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The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia

Author

Listed:
  • Mawar Siti Hajar

    (Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia)

  • Hussein Rizal

    (Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia)

  • Yee Cheng Kueh

    (Unit of Biostatistics and Research Methodology, School of Medical Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia)

  • Ayu Suzailiana Muhamad

    (Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia)

  • Garry Kuan

    (Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia
    Department of Life Sciences, Brunel University, London UB8 3PH, UK)

Abstract

Brain breaks is a physical activity (PA) video designed for school settings that is used to stimulate student’s health and learning. The purpose of this study is to measure the effects of brain breaks on motives of participation in PA among primary school children in Malaysia. Purposive sampling was used to divide 159 male and 176 female students aged 10 to 11 years old, mean (standard deviation (SD)) = 10.51 (0.50), from two schools in Kelantan, Malaysia into intervention ( n = 183) and control ( n = 152) groups. Students undertook brain breaks activities on school days (five minutes per session) spread out for a period of four months. Mixed factorial analysis of variance (ANOVA) was used to test the students’ motives of participation in PA for pre-, mid-, and post-tests using the Physical Activity and Leisure Motivation Scale-Youth-Malay (PALMS-Y-M). Mixed factorial ANOVA showed significant changes in enjoyment, F (2, 392) = 8.720, p -value (η p 2 ) = 0.001 (0.043); competitiveness, F (2, 195) = 4.364, p -value (η p 2 ) = 0.014 (0.043); appearance, F (2, 392) = 5.709, p -value (η p 2 ) = 0.004 (0.028); and psychological condition, F (2, 392) = 4.376, p -value (η p 2 ) = 0.013 (0.022), whereas mastery, affiliation, and physical condition were not significant ( p < 0.05). Further post-hoc analysis revealed a significant downward trend in the control group ( p < 0.05). Brain breaks is successful in maintaining students’ motives for PA in four of the seven factors.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:13:p:2331-:d:244905
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    References listed on IDEAS

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    1. 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.
    2. Biljana Popeska & Snezana Jovanova-Mitkovska & Ming-Kai Chin & Christopher R. Edginton & Magdalena Mo Ching Mok & Serjoza Gontarev, 2018. "Implementation of Brain Breaks ® in the Classroom and Effects on Attitudes toward Physical Activity in a Macedonian School Setting," IJERPH, MDPI, vol. 15(6), pages 1-18, May.
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    Cited by:

    1. Mikel Vaquero-Solís & Damián Iglesias Gallego & Miguel Ángel Tapia-Serrano & Juan J. Pulido & Pedro Antonio Sánchez-Miguel, 2020. "School-based Physical Activity Interventions in Children and Adolescents: A Systematic Review," IJERPH, MDPI, vol. 17(3), pages 1-31, February.
    2. Aizuddin Hidrus & Yee Cheng Kueh & Bachok Norsa’adah & Yu-Kai Chang & Garry Kuan, 2021. "Effects of Brain Breaks Video Intervention of Decisional Balance among Malaysians with Type 2 Diabetes Mellitus: A Randomised Controlled Trial," IJERPH, MDPI, vol. 18(17), pages 1-12, August.
    3. 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.
    4. Aizuddin Hidrus & Yee Cheng Kueh & Bachok Norsaádah & Yu-Kai Chang & Tsung-Min Hung & Nyi Nyi Naing & Garry Kuan, 2020. "Effects of Brain Breaks Videos on the Motives for the Physical Activity of Malaysians with Type-2 Diabetes Mellitus," IJERPH, MDPI, vol. 17(7), pages 1-16, April.
    5. 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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