I’ve seen pictures of brain breaks & bursts written on Popsicle sticks for students to draw at random. This, or some other system of randomly selecting one, is an excellent idea…
Just write on folded paper!
At a certain point, we don’t ever need to plan a break/burst, or specify what kind on our agenda. How? It’s simple. Once a brain break makes its way into the rotation, write it on a stick, or tiny piece of paper to put in a hat (or drum, Corinthian helmet, etc.). When students begin to lose steam, have someone choose the next break, or burst. That’s it. This especially helps for brain bursts when I’m not feeling creative in the moment. In fact, why not do the same for all TPR, pre-writing funny chain commands ready-to-go? You could also use separate hats/drums/helmets for the bursts (e.g. the one pictured that lasts just seconds), and other breaks that might take longer (e.g. draw/color for 2 minutes).
Recently, I took inventory of my breaks & bursts, making note of the ones I no longer use at the end of the list. Some of those were helpful when I first began comprehension-based communicative language teaching (CCLT), and couldn’t really sustain an hour-long class in the target language. Others just weren’t that fun. However, give them a try and see how they work in your context.
Magister P. 
Have you ever ranked your list based on how effective each is at sustaining students’ ability to process more Latin?
No, I’m not at that level of analysis. The fact that I recognize when students need breaks is a victory itself.
My hunch is that even if some work far better than others, I still need to pad the options with variety.