L’uso delle Pause Attive nella scuola primaria: una prima analisi sulle percezioni degli insegnanti

Abstract

Active breaks emerge as an innovative pedagogical strategy capable of transforming the learning climate and mitigating tensions associated with the discipline. The present research involved 220 primary school teachers from three Italian regions, adopting a pre-post experimental design with a control group. Through a structured questionnaire, the study explored teachers’ perceptions of integrating physical activity into teaching processes, their epistemological beliefs about curricular physical education, and the main barriers hindering the implementation of such practices. Preliminary findings reveal substantial improvement in teachers’ perceptions, though the data indicate limited impact on anxiety reduction.