Do You Focus Better After Moving? A Stroop Test Experiment

Working in pairs, students measure their attention with the Stroop test before and after a six-minute active break in the classroom. They analyze the group's data and discuss the experiment's limits.

How to play

1. Explain the test: say out loud the ink color of 40 words that name other colors; the partner times it and counts mistakes (3 min).
2. First measurement with card A after sitting, recording time and mistakes (4 min).
3. Moderate active break between the desks: marching in place, sitting down and standing up from the chair, side steps and cross-body arm and leg coordination (6 min).
4. Second measurement with card B, equally difficult, entered on the shared tablet sheet (4 min).
5. Work out the average change with the class and discuss whether any improvement comes from the break or from practicing the test (3 min).

Rules

• Push the desks aside before the break to leave clear aisles.
• The timer does not give hints or corrections during the reading.
• Results are anonymous: only pair numbers go on the shared sheet.
• Both cards have the same number of words and colors.

Variations

Adaptations

• Visual impairment: use an audio version (say 'high' or 'low' to words spoken in a deep or high voice).
• Dyslexia: replace the words with colored shapes labeled with a different color, or allow more time without comparing.
• Limited mobility: does the active break seated with big arm and trunk movements.

Learning goals

• Test with their own data how an active break affects attention.
• Collect, organize and interpret data in a simple way.
• Think critically about the limits of a homemade experiment.

Equipment for a class of 25

• cards: 30
• stopwatch: 14
• tablets or phones: 1

Teacher tip

Prepare cards A and B before class or project the words. The discussion about the practice effect is the most valuable part at this level.

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