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The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade

Author

Listed:
  • Agata Glapa

    (University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland)

  • Joanna Grzesiak

    (University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland)

  • Ida Laudanska-Krzeminska

    (University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland)

  • Ming-Kai Chin

    (HOPSports, Inc., 4262 Blue Diamond Road #102-359, Las Vegas, NV 89139, USA)

  • Christopher R. Edginton

    (University of Northern Iowa, 105 Human Performance Center, Cedar Falls, IA 50614, USA)

  • Magdalena Mo Ching Mok

    (Assessment Research Centre, and Department of Psychology, The Education University of Hong Kong, 10 Lo Ping Rd, Taipo, Hong Kong)

  • Michal Bronikowski

    (University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland)

Abstract

The purpose of this study was to examine the effectiveness of the Brain Breaks ® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks ® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F (1.32) = 75.28, p = 0.00, η 2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks ® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

Suggested Citation

  • Agata Glapa & Joanna Grzesiak & Ida Laudanska-Krzeminska & Ming-Kai Chin & Christopher R. Edginton & Magdalena Mo Ching Mok & Michal Bronikowski, 2018. "The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade," IJERPH, MDPI, vol. 15(2), pages 1-11, February.
  • Handle: RePEc:gam:jijerp:v:15:y:2018:i:2:p:368-:d:132557
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    Citations

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    Cited by:

    1. Mawar Siti Hajar & Hussein Rizal & Yee Cheng Kueh & Ayu Suzailiana Muhamad & Garry Kuan, 2019. "The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia," IJERPH, MDPI, vol. 16(13), pages 1-11, July.
    2. Ke Zhou & Sensen He & Yanli Zhou & Biljana Popeska & Garry Kuan & Li Chen & Ming-Kai Chin & Magdalena Mo Ching Mok & Christopher R. Edginton & Ian Culpan & J. Larry Durstine, 2021. "Implementation of Brain Breaks ® in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting," IJERPH, MDPI, vol. 18(1), pages 1-14, January.
    3. D. L. I. H. K. Peiris & Yanping Duan & Corneel Vandelanotte & Wei Liang & Min Yang & Julien Steven Baker, 2022. "Effects of In-Classroom Physical Activity Breaks on Children’s Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Tr," IJERPH, MDPI, vol. 19(15), pages 1-27, August.
    4. Yanli Zhou & Sensen He & Ke Zhou & Garry Kuan & Ming-Kai Chin & Yee Cheng Kueh & Abdulwali Sabo & Biljana Popeska & J. Larry Durstine, 2021. "Psychometric Properties of the Chinese-Language Attitude toward Physical Activity Scale: A Confirmatory Study on Chinese Children," IJERPH, MDPI, vol. 18(17), pages 1-9, September.
    5. Cyrine H’mida & Olivier Degrenne & Nafaa Souissi & Ghazi Rekik & Khaled Trabelsi & Mohamed Jarraya & Nicola Luigi Bragazzi & Aïmen Khacharem, 2020. "Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load," IJERPH, MDPI, vol. 17(23), pages 1-14, December.
    6. Riki Tesler & Pnina Plaut & Ronit Endvelt, 2018. "The Effects of an Urban Forest Health Intervention Program on Physical Activity, Substance Abuse, Psychosomatic Symptoms, and Life Satisfaction among Adolescents," IJERPH, MDPI, vol. 15(10), pages 1-12, September.
    7. Magdalena Mo Ching Mok & Ming-Kai Chin & Agata Korcz & Biljana Popeska & Christopher R. Edginton & Fatma Sacli Uzunoz & Hrvoje Podnar & Dané Coetzee & Luminita Georgescu & Arunas Emeljanovas & Milan P, 2020. "Brain Breaks® Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries," IJERPH, MDPI, vol. 17(5), pages 1-11, March.
    8. Hussein Rizal & Mawar Siti Hajar & Ayu Suzailiana Muhamad & Yee Cheng Kueh & Garry Kuan, 2019. "The Effect of Brain Breaks on Physical Activity Behaviour among Primary School Children: A Transtheoretical Perspective," IJERPH, MDPI, vol. 16(21), pages 1-13, November.

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