A brief, classroom-friendly burst of high-intensity exercise — nine minutes of high-knee marching, jumping jacks, lunges and squats performed as 30-second activity/30-second rest intervals — improved children’s scores on a standardized verbal comprehension test and reduced brain signals linked to fixation on mistakes, according to a new pilot study. (Psychology of Sport & Exercise abstract) (Newsmax report). The findings suggest a low-cost, low-disruption strategy that Thai teachers could embed in classrooms to sharpen attention before high-stakes testing.
The study tested 25 children aged 9–12, comparing the nine-minute high-intensity interval exercise (HIIT) to seated rest and other activity conditions. Children completed a standardized measure of verbal comprehension while researchers recorded brain activity using EEG. Those who did the brief HIIT scored higher on the verbal task and showed lower error-related negativity (ERN) — an electrical brain signal that grows when people fixate on mistakes and lose focus. (US News summary) (Bioengineer summary).
Why this matters to Thai readers is immediate. Thailand’s education system relies heavily on national and school-level testing — from classroom exams to the Ordinary National Educational Test (O-NET) that influences school accountability and student pathways. A short, evidence-based movement break that improves verbal comprehension could be an inexpensive lever to improve everyday learning and test-day performance in crowded classrooms where additional resources are limited. (Niets O-NET overview).
The research team from the University of North Carolina at Greensboro designed exercises specifically for classrooms: no treadmills or specialised equipment, just bodyweight movements that can be done in limited space. Each exercise was performed for 30 seconds followed by 30 seconds of rest, repeated across nine minutes. After that interval, children did better on verbal comprehension and displayed reduced ERN amplitudes — interpreted by the researchers as less fixation on errors and better sustained attention. Lead author Eric Drollette said the study provides scientific backing for what teachers have often observed anecdotally when taking short movement breaks in class. Senior researcher Jennifer Etnier noted the practical implications for teachers integrating movement into lessons. (Psychology of Sport & Exercise abstract) (Newsweek coverage).
The neurological measure is important. Error-related negativity is an EEG marker that spikes when a person ruminates on a mistake; high ERN has been linked to distraction and anxiety that can undermine task performance. The UNCG study found lower ERN after the brief HIIT bout, suggesting children were better able to shrug off errors and maintain focus — a cognitive style likely helpful during demanding test conditions. The combination of improved test scores and altered brain responses strengthens the case that a short physical routine can produce fast, measurable cognitive benefits. (Bioengineer summary).
For Thai schools these findings arrive against a concerning background: physical activity levels among Thai children are low and declining. National reports and academic reviews show only about a quarter of Thai children meet the World Health Organization recommendation of 60 minutes of moderate-to-vigorous physical activity per day, and opportunities for outdoor play and structured movement have fallen in recent years. The 2022 Thailand report card on physical activity graded many behavioural indicators as “poor,” and policymakers have identified the reduction of active time during school hours as a contributor to rising sedentary behaviour. Embedding nine-minute movement breaks requires minimal curricular disruption and could be a practical policy response to that trend. (Thailand 2022 report card on physical activity) (WHO physical activity fact sheet).
Historically, Thai classrooms have tightened schedules to prioritise instruction time, sometimes at the expense of recess or PE. Parents and schools often focus on drilling content for exams like O-NET, which intensifies pressure on study time. The new UNCG findings suggest a different trade-off: short, structured movement that takes only nine minutes may yield immediate cognitive benefits that support the very academic outcomes schools are trying to protect. Framing movement as an exam-preparation tool — not merely playtime — could fit comfortably within Thai cultural priorities that value academic achievement and respect for teachers’ authority to guide classroom practice. (Niets O-NET overview).
There are important caveats. This was a pilot study with a small sample (25 children) and measured immediate effects on verbal comprehension, not long-term academic gains across subjects. Results need replication in larger, more diverse samples and in real classroom settings with typical class sizes and ambient noise. Researchers also note that the ERN change is only one neural indicator; linking these brain signals to sustained improvements in learning, emotional health or behaviour will require longitudinal trials. Policymakers should treat the finding as promising but preliminary, and avoid overclaiming long-term benefits from a single acute bout. (Psychology of Sport & Exercise abstract).
For Thai educators and school leaders wanting to act now, several practical steps follow directly from the study and from local conditions. First, trial nine-minute high-intensity interval movement breaks before key lessons or tests, using simple, low-equipment moves (high knees, jumping jacks, lunges, air squats) performed in 30-second on / 30-second off cycles. Second, adapt routines to classroom constraints: use quieter versions for limited space, consider walking-on-the-spot instead of full jumping where ceilings are low, and schedule breaks during the hottest hours to avoid heat stress. Third, accommodate cultural and gender considerations: provide alternatives for students wearing modest uniforms or for those with physical limitations so the activity is inclusive and respectful. Fourth, measure outcomes locally — teachers can track short-term test scores, student focus, and behavioural incidents to build evidence for or against wider adoption. (Bioengineer summary).
At the policy level, Thailand’s recently published plans to promote physical activity among children could integrate these findings. National and provincial education authorities can fund pilot programmes that partner schools with local universities to run controlled classroom studies, collect O-NET-relevant outcome data, and design culturally appropriate exercise protocols. Existing frameworks such as the Physical Activity Promotion Plan for Children and Youth 2023–2030 provide a ready policy vehicle to scale vetted classroom movement protocols if local pilots show benefit. (Physical Activity Promotion Plan summary (data.worldobesity country actions)).
Parents also have a role. Encouraging short bursts of active play at home, especially on exam mornings or before study sessions, could mirror classroom gains. Parents should balance intensity with safety: brief, supervised routines are preferable to prolonged or unsupervised exertion right before a test. Reinforcing the message that physical movement supports learning aligns with Thai family values that emphasise holistic child development and respect for teachers’ guidance.
Researchers and educators should also plan for evaluation. A next step would be randomized classroom trials in Thailand that test nine-minute HIIT routines against standard warm-ups or no-movement controls, measure subject-specific test outcomes including O-NET-relevant competencies, and monitor long-term indicators like attendance, anxiety and overall academic trajectories. Including physiological monitoring (heart rate) and simple behavioural metrics (on-task time) will clarify dose–response relationships and help optimize routines for different age groups. Collaboration with Thai universities and the Ministry of Education would ensure cultural fit and institutional buy-in.
Finally, implementation must respect school realities. Many Thai schools face overcrowded classrooms, limited outdoor space and hot, humid weather that can constrain intense activity. Teachers should be trained on safe, adapted movements and provided simple lesson plans that include movement breaks as pedagogical tools rather than add-ons. Engaging school administrators and parent committees early will help secure the time and cultural framing necessary for success.
In short, the UNCG pilot provides a practical, low-cost strategy that aligns with Thai priorities: a nine-minute, equipment-free movement routine can sharpen attention, reduce unhelpful fixation on mistakes, and lift short-term test performance. The evidence is promising but preliminary, and Thai schools should pilot and evaluate the approach in local conditions while integrating safety, inclusivity and cultural norms. If local trials confirm benefit, a nationwide shift to brief, science-backed movement breaks could support both healthier and higher-performing students across Thailand. (Psychology of Sport & Exercise abstract) (Thailand report card on physical activity).