the pilot project was to improve pupils’ readiness for learning by implementing physical activity and mindfulness in the teaching process, with the following goals:

- To increase pupils’ focus and concentration.
- To promote pupils’ well-being and engagement in the learning process.
- To create a more dynamic and stimulating learning environment.

Preparation Phase

The initial phase was primarily used to review existing research and theories on physically active learning, including the effects of brain breaks and mindfulness on pupils’ learning and well-being. Successful examples and best practices were sought from other schools and educational institutions that had implemented similar initiatives.

About Vitaskolen Bohr

Vitaskolen Bohr is a public school for children aged 6-16. The school has a relatively large proportion of pupils with a non-Danish ethnic background, which brings linguistic and cultural diversity to the school. Thus, Vitaskolen Bohr plays an important role in integrating children and youth from different backgrounds and creating cohesive communities. This should also be seen in light of the fact that the school’s pupils come from both high- and low-income areas within the municipality.

In Denmark, local authorities are the primary school authorities, and Vitaskolen Bohr operates under Esbjerg Municipality’s educational policy, which prioritizes good physical facilities, quality of teaching, and pupil well-being. Social integration is also a key priority, and the municipality supports initiatives such as language support programs and cultural projects to foster inclusive school environments. Esbjerg Municipality actively works to promote collaboration between the school and the local community, including businesses and cultural institutions, to enhance pupils’ learning.

Decisions made by Esbjerg City Council directly affect Vitaskolen Bohr, and school leadership as well as parents can influence decision-making processes through participation in local school boards and parents councils and committees.

Based on the collected information, a series of activities were subsequently planned and developed:

Brain Breaks: Development of a set of short, physical activities that could be integrated into teaching. Emphasis was placed on ensuring that the exercises were fun and energizing while requiring minimal space or equipment.

Mindfulness: Development of mindfulness exercises, including breathing exercises and short guided meditations, to be used at the beginning of each lesson.

Daily Routines: Establishment of clear structures for when and how brain breaks and mindfulness would be implemented throughout the school day.

Efforts were also made to integrate the new activities into the daily teaching plan, and a timeline was created for when the various elements would be implemented.

Implementation and Evaluation Phase

Each day began with a mindfulness session to help pupils find calm and focus. These sessions typically lasted 5-10 minutes.

The involved teachers were informed about the pilot project and given the opportunity to try the materials themselves. This created a shared learning experience where teachers could share their experiences and observations. Through discussions and collaborative reflection, they collectively assessed the effectiveness of the materials and discussed any necessary adjustments. This peer collaboration was essential to ensure consistent and effective implementation of the project across classes.

Teachers collected ongoing feedback from pupils about their experiences and the effectiveness of the activities, both formally through questionnaires and informally through conversations. Additionally, pupils’ behavior and engagement were observed during and after activities, and these observations were documented, contributing to continuous adjustments in the project.

Based on feedback and observations, adjustments were made to the activity plans. Some activities were modified to increase their effectiveness or make them more engaging for pupils.

Materials Used

The pilot project involved developing a “Brain Break Wheel” and accompanying Activity Cards, designed to ease the burden on teachers and actively engage pupils in the process.

Going forward, the steering group will work on developing a resource catalog to support the school’s staff in their well-being efforts. This work will continue to develop and strengthen a shared well-being culture at Fanø School—for the benefit of both pupils and staff.

Brain Break Wheel

The Brain Break Wheel served as an interactive tool in the classroom, allowing pupils to choose and participate in various types of physical activity exercises. The wheel was divided into four main categories, covering different aspects of physical and mental stimulation:

1. 1. Coordination Exercises: Activities designed to improve pupils’ motor skills and body awareness.
  2. Cardio Exercises: Physical activitys that increase heart rate and energy levels to revitalize pupils.
  3. Focus and Attention: Exercises aimed at enhancing pupils’ ability to concentrate and maintain attention.
  4. Trust and Cooperation Exercises: Activities that promote collaboration, trust, and communication among pupils.

The wheel was placed visibly in the classroom so that pupils had easy access to it. As part of the decision-making process for selecting Brain Break activities and to foster a sense of involvement and empowerment among pupils, they took turns spinning the wheel. The wheel also contributed to structure and predictability in the learning environment.

Brain Break Activity Cards

Accompanying the Brain Break Wheel are activity cards, specifically designed for each of the four aforementioned categories. These cards provide teachers and pupils with simple, easy-to-understand instructions for each Brain Break activity. Each card includes a description of the activity, detailing its purpose, execution instructions, and recommended duration.

The activity cards are designed to be easily accessible and practical for use in classroom settings. Teachers can select activity cards from the relevant stack based on pupils’ needs and the current learning situation. Pupils can also participate in choosing the cards or activities, further enhancing their engagement and active participation in the learning process.

Aktivitetskort: Designed for each of the four categories: Coordination, Cardio, Focus, and Trust. These cards provide teachers and pupils with simple, easy-to-understand instructions for each Brain Break activity.

Project results

The pilot project led to several positive outcomes and observable effects:

1. Engagement and Involvement
a. Pupil engagement in lessons increased significantly as they were actively involved in selecting Brain Break activities through the wheel.
b. Pupils expressed a sense of ownership over their learning process, which boosted their motivation and interest in schoolwork.

2. Concentration and Readiness for Learning
a. The implementation of Brain Breaks helped enhance pupils’ concentration and attention during lessons, supporting their readiness to learn and ability to absorb instructional material.
b. Mindfulness exercises at the beginning of each lesson helped pupils find calm and focus, creating a more optimal learning environment.

3. Routines
a. The routines surrounding the use of both Brain Breaks and mindfulness provided predictability and structure in the lessons, helping pupils adapt and benefit from the planned activities.
b. Pupils responded positively to the routines, feeling safe and familiar with the daily procedures, which created a more stable learning environment.
4. Teacher Workload
a. The Brain Break Wheel and activity cards were well-received by teachers as practical tools for introducing variety into lessons.
b. The wheel structured the approach to implementing physical activity exercises and mindfulness, easing teachers’ planning load and creating more efficient lessons.

The Importance of Early Implementation of Mindfulness

Mindfulness was introduced to pupils as early as 7th grade, which is assumed to be a contributing factor to the project’s success, as pupils readily accepted mindfulness as a natural part of their school day from the start. This is in contrast to introducing new methods like mindfulness at later grade levels (e.g., 9th grade), which could potentially face resistance or reluctance from pupils who were not previously familiar with the method as part of their daily routines.

Challenges

The Brain Breaks project encountered several challenges that affected the implementation and acceptance of the method among pupils, colleagues, and parents.

Pupils

Some pupils were reluctant to incorporate new routines into their daily school schedules. They felt unsure about how to respond to the new activities and preferred the familiar and traditional approaches. A group of pupils found it difficult to see the value of Brain Breaks, feeling that it interrupted their concentration rather than enhancing it. Some pupils needed more time to adjust and experience the benefits of the new activities. Therefore, it was crucial that pupils understood the purpose and goals of the project from the outset, so they could appreciate the value the activities brought to their learning and well-being.

Teachers

Some colleagues faced challenges in finding time to implement Brain Breaks within their lesson plans. There was a degree of skepticism among some teachers regarding the effectiveness of Brain Breaks as a tool to improve pupils’ readiness for learning. To ensure the project’s success, it was essential that teachers had a clear understanding of the purpose and were aware that the project was grounded in theory. This facilitated focused collaboration and strengthened trust in the methods used and the expected outcomes.

Parents

Some parents found it difficult to understand the purpose of Brain Breaks and were concerned about how it might impact their children’s academic results. Communication about the project’s purpose and its evidence-based benefits was therefore crucial to addressing parental concerns.

Facilitating Factors

In the pilot project, several facilitating factors contributed to the successful execution of the project:

Engaged Pupils

The pupils’ overall positive reception and active participation in Brain Breaks and mindfulness exercises significantly contributed to the project’s success. Their willingness to try new methods and their engagement in the activities created a positive atmosphere in the classroom.

Support from School Leadership

Support and backing from the school leadership were essential in securing resources, time, and space for implementing the project. Their involvement and support during the planning and implementation phases helped establish a strong framework for the project.

Well-Defined Structures

The Brain Break wheel and activity cards provided teachers with a clear and structured method for implementing physical activity exercises in the classroom. This clear framework made it easy for teachers to integrate the activities and for pupils to understand how to participate.

Professional Development and Support

Teachers’ access to relevant professional development and support regarding physical activity in teaching and mindfulness was essential. This support helped teachers feel competent and confident in implementing the new methods.

Positive Communication with Parents

Teachers’ access to relevant professional development and support regarding physical activity in teaching and mindfulness was essential. This support helped teachers feel competent and confident in implementing the new methods.

Training Sessions and Partnership Meetings

The training sessions and Danish partnership meetings have been crucial to the execution of the pilot project in several ways. The meetings have provided an opportunity to collaborate with colleagues from other schools implementing similar pilot projects. We have been able to share experiences, challenges, and best practices, which has helped refine our own approach and strategy.

Discussions and collaboration with other schools have also brought new ideas and perspectives on how we at Vitaskolen Bohr can develop and strengthen our health-promoting initiatives.

The consultancy support and targeted guidance have helped us navigate challenges, make strategic decisions, and ensure that our pilot project is developed in an effective and sustainable way.

The meetings have served as a platform for idea generation, where we have been able to brainstorm and evaluate different options and solutions together with other participants and advisors. This has fostered creativity and innovation in our approach to the project.

Overall, the training sessions have been a valuable resource, supporting us in strengthening our pilot project, expanding our network, and obtaining the necessary support to navigate the challenges along the way.

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SHE School Guide

The SHE School Guide has been a valuable resource in the execution of our pilot project in several ways. The guide has helped structure and organize the different phases of the pilot project, including planning, implementation, and evaluation, ensuring a systematic approach to the project and making sure that all necessary steps were carried out effectively.

The school guide has served as a source of professional knowledge and research in health promotion within school environments. It clarified key concepts and provided up-to-date resources, tools, and examples of best practices, which helped us make informed decisions and develop effective strategies and health-promoting activities.

Future Perspectives

At Vitaskolen Bohr, we continue to work on implementing health-promoting initiatives in teaching. We are building on the experiences gained from the project and believe that our targeted efforts make a positive difference in pupils’ health, well-being, and learning.

Recommendations

For Teachers

Introduce regular and structured Brain Breaks in your teaching to enhance pupils’ engagement and readiness to learn.

Use tools like a Brain Break Wheel and Activity Cards to facilitate implementation and provide pupils with choices.

Utilize different types of Brain Breaks (coordination, cardio, focus, trust, and cooperation) to cater to various needs and strengthen different skills among pupils.

Begin implementing mindfulness early in the school experience to establish it as a stable routine that supports pupils’ concentration and well-being.

For School Leaders

Provide teachers with professional development and resources on physical activity in teaching and mindfulness to enhance their skills and confidence in implementation.

Create an organizational framework that supports the use of Brain Breaks and mindfulness, including resources, time, and space in the school day.

For Policymakers

Invest in resources and support for schools’ health promotion initiatives, including teacher training and the provision of necessary materials like Brain Break Wheels and Activity Cards.

Incorporate health promotion, including physical activity and mindfulness, into school policies and curricula to support pupils’ well-being and readiness for learning.

Possible Slogans

Physical activity Paves the Way for Learning: Active Teaching for Active Minds!
From Physical activity to Mastery: Make Every Lesson a Springboard!

Readiness for Learning Starts with Physical activity: Active Body, Sharp Mind!

On the Move Toward Knowledge: Middle Schoolers in Action!

Active Bodies, Active Minds: Physical activity Fuels Learning!