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Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting

This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks(®)) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3–5 who were ra...

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Autores principales: Zhou, Ke, He, Sensen, Zhou, Yanli, Popeska, Biljana, Kuan, Garry, Chen, Li, Chin, Ming-Kai, Mok, Magdalena Mo Ching, Edginton, Christopher R., Culpan, Ian, Durstine, J. Larry
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7795899/
https://www.ncbi.nlm.nih.gov/pubmed/33401384
http://dx.doi.org/10.3390/ijerph18010272
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author Zhou, Ke
He, Sensen
Zhou, Yanli
Popeska, Biljana
Kuan, Garry
Chen, Li
Chin, Ming-Kai
Mok, Magdalena Mo Ching
Edginton, Christopher R.
Culpan, Ian
Durstine, J. Larry
author_facet Zhou, Ke
He, Sensen
Zhou, Yanli
Popeska, Biljana
Kuan, Garry
Chen, Li
Chin, Ming-Kai
Mok, Magdalena Mo Ching
Edginton, Christopher R.
Culpan, Ian
Durstine, J. Larry
author_sort Zhou, Ke
collection PubMed
description This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks(®)) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3–5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks(®) video intervention for 3–5 min daily, at low-to-moderate intensity for three consecutive months. The control group resumed their normal routine. The children’s attitudes in both groups towards physical activity (PA) were evaluated using the self-reported Attitudes toward Physical Activity Scale (APAS), before and after the intervention. The effects of the intervention on APAS scores were analyzed using mixed model analysis of variance with Time as within-subject, and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Break on children’s attitudes toward importance, fun, and trying to do their personal best in physical activity. Also revealed was the important role the teacher plays in this process.
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spelling pubmed-77958992021-01-10 Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting Zhou, Ke He, Sensen Zhou, Yanli Popeska, Biljana Kuan, Garry Chen, Li Chin, Ming-Kai Mok, Magdalena Mo Ching Edginton, Christopher R. Culpan, Ian Durstine, J. Larry Int J Environ Res Public Health Article This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks(®)) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3–5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks(®) video intervention for 3–5 min daily, at low-to-moderate intensity for three consecutive months. The control group resumed their normal routine. The children’s attitudes in both groups towards physical activity (PA) were evaluated using the self-reported Attitudes toward Physical Activity Scale (APAS), before and after the intervention. The effects of the intervention on APAS scores were analyzed using mixed model analysis of variance with Time as within-subject, and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Break on children’s attitudes toward importance, fun, and trying to do their personal best in physical activity. Also revealed was the important role the teacher plays in this process. MDPI 2021-01-01 2021-01 /pmc/articles/PMC7795899/ /pubmed/33401384 http://dx.doi.org/10.3390/ijerph18010272 Text en © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Zhou, Ke
He, Sensen
Zhou, Yanli
Popeska, Biljana
Kuan, Garry
Chen, Li
Chin, Ming-Kai
Mok, Magdalena Mo Ching
Edginton, Christopher R.
Culpan, Ian
Durstine, J. Larry
Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
title Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
title_full Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
title_fullStr Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
title_full_unstemmed Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
title_short Implementation of Brain Breaks(®) in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
title_sort implementation of brain breaks(®) in the classroom and its effects on attitudes towards physical activity in a chinese school setting
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7795899/
https://www.ncbi.nlm.nih.gov/pubmed/33401384
http://dx.doi.org/10.3390/ijerph18010272
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