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Integrating High-Intensity Physical Activity Breaks Into Senior School Lessons: Teachers' Perceptions of the "Burn 2 Learn" Program
Journal article   Peer reviewed

Integrating High-Intensity Physical Activity Breaks Into Senior School Lessons: Teachers' Perceptions of the "Burn 2 Learn" Program

Angus A. Leahy, Mark Babic, Vibeke Hansen, Narelle Eather, Jordan J. Smith, Sarah A. Costigan and David R. Lubans
Journal of teaching in physical education, Vol.45(1), pp.66-76
01/2026
DOI: https://doi.org/10.1123/jtpe.2024-0237
Appears in  Recent Faculty of Health Publications

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Abstract

qualitative adolescent well-being intervention student
Purpose: Most classroom physical activity break interventions have been conducted in primary schools. This is the first study to examine teachers' perceptions of integrating high-intensity activity breaks into academic lessons for older adolescents in the final years of secondary school. Method: Twelve teachers who participated in the Burn 2 Learn cluster randomized controlled trial completed a semistructured interview with a member of the research team (similar to 30 min per interview). Results: Teachers were supportive of activity breaks, citing increases in students' well-being and improvements in classroom engagement following classroom activity breaks. However, competing academic pressure (particularly as major examinations drew closer) was the most cited barrier to implementation. Discussion: Despite the benefits of classroom activity breaks, providing alternative opportunities during the school day (i.e., before classes) may be needed for older adolescents in their final years of schooling if curriculum time is unable to be redirected away from academic subjects.

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