Do you deal a lot with the topic of learning? Then you surely know that breaks are important for learning success. But it wasn't until June 2021 that brain waves during learning were investigated in an exciting experiment to challenge this thesis. What the results mean for training and coaching is summarized in this article.
The Spacing Effect: Learning with Breaks
Almost every trainer knows: breaks are important. During breaks, our brain continues to work without us noticing. That's why good training is structured so that learning takes place in short intervals. Especially when learning skills, the rule is: practice – break – practice – break.
Maybe you also know the spacing effect (or interval effect): this states that we are more likely to forget things and events the longer ago they happened. Therefore, we should build repetitions into our learning, ideally at increasing intervals. In between, breaks take place again and again.
This effect is particularly relevant in the modern working world. Short learning phases with deliberate breaks are much easier to integrate into everyday work than long training units. This increases not only the learning performance but also the willingness to continue learning regularly.
However, that the actual learning through repetition takes place in the brain during these learning breaks was only recently proven in a study by the National Institute of Neurological Disorders and Stroke in the USA. The study is open access, so you can read it in full here (in English) as a PDF. The title of the study: Consolidation of human skill linked to waking hippocampo-neocortical replay.
For those who want to take a shortcut: We explain the study in German and summarize what the results mean for trainers and coaches.
Summary of the Study
In the experiment, subjects were asked to type the numbers 41324 on a keyboard with one hand as quickly and as accurately as possible. For this, they had 10 seconds of practice time and then 10 seconds of break, repeatedly. You can imagine that this is a typical task that you get better at with practice. The question now is: What happens in the subjects' brains during the break time?
To answer this, brain waves (in the hippocampus and neocortex) were measured during the entire time. The authors of the study illustrated the result in this very clear graphic:
Graphic open access, taken from cell.com: Summary of the study by Ethan R. Buch et al. (June 2021)
In the graphic, you can see that so-called “micro-offline gains” take place during the 10-second breaks: Although – or rather because – we are no longer practicing during this time, our skill level increases during this break. In fact, significantly more than during the actual practice time! The brain illustration shows that during the break, some areas work hard and repeat what was learned (“Waking replay”).
Another note: The term is “Waking replay,” meaning repetition while awake. That we process experiences and learn during sleep is well known and can be found in studies other than this one. This study here is explicitly about breaks while awake.
Ideally, we use both breaks during the day and night sleep to consolidate what we have learned.
What We Learn from the Study for Training
How can you use the results of the study for your everyday life – especially as a trainer and organizer of training sessions or coaching? First, you should look at your training sessions specifically for breaks: How short are your learning units? How many breaks do your participants have? As a rough guide: the more breaks, the better! This applies to face-to-face events as well as online training, of course.
You can use the study results particularly well with microlearning: with this learning method, breaks are virtually pre-programmed. The above-mentioned principle "practice – break – practice – break" fits perfectly with the microlearning concept of learning in small bites.
Secondly, this study is yet another proof that blended learning is better than pure face-to-face learning or pure online learning. Breaks are a key component of the learning concept here as well: instead of an 8-hour day seminar, you divide your learning content into face-to-face parts and e-learning content. In this way, you automatically build breaks in between learning phases.
The most suitable blended learning model is the "Springer" (alternating model), in combination with micro-learning units. With this model, you ensure as many breaks as possible and learning over a longer period of time. It looks something like this:
The blended learning model "Springer": Alternating face-to-face and online content.
Conclusion
Learning does not only happen during practice, but primarily during breaks, when the brain processes and solidifies new information.
The results of the study clearly show that short learning phases with regular breaks are particularly effective. While we take a break, the brain repeats what has been learned in the background, further improving our skills.
This has an important consequence for training and further education: Instead of planning long learning blocks without interruption, content should deliberately be divided into smaller units. Breaks are not lost time, but a central component of the learning process.
Those who specifically combine learning phases, breaks, and repetitions create a learning structure that corresponds to scientific findings and sustainably improves learning success.
Frequently Asked Questions and Answers
Why are breaks so important when learning?
Breaks are important because the brain continues to process new information even when not actively practicing. During learning breaks, content can be consolidated and skills improved. Therefore, breaks are not idle time, but an effective part of the learning process.
What does the spacing effect mean in learning?
The spacing effect describes that learning becomes more sustainable when repetitions are spaced out over time. Instead of practicing content once for a long time, it is more effective to combine short learning phases with breaks and subsequent repetitions. This keeps information in memory longer.
What does the study show about learning during breaks?
The study shows that during short breaks, the brain repeats what was previously practiced while in a waking state. This so-called "waking replay" helps to improve skills, even though active practice is not ongoing. Learning progress therefore occurs not only during practice but also during the breaks in between.
How can trainers integrate breaks meaningfully into learning concepts?
Trainers can divide learning content into short units and consciously plan regular breaks. Particularly suitable are microlearning formats or blended learning concepts, in which learning phases, practice, breaks, and repetitions alternate. This makes the learning process more practical for everyday use and more sustainable.
