Out-of-vehicle distractions were identified as contributing factors to about 29.4 % of all crashes that were reported between the years 1995 to 1999 (Stutts J. K., 2005; Stutts J. R., 2001).These crash statistics are from a decade ago. With the increase of cars, pedestrians, shops,vendors, billboards and signs over the last decade it can be safely assumed that the driving environment is more complex now and has greater potential for external driver distraction. Given this, it is important to know the effects of out-of-vehicle distraction on drivers’ ability to drive safely in their presence. With this in mind, a driving simulator study was conducted that compared younger novice and older experienced drivers on their ability to maintain their attention on the forward roadway, anticipate potential hazards and maintain vehicle control while performing an out-of-vehicle tasks. The results of the experiment indicate that both age groups took equally long glances away from the forward roadway at the out-of-vehicle task and that these long glances away from the forward roadway had a negative effects on the hazard anticipation performance of both age groups. In addition, these long glances away from the forward roadway did have a significantly negative impact on the lane maintainence ability of younger drivers as compared to their experienced counterparts but these long glances away from the forward roadway did not seem to affect the speed maintainence abilities of either group. No matter what the vehicle measures indicate, it is clear that both age groups are at elevated risk of crashing when they are attending to tasks that are outside the vehicle.

Syftet med denna studie är att genom en kvalitativ metod belysa om och hur rörelsepauser har någon påverkan för elevers koncentrationsförmåga. Utöver detta undersöks hur elever och lärare upplever rörelsepauser och huruvida koncentrationsförmågan påverkas av rörelser samt hur elever tar sig an den text de ska läsa. För att kunna belysa detta syfte har observationer och individuella intervjuer används. Bearbetning av det empiriska materialet har skett genom den tematiska analysen för att kunna kategorisera det som uppvisats vid observationer och utifrån informanternas upplevelser. Studiens resultat har diskuterats utifrån den tidigare forskningen samt det kognitiva perspektivet eftersom koncentrationsförmågan är en kognitiv förmåga. Vidare belyses den yttre distraktionens påverkan på elevernas koncentrationsförmåga samt hur informanterna kan reducera denna påverkan. Resultatet i studien synliggör att eleverna uppvisar en positiv förändrad koncentrationsförmåga efter att rörelser har implementerats. Utöver detta visades att det är olika påverkansfaktorer på koncentrationsförmågan beroende på vilken rörelse som implementeras. Ytterligare resultat visar att arbetssätt och arbetsform är av vikt för elevers koncentrationsförmåga, dessutom hur yttre distraktioner påverkar eleverna i olika nivåer, vilket har betydelse för deras läsinlärning. / The purpose of this study is to, through a qualitative method, highlight if and how movement breaks influences the pupil’s ability to concentrate. Beyond this, the pupils and teachers experience with movement breaks have been examined, and whether the ability to concentrate is affected by movements, and how students approach the text they are to read. To illustrate this purpose, observations and individual interviews were used. Processing of the collected data was done through the thematic analysis to categorize what was shown in the observations and based on the informants’ experiences. The result of the study has been discussed based on the previous research as well as the cognitive perspective, as the ability to concentrate is a cognitive ability. Furthermore, the effect of the external distraction is highlighted on the pupil’s ability to concentrate, and how informants can reduce this impact. The result of the study show that the students show a positive change in their ability to concentrate after movements have been implemented. In addition, it was shown that there are various influencing factors on the ability to concentrate, depending on the movement implemented. Additional results show that working methods and working form are important for the pupil’s ability to concentrate, also how external distractions affect pupils at different levels, which is important to improve their literacy.