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The Effect of Brain Breaks on Physical Activity Behaviour among Primary School Children: A Transtheoretical Perspective

Author

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  • Hussein Rizal

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

  • Mawar Siti Hajar

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

  • Ayu Suzailiana Muhamad

    (Exercise and Sports 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)

  • Garry Kuan

    (Exercise and Sports 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 Physical Activity Solutions (BBPAS) is a web-based structured physical activity (PA) video that is specifically designed for school settings and can stimulate a student’s health and learning. The purpose of this study is to measure the effect of BBPAS on the stages of change, decisional balance, processes of change, self-efficacy and leisure-time exercise among Malay ethnic primary school children. A validated Malay version of three of the five constructs was derived with sound validity and was used in the present study. A total of 159 male and 163 female children aged 10 to 11 years old, mean (SD) = 10.53 (0.50), were recruited from two schools in Kelantan, Malaysia. Purposive sampling was used to divide the children into intervention ( n = 177) and control ( n = 145) groups. Children in the intervention group underwent BBPAS activity for an accumulated 30 min per week, while children in the control group were not involved in the BBPAS intervention. Mixed factorial analysis of variance (ANOVA) was used to examine the effect of BBPAS on the study variables. A mixed ANOVA showed significant changes (time effect) on cognitive process, F (1, 320) = 5.768, p -value = 0.017; behavioural process, F (1, 313) = 5.736, p -value = 0.017; and internal feeling, F (1, 312) = 6.050, p -value = 0.014. There was also a significant difference between groups on cons, F (1, 316) = 7.504, p -value = 0.007. A significant interaction effect was observed for stages of change, F (1, 319) = 7.861, p -value = 0.005; pros, F (1, 316) = 31.311, p -value = 0.001; internal feeling, F (1, 312) = 4.692, p -value = 0.031; and behavioural process, F (1, 313) = 7.312, p -value = 0.007. In conclusion, BBPAS was successful in improving four of the five constructs, and thus, should be recommended to be used in schools throughout Malaysia.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:21:p:4283-:d:283462
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    References listed on IDEAS

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    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. 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.
    3. Nina H. M. Bartelink & Patricia Van Assema & Maria W. J. Jansen & Hans H. C. M. Savelberg & Maartje Willeboordse & Stef P. J. Kremers, 2018. "The Healthy Primary School of the Future: A Contextual Action-Oriented Research Approach," IJERPH, MDPI, vol. 15(10), pages 1-12, October.
    4. 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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    1. 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.
    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. Aizuddin Hidrus & Yee Cheng Kueh & Bachok Norsa’adah & Garry Kuan, 2020. "Malay Version of Exercise Self-Efficacy: A Confirmatory Analysis among Malaysians with Type 2 Diabetes Mellitus," IJERPH, MDPI, vol. 17(3), pages 1-13, February.
    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. Yi-Shin Lee & Michael Chia & John Komar, 2022. "A Systematic Review of Physical Activity Intervention Programs in ASEAN Countries: Efficacy and Future Directions," IJERPH, MDPI, vol. 19(9), pages 1-25, April.

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