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

Ke Zhou, Sensen He, Yanli Zhou, Biljana Popeska, Garry Kuan, Li Chen, Ming-Kai Chin, Magdalena Mo Ching Mok, Christopher R. Edginton, Ian Culpan and J. Larry Durstine
Additional contact information
Ke Zhou: Sports Reform and Development Research Center of Henan University, School of Physical Education, Henan University, Kaifeng 475001, China
Sensen He: Minsheng College, Division of Henan University, Kaifeng 475001, China
Yanli Zhou: Sports Reform and Development Research Center of Henan University, School of Physical Education, Henan University, Kaifeng 475001, China
Biljana Popeska: Faculty of Educational Sciences, Goce Delcev University, Stip 2000, North Macedonia
Garry Kuan: Exercise and Sports Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian 16150, Malaysia
Li Chen: School of Physical Education and Health Science, Chongqing Normal University, Chongqing 401331, China
Ming-Kai Chin: The Foundation for Global Community Health, 1550 W Horizon Ridge Pkwy Ste R #206, Henderson, NV 89012, USA
Magdalena Mo Ching Mok: Graduate Institute of Educational Information and Measurement, National Taichung University of Education, 140 Minsheng Road, West District, Taichung City 40306, Taiwan
Christopher R. Edginton: Human Performance Center, University of Northern Iowa, 105, Cedar Falls, IA 50614, USA
Ian Culpan: School of Health Sciences, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand
J. Larry Durstine: Department of Exercise Science, University of South Carolina, Columbia, SC 29208, USA

IJERPH, 2021, vol. 18, issue 1, 1-14

Abstract: 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.

Keywords: children; video exercises; physical activity; attitudes; online platform; Brain Breaks ®; classroom-based intervention (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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