Enhancing Physical Literacy Domains Through the Spectrum of Teaching Styles in Recess-Based Active Breaks: A Single-Blind Randomized Controlled Trial

Background: The integration of active breaks during the school day has been widely demonstrated to be effective in counteracting sedentary behaviors. The present study assessed the efficacy of a structured active breaks (ABs) intervention implemented during recess on multiple domains of Physical Literacy (PL) in primary-school children. Methods: A single-blind randomized controlled trial was conducted with 139 children (aged 9–10 years). Classes were randomized into an Experimental Group (EG, n = 66) and a Control Group (CG, n = 73). The EG participated in an 8-week intervention (six sessions/week, ~10 min) consisting of coordinative and interdisciplinary motor tasks during recess. Pre- and postintervention assessments included physical fitness (SLJ, 4 × 10 m SR, 6MWT, MBT), gross motor skills (TGMD-2), selective attention (Bell Test), physical activity levels (PAQ-C), physical self-perception (PSP), and enjoyment (PACES). Results: A mixed-design MANOVA revealed a significant multivariate Time × Group interaction (p < 0.001). Univariate analyses showed significant improvements in the EG compared to the CG for explosive strength (p < 0.001), agility (p < 0.001), Gross Motor Quotient (p = 0.003), and selective attention (p < 0.001). Furthermore, the EG demonstrated significant increases in physical activity levels, self-perception, and enjoyment (p < 0.05). No significant gender interaction was found, indicating equal effectiveness for boys and girls. Conclusions: Transforming recess into a structured opportunity for movement through ABs effectively enhances physical, cognitive, and affective domains. This intervention represents a sustainable strategy for Health-Promoting Schools to foster PL and psychophysical well-being without reducing curricular instruction time.