2.3. Training Intervention
Before the start of the project, all of the teachers and children in the intervention schools received on-site training to deliver general information to them on the nature and significance of the intervention through three lessons held by a certified physical education teacher. Conversely, the control group did not receive any intervention.Training intervention involved varied, inclusive, and non-competitive activities, and the school environments of the recruited classes were changed in order to create more opportunities to be physically active during breaks, lessons, and recess. Five min physically active breaks were introduced during Italian, English, mathematics, and science classes during which, alongside theoretical and academic knowledge, the students were asked to carry out various motor tasks. These 5 min active intervals were repeated twice in the morning for a total duration of 10 min a day. It was the teacher who chose when to propose to the class to take an active break: at the beginning of the lesson or between one lesson and another. Specific activity breaks included spelling jacks, walking breaks, jumping jacks, and classroom games. Likewise, during recess, the students were encouraged to engage in structured and semi-structured activities for 10-min. They represent breaks in the school day typically before lunch that involve a variety of planned, inclusive, and actively supervised games and activities. Each activity was designed to improve cardio-respiratory endurance and gross motor skills, as well as the development of different psychomotor abilities, and above all, they were designed to be fun, non-uniform, and repetitive for the children and applicable to schools (