Objective: Classroom-based active breaks can help typically developing children to reduce prolonged
sitting time, increase physical activity, and improve cognitive functions and on-task
behavior. Yet, this approach has not been tested in children with intellectual disability,
although this population are insufficiently active and at a higher risk of obesity
compared to typically developing children. Hence, this study aimed to test the effects
of a 5-week active break intervention on cognitive functions, sedentary patterns,
and on-task behavior in schoolchildren with intellectual disability.
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