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Nowadays education is in constant innovation, where it undergoes positive and negative transformations, thus evidencing the problems on the part of teachers when looking for a teaching-learning strategy, which helps to mitigate the fatigue and distraction of students at the time of acquiring new knowledge. This project seeks to analyze the incidence of the use of active breaks in the teaching-learning process of high school students in a rural public school in the province of Tungurahua, Ecuador. The research is quasi-experimental with a mixed qualitative and quantitative approach, it also has a field modality, it is supported by a bibliographic study because a previous research of the two variables was carried out, in the project participated students of the higher basic: 64 of the parallel B-C of the tenth year experimental group and 63 of the ninth year control group.