Aim and focus of the workshop
The workshop served to provide targeted support for PhD candidates enrolled in the doctoral programme "Problem-oriented Sport Science" (2025-2028). The focus was on an in-depth examination of the topic of classroom-based physical activity. Two approaches were differentiated: Exercise breaks, which briefly interrupt lessons for physical activity, and active learning, in which movement is directly integrated into the teaching of subject content.
When designing school-based physical activity interventions, researchers draw on two different theoretical perspectives: On the one hand, educational psychology, in particular theories such as cognitive load theory, and on the other hand, sport and cognitive research, which focuses on physiological mechanisms of action.
The aim of the workshop was to systematically bring these two scientific perspectives together in order to better exploit their potential for effective school exercise interventions. Together with the two international experts Fred Paas and Caterina Pesce, theory-based recommendations for research and school application were developed and discussed.
Presentations
On Monday morning, all PhD candidates gave short presentations on their current research projects. This gave the two invited experts a comprehensive insight into the thematic focus and working methods of our department. Afterwards, there was time for questions, suggestions and initial discussions.
On Tuesday morning, PhD candidate Mario Kamer presented his specific research idea on the workshop topic of designing classroom-based physical activity. In his presentation, he addressed key challenges, in particular the lack of clear, practice-oriented principles for designing exercise breaks and active learning.
Caterina Pesce then explained key theoretical and empirical findings from the field of sport and cognitive research and embedded them in the current scientific discourse. Fred Paas followed up with his perspective from pedagogical psychology, with a particular focus on the application of cognitive load theory in a school context.
These contributions formed the basis for a subsequent joint discussion in which key questions relating to the theory-practice integration were reflected upon in depth.
Theoretical discussions
The results of the discussion can be summarised as follows: Not every form of physical activity in the classroom promotes learning. In order to exploit the potential of classroom-based physical activity, the following principles should be observed:
- Align activity with learning objectives: Physical activity in the classroom should serve either to activate (as a break) or to illustrate (as a learning aid). To directly promote learning, movements that are as relevant as possible and closely related to the learning content should be used. It is helpful to draw on theoretical considerations and empirical evidence from the embodied cognition literature.
- Dosage of physical and cognitive load: The intensity, duration and type of activity must be chosen so that neither under- nor over-challenge occurs. Cognitive load theory provides the theoretical basis.
- Consider affective states, motivation and enjoyment: Movement can also indirectly support learning by improving affective states, motivation and enjoyment of learning. This requires that the activities are tailored to the needs of the pupils. The Circumplex Model of Affect serves as the theoretical basis.
- Consider feasibility: When planning, the requirements of the pupils and the class must be taken into account, as well as the requirements of the teacher and the context (e.g. time, space, materials).
Social event
At the end of the workshop, a joint team excursion was organised to promote informal exchanges in addition to the main topics. On the evening of 21 May, we made our way to the Gurten – either on foot or by Gurtenbahn 😉. There, we ended the day with dinner together at the Gurtners restaurant and enjoyed the view over the city of Berne. In this festive setting, we also said goodbye to our guests Fred Paas and Caterina Pesce and thanked them warmly for their valuable and enriching contributions.
Conclusion
All in all, we can look back on three successful workshop days, marked by exciting presentations and intensive, yet clarifying discussions.
