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Can a 9-minute classroom workout really boost students’ memory?
Engaging in a short bout of high-intensity interval exercise may enhance the recollection of words among children.
What did this study test?
This research, grounded in cognitive science, explores how short bursts of physical activity can boost children’s episodic memory without disrupting the school day.
And no. this is not brain gym!
This study by Drollette et al. (2024) investigated the effects of three different 9-minute conditions – seated rest, moderate-intensity cycling, and high-intensity interval exercise (HIIE) – on children aged 9 – 12 (n = 36).
Children completed two tasks — one to test attention, the other to test word memory. Their brain activity was tracked using EEG, a kind of brain scan that picks up memory signals like the LPC, which tells us how clearly something is remembered (see figure 4 below).
The result? Only the high-intensity interval exercise group saw improved word recall and faster response times. Memory – not attention – was significantly improved. Cycling activated memory-related brain areas but didn’t produce a behavioural memory boost.
In a post-pandemic era, children’s daily activity has plummeted (Neville et al., 2022). Teachers face the challenge of re-engaging increasingly sedentary (seated) students, often within very tight timeframes.
This research offers a pragmatic solution
Evidence-based movement breaks that take just 9 minutes and can be done next to desks. Short bursts of HIIE boosted memory performance without disrupting lesson time or requiring extra kit or space. I wonder how many teachers, and especially secondary head teachers, would be willing to sacrifice some curriculum time in order to trial the benefits?
As memory is fundamental to learning, and with time always against teachers, embedding brief activity breaks may offer big returns – particularly in recall-heavy subjects and exams.
So, how can teachers embed practical activity?
Teachers can embed 9-minute sessions between lessons or during transitions. The study’s routine included 30 seconds of exercises like high knees, jumping jacks, lunges, and squats, followed by 30 seconds of rest.
I appreciate the suggestion may not be to everyone’s taste, or even to some students, however, these exercises require no equipment and minimal space – ideal for the typical classroom space. Teachers might trial these before assessments or memory-based tasks to maximise retrieval, and evaluate the benefits.
The research showed an improvement in memory recall following HIIE, enhancing the recollection of words among children compared to rest. EEG data revealed increased activity in memory-relevant brain regions providing a neurological basis for what teachers might notice behaviourally: sharper memory and quicker recall.
CPD questions for teachers:
- How could teachers implement short bursts of high-intensity interval exercise without disrupting a lesson?
- Would students benefit from these breaks before memory-intensive lessons?
- How might teachers adapt these activities for students with limited mobility or SEND?
- What time of day would be best to introduce these memory boosts?
- Could this be trialled during tutor time or transitions between subjects?
- How could school leaders support a whole-school approach to active memory breaks?
- What are the possible mood or behaviour benefits of high-intensity interval exercise?
- Can teachers co-plan movement breaks with students to build motivation?
- What resistance might exist to active breaks, and how can it be tackled?
- How can memory-focused CPD link to other school priorities?
The research concludes:
These findings underscore the potential benefits of integrating feasible short bouts of physical exercise into a classroom setting to enhance memory performance among children.
Download the full paper to explore the research in more detail.
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