The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade
by
Agata Glapa 1,*, Joanna Grzesiak 1, Ida Laudanska-Krzeminska 1
, Ming-Kai Chin 2, Christopher R. Edginton 3, Magdalena Mo Ching Mok 4 and Michal Bronikowski 1
Agata Glapa 1,*, Joanna Grzesiak 1, Ida Laudanska-Krzeminska 1, Ming-Kai Chin 2, Christopher R. Edginton 3, Magdalena Mo Ching Mok 4 and Michal Bronikowski 1
1
University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland
2
HOPSports, Inc., 4262 Blue Diamond Road #102-359, Las Vegas, NV 89139, USA
3
University of Northern Iowa, 105 Human Performance Center, Cedar Falls, IA 50614, USA
4
Assessment Research Centre, and Department of Psychology, The Education University of Hong Kong, 10 Lo Ping Rd, Taipo, Hong Kong
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2018, 15(2), 368; https://doi.org/10.3390/ijerph15020368
Received: 28 January 2018 / Revised: 15 February 2018 / Accepted: 17 February 2018 / Published: 21 February 2018
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, η2 = 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.
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Keywords:
primary schools; children; physical activity; video games; exercise; Brain Breaks®
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MDPI and ACS Style
Glapa, A.; Grzesiak, J.; Laudanska-Krzeminska, I.; Chin, M.-K.; Edginton, C.R.; Mok, M.M.C.; Bronikowski, M. The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade. Int. J. Environ. Res. Public Health 2018, 15, 368.
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