Supplementary file 1_Effects of school-based active breaks on motor competence, physical fitness, academic outcomes, and health behaviors in Chilean preschoolers: protocol for a three-arm, non-randomized cluster-controlled mixed-methods trial.docx

This protocol presents the rationale and methodological design of a curriculum-integrated active break program aimed at evaluating its impact in 5- to 6-year-old preschoolers.</p>Methods<p>A three-arm, non-randomized cluster-controlled trial employing a sequential explanatory mixed-methods design (QUAN → qual) will be conducted in 12 urban public schools in the province of Biobío, Chile, involving 200 kindergarten preschoolers.

Primary outcomes—motor competence and health-related physical fitness—and secondary outcomes—learning outcomes and healthy habits (sleep, eating behavior, nutritional status)—will be assessed at baseline and post-intervention. Over 16 weeks, children in the Total Experimental Group (TEG; 4 schools, n = 67) will complete 10 active breaks per week; the Partial Experimental Group (PEG; 3 schools, n = 66) will complete 3–5 active breaks per week; and the Control Group (CG; 5 schools, n = 67) will continue regular daily routines.</p>Discussion<p>To the best of our knowledge, this is the first controlled trial to simultaneously examine the efficacy of a curriculum-integrated active break program on motor competence, physical fitness, learning outcomes, and healthy habits in preschool-aged children.