BACKGROUND: Integrated physical activity in the classroom has been shown to affect K-12 students’ development positively. Students of all abilities benefit from multimodality learning. PURPOSE: This study investigates the relationship between classroom brain breaks and school-aged students\u27 classroom behaviors. METHODS: The Meta-analysis search process consisted of 3 Phases: (1) Screen the titles, (2) Screen the abstracts, and (3) Retrieve the Full Text. Literature searches were conducted in eight electronic academic journal databases: SPORTDiscus, PsycINFO, PsycARTICLES, Cochrane Database, Web of Science/Web of Knowledge, ProQuest, Child Development and Adolescent Studies, and ERIC. Students (N) are enrolled in schools serving students from kindergarten through twelfth grade. RESULTS: The overall effect that brain breaks provided across all outcomes was small (k = 56, g = 0.36, 95% CI = 0.22, 0.50, P \u3c 0.001) with large prediction intervals for each of the category outcomes that suggest a large degree of variability. CONCLUSIONS: Future research should consider the methods used to implement brain breaks by following specified guidelines that produce positive results for the intended outcomes being studied
