# Dose-Response Effects of a Multimodal Physical Activity Intervention on Selective Attention in Schoolchildren from Bogotá

## TL;DR

An 8-week physical activity program improved schoolchildren's attention, regardless of their initial activity levels, suggesting classroom movement breaks are an effective and low-cost solution.

## Contribution

This study demonstrates that both moderate-to-vigorous and light-intensity physical activity interventions can enhance selective attention in schoolchildren.

## Key findings

- Moderate-to-vigorous physical activity improved selective attention by +17.49.
- Light-intensity active breaks improved selective attention by +15.47.
- Physical activity benefits were consistent regardless of baseline activity levels.

## Abstract

What are the main findings?
An 8-week multimodal intervention improves selective attention in youth, irrespective of baseline physical activity levels.

An 8-week multimodal intervention improves selective attention in youth, irrespective of baseline physical activity levels.

What are the implications of the main findings?
Active classroom breaks represent a low-cost and efficient strategy to enhance selective attention without requiring additional sports infrastructure.

Active classroom breaks represent a low-cost and efficient strategy to enhance selective attention without requiring additional sports infrastructure.

Background/Objectives: The dose–response relationship between physical activity (PA) and cognitive indicators such as selective attention remains a subject of debate among professionals in education and neuroscience. The aim of this study was to determine the effects of an 8-week multimodal intervention program on selective attention in schoolchildren from Bogotá, Colombia, by comparing different intensities and practice contexts. Methods: A quasi-experimental study was conducted with 267 students aged 8–14 years, divided into four groups: control group (CG n = 69), light physical activity/active breaks (LPA; n = 64), moderate physical activity (MPA; n = 66) and moderate-to-vigorous physical activity (MVPA; n = 68). The intervention was delivered as follows: the control group followed usual school routines; LPA through classroom active breaks (10 min, 3×/day, 3 days/week); MPA during school recess (30 min, 2×/week), and MVPA during physical education classes (90 min, 1×/week). Selective attention was assessed using the d2-R test. Linear Mixed Models (LMMs) were applied to analyze the Group × Time interaction while accounting for the hierarchical structure of the data (students nested within eight schools). Conclusions: Moderate-to-vigorous physical activity (Δ = +17.49) and light-intensity active breaks (Δ = +15.47) were effective in strengthening selective attention. These findings suggest that school-based physical activity should extend beyond physical education classes and incorporate movement-based activities within the classroom.