Brain Breaks® Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries

Classroom-based physical activity (PA) interventions have received considerable attention due to improvements seen in academic achievement, classroom behaviors, and attitude toward PA. The purpose of this study was to evaluate the effectiveness of the Brain Breaks® Physical Activity Solutions in changing children’s attitudes toward PA. Students (N = 3036) aged 8–11 years from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey were randomly assigned to either a control or an experimental group. The experimental group received Brain Breaks® videos during classroom sessions throughout the four months of intervention. Student attitudes toward PA were measured using the Attitudes toward Physical Activity Scale (APAS) before and after the intervention. Repeated measures ANOVA indicated a time interaction effect for all APAS variables except fitness. Time-by-group interaction effects with different effect sizes were found for most APAS variables, with the greatest gain effect noted in the experimental group for self-efficacy, followed by learning from the videos concerning PA benefits, exercise importance, and enjoyment from engaging in PA. This study provides evidence supporting Brain Breaks® in terms of learning experience, attitudes towards PA, and personal motivation. Using exercise videos is recommended as an interactive, technology-based PA solution that can be easily integrated into the school setting.

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Positive effect of pedometer-based walking intervention on body image and physical activity enjoyment in adolescent girls

Biomedical Human Kinetics ◽

10.1515/bhk-2017-0006 ◽

2017 ◽

Vol 9 (1) ◽

pp. 34-42 ◽

Cited By ~ 1

Author(s):

Adam Kantanista ◽

Michał Bronikowski ◽

Ida Laudańska-Krzemińska ◽

Magdalena Król-Zielińska ◽

Wiesław Osiński

Keyword(s):

Physical Activity ◽

Body Image ◽

Goal Setting ◽

Adolescent Girls ◽

Self Efficacy ◽

Repeated Measures ◽

School Setting ◽

Walking Intervention ◽

Before And After ◽

Activity Enjoyment

Summary Study aim: To assess the effects of an eight-week pedometer-based walking intervention, using different strategies of goalsetting, on self-efficacy, physical activity enjoyment, and body image.Material and methods: The study included data from 82 girls, aged 16 to 18 years. The participants took part in the intervention using goal setting with the do your best strategy (do your best group, n = 26) or specific step goals predetermined by the researcher (predetermined goals group, n = 56). The group of participants from the predetermined goals group was divided into a group of those achieving the goals (n = 28) and a group where goals were not achieved (n = 28). Self-efficacy, body image, and physical activity enjoyment were assessed before and after the intervention.Results: The results of ANOVA with repeated measures between the measurement times and groups showed a significant effect of body image (F = 3.60, p = 0.03, η² = 0.08) and physical activity enjoyment (F = 3.10, p = 0.05, η² = 0.07). Participants who achieved goals in step counts predetermined by the researcher had a more positive body image and a higher level of physical activity enjoyment after the intervention.Conclusion: An eight-week pedometer-based walking program implemented in a school setting may improve body image and physical activity enjoyment in adolescent girls only if the set goals (the number of steps) are specific and fully achieved by participants. Using pedometers in conjunction with a goal setting program seems to be an effective motivational way to improve physical activity in female students.

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Using Brain-Breaks® as a Technology Tool to Increase Attitude towards Physical Activity among Students in Singapore

Brain Sciences ◽

10.3390/brainsci11060784 ◽

2021 ◽

Vol 11 (6) ◽

pp. 784

Author(s):

Govindasamy Balasekaran ◽

Ahmad Arif Bin Ibrahim ◽

Ng Yew Cheo ◽

Phua Kia Wang ◽

Garry Kuan ◽

...

Keyword(s):

Physical Activity ◽

Mixed Model ◽

School Curriculum ◽

Control Group ◽

School Students ◽

Mixed Model Analysis ◽

Before And After ◽

Brain Breaks ◽

Student's Attitudes ◽

The Brain

The purpose of this study was to investigate the effects of classroom-based Brain Breaks® Physical Activity Solution in Southeast Asia Singaporean primary school students and their attitude towards physical activity (PA) over a ten-week intervention. A total of 113 participants (8–11 years old) were randomly assigned to either an experimental (EG) or a control group (CG), with six classes to each group; the Brain Breaks® group (EG: six classes) and the Control group (CG: six classes). All EG members participated in a Brain Breaks® video intervention (three–five min) during academic classes and the CG continued their lessons as per normal. The student’s attitudes towards PA in both research conditions were evaluated using the self–reported Attitudes toward Physical Activity Scale (APAS), applied before and after intervention. The effects of the intervention on APAS scores were analysed using a 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 Breaks® on student’s attitudes toward benefits, importance, learning, self-efficacy, fun, fitness, and trying to do their personal best in PA. The Brain Breaks® intervention provided a positive significant impact on students in Singapore. This study also revealed that interactive technology tools implemented into the school curriculum benefit students in terms of health and education.

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Impact of a residential program on the psychological needs, motivation and physical activity of obese adults: A controlled trial based on Self-Determination Theory

Movement & Sport Sciences - Science & Motricité ◽

10.1051/sm/2018013 ◽

2018 ◽

pp. 33-40

Author(s):

Julie Boiché ◽

Mathieu Gourlan ◽

Léna Rubin

Keyword(s):

Physical Activity ◽

Repeated Measures ◽

Standard Care ◽

Controlled Trial ◽

Self Determination Theory ◽

Psychological Needs ◽

Self Determination ◽

Control Group ◽

Obese Adults ◽

Perceived Relatedness

Purpose: This study aimed to examine the increased benefits of a Self Determination Theory (SDT)-based motivational component on psychological needs’ fulfillment, self-determined motivation and Physical Activity (PA) of obese patients taking part in a rehabilitation program. Methods: Fourty-nine obese adults (mean age = 52 years, mean BMI = 38.25 kg/m2) attended a 3-week residential intervention. Patients in the Motivation group (n = 24) received a standard care plus SDT-based intervention (i.e., improved supervised PA sessions + a 1-hour motivational session). Patients in the Control group (n = 25) only benefited from standard care. Psychological needs and motivation were measured at baseline, at the end of the program and one month after. PA was measured at baseline and one month after the end of the program. Repeated measures ANOVAs were performed to compare the evolution of the variables between groups. Results: The results indicated that participants from both groups displayed significant changes in their perceived autonomy, relatedness, intrinsic motivation and integrated regulation between the beginning and the end of the program. Next, participants from both groups showed a decrease in perceived relatedness between the end of the program and one month after. Last, the participants from the Motivation group reported greater increase of their PA scores between the beginning of the program and one month after as compared to those in the Control group. Conclusions: Obesity interventions should integrate motivational components in order to promote behavior maintenance after programs have ended.

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Implementation of Brain Breaks® in the Classroom and Effects on Attitudes toward Physical Activity in a Macedonian School Setting

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph15061127 ◽

2018 ◽

Vol 15 (6) ◽

pp. 1127 ◽

Cited By ~ 9

Author(s):

Biljana Popeska ◽

Snezana Jovanova-Mitkovska ◽

Ming-Kai Chin ◽

Christopher Edginton ◽

Magdalena Mo Ching Mok ◽

...

Keyword(s):

Physical Activity ◽

School Setting ◽

Brain Breaks

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Children’s segment specific moderate to vigorous physical activity through a school-initiated physical activity program

Baltic Journal of Health and Physical Activity ◽

10.29359/bjhpa.07.2.02 ◽

2015 ◽

Vol 7 (2) ◽

pp. 19-32

Author(s):

ARTO GRÅSTÉN

Keyword(s):

Physical Activity ◽

Physical Education ◽

Repeated Measures ◽

Vigorous Physical Activity ◽

After School ◽

Physical Activity Guidelines ◽

School Activities ◽

Before And After ◽

Before School ◽

Out Of School

Background: Since less than one-third of 13-year-olds in many Western countries meet the physical activity guidelines, there is a major need to promote physical activity. The aim of this study was to examine children’s segment specific moderate to vigorous physical activity (MVPA) through the school-initiated program. Material/Methods: The sample comprised 76 Finnish elementary school children. Accelerometers were used to investigate the patterns of segmented MVPA through 2012-2014. Repeated Measures Analysis was implemented to summarize variability between time and segments of MVPA. Results: The examination of children’s MVPA revealed that their total, weekend, and before-school activity were significant predictors for their subsequent activity. Children’s MVPA in physical education classes, before- and after-school, and during school breaks decreased through the program. Both girls and boys accumulated the majority of their weekly MVPA during weekdays and out-of-school. Conclusions: The program provedto be effective in order to sustain children’s total MVPA levels, although physical education, before- and after-school, and recess MVPA decreased through the program. Out-of-school activities seemed to be more important than in-school activities in relation to children’s total MVPA minutes, when they transfer to the higher grades. Attention should be paid to out-of-school, especially weekend, activities.

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Effectiveness of Abdominal and Gluteus Medius Training in Lumbo-pelvic Stability and Adductor Strength in Women Soccer Players. A Randomized Controlled Study.

10.21203/rs.3.rs-108504/v1 ◽

2020 ◽

Author(s):

Héctor Guerrero-Tapia ◽

Rodrigo Martín-Baeza ◽

Rubén Cuesta-Barriuso

Keyword(s):

Repeated Measures ◽

Controlled Trial ◽

Gluteus Medius ◽

Soccer Players ◽

Controlled Study ◽

Control Group ◽

Extrinsic Factors ◽

Randomized Controlled ◽

Limb Injuries ◽

Experimental Group

Abstract Background: Abdominal and lumbo-pelvic stability alterations may origin lower limb injuries, such as for example adductor pathology in soccer players. Imbalance can be caused by both intrinsic and extrinsic factors. Methods: This randomized controlled trial conducted over an 8-week period included 25 female footballers randomly allocated to an experimental group (isometric abdominal training and gluteus medius-specific training) or a control group (isometric abdominal training). The exercise protocol in common for both groups included three exercises: Plank, Lateral plank and Bird dog. Specific exercises for the gluteus medius were: Pelvic drop and Stabilization of the gluteus medius in knee valgus. Outcome measures were lumbo-pelvic stability and adductor strength.Results. Lumbo-pelvic stability after surgery was higher in the control group (MD: 4.84 vs MD: 9.58; p < .01) with differences in the analysis of repeated measures (p<.001), but not in group interaction (p =.26). Changes were found in adductor strength in the experimental group (MD: -2.48; p<.001 in the left adductor; MD: -1.48; p<.01 in right adductor) and control group (MD: -1.68; p<.001 in the left adductor; MD: -2.05; p<.001 in the right adductor) after the intervention, with differences in the analysis of repeated measures in left (p<.001) and right (p<.001) adductor strength.Conclusions. An abdominal and gluteal training protocol shows no advantage over a protocol of abdominal training alone for lumbo-pelvic stability and adductor strength and flexibility, while improvements are maintained at four weeks follow-up. Trial Registration Number: NCT03617887.

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Una unidad didáctica intermitente de acondicionamiento físico solo mejora los niveles de capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable de condición física (An intermittent physical fitness teaching unit only improves cardior

Retos ◽

10.47197/retos.v38i38.73605 ◽

2019 ◽

pp. 8-15

Author(s):

Santiago Guijarro-Romero ◽

Daniel Mayorga-Vega ◽

Carolina Casado-Robles ◽

Jesús Viciana

Keyword(s):

Physical Activity ◽

Physical Education ◽

Physical Fitness ◽

Cardiorespiratory Fitness ◽

Control Group ◽

Activity Levels ◽

Physical Activity Levels ◽

Before And After ◽

Teaching Unit ◽

Experimental Group

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

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Effects of a steps/day programme with evaluation in physical education on body mass index in schoolchildren 11-12 years of age

Kinesiology ◽

10.26582/k.48.1.2 ◽

2016 ◽

Vol 48 (1) ◽

pp. 132-141 ◽

Cited By ~ 1

Author(s):

Alberto Grao-Cruces ◽

Rafael Ruiz-López ◽

José-Enrique Moral-García ◽

Alberto Ruiz-Ariza ◽

Emilio J. Martínez-López

Keyword(s):

Physical Activity ◽

Body Mass Index ◽

Physical Education ◽

Body Mass ◽

Controlled Trial ◽

Control Group ◽

Education Students ◽

Minimum Number ◽

Experimental Group

The aim of the study was to assess the effects that a steps/day programme may have on body mass index (BMI) among primary education students (11.37±0.48 years). A six-week controlled trial with a follow-up was completed with an experimental group (N=66, pedometer + steps/day programme + reinforcement programme in their physical education (PE) marks + weekly follow-up in PE), and a control group (N=76). Omron HJ-152-E2 pedometers were used. Normoweight students complied with programme requirements to a greater extent than their overweight counterparts (72.7 vs 59.1%). The programmed minimum number of 12,000 steps/day for boys and 10,000 for girls was exceeded by 83% of boys and 60% of girls. The differences in the number of steps/day between boys (14,274) and girls (10,626) were significant across all the measured periods (p<.05). The results show that the teenagers who complied with the programme requirements reduced their BMI significantly after the intervention (p<.001) and this reduction persisted for six weeks after the programme (p<.001). In conclusion, the six-week programme of 12,000 steps/day for boys and 10,000 for girls, jointly with a reinforcement programme in their PE marks and weekly follow-up by their PE teacher, reduces BMI significantly in 11-12-year-old schoolchildren. Monitored steps/day programmes in the PE curriculum increase out-of-school physical activity and reduce BMI in 11-12-year-old schoolchildren.

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Testing the Effectiveness of a Strengths-Based Intervention Targeting All 24 Strengths: Results From a Randomized Controlled Trial

Psychological Reports ◽

10.1177/0033294120937441 ◽

2020 ◽

pp. 003329412093744

Author(s):

Lobna Chérif ◽

Valerie M. Wood ◽

Christian Watier

Keyword(s):

Randomized Controlled Trial ◽

Character Strengths ◽

Controlled Trial ◽

Control Group ◽

Strength Development ◽

Character Strength ◽

Significant Group ◽

Randomized Controlled ◽

Time Interaction ◽

Experimental Group

This study assessed the effectiveness of a strengths-based randomized controlled trial focused on fostering all 24 character strengths in a group of 75 participants from a University in Tunisia. Participants randomly assigned to the challenge condition (n = 40) received an email each day for 24 days, that highlighted a particular strength of the day including why the strength is valuable, how to implement the strength behaviourally, and a motto related to that strength. Those in the control condition (n = 35) simply received emails containing the motto for each strength daily for 24 days. We assessed all participants’ levels of happiness before the experiment (T0), the day following the experiment (T1), and one-month following the experiment (T2). Results from a 2 (group) X 3 (time) split plot ANOVA revealed a significant group-by-time interaction, such that at T2 the experimental group had greater happiness scores than the control group. These findings provide some evidence that even “minimalist” interventions (involving the receipt of emails encouraging character-strength development), might be effective for promoting gains in happiness even one month after the intervention.

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Effects of Training for Finger Perception on Functional Recovery of Hemiplegic Upper Limbs in Acute Stroke Patients

Occupational Therapy International ◽

10.1155/2019/6508261 ◽

2019 ◽

Vol 2019 ◽

pp. 1-5

Author(s):

Naho Umeki ◽

Jun Murata ◽

Misako Higashijima

Keyword(s):

Training Program ◽

Functional Recovery ◽

Repeated Measures ◽

Controlled Trial ◽

Sensory Function ◽

Control Group ◽

Stroke Patients ◽

Pressure Threshold ◽

Sensory Training ◽

Experimental Group

Background. Stroke causes severe disability, including motor and sensory impairments. We hypothesized that upper limb functional recovery after stroke may be augmented by combining treatments for motor and sensory functions. In order to examine this hypothesis, we conducted a controlled trial on rehabilitation for sensory function to the plegic hand. Methods. The sensory training program consisted of several types of discrimination tasks performed under blind conditions. The sensory training program was performed for 20 min per day, 5 days a week. An experimental group of 31 patients followed this sensory program, while a control group of 25 patients underwent standard rehabilitation. The efficacy of the intervention was evaluated by the tactile-pressure threshold, handgrip strength, and the completion time of manipulating objects. A two-way repeated measures analysis of variance was used to assess interactions between group and time. Moreover, to provide a meaningful analysis for comparisons, effect sizes were calculated using Cohen’s d. Results. The mean change in the tactile pressure threshold was significantly larger in the experimental group than in the control group (p<0.05, d=0.59). Moreover, the completion times to manipulate a middle-sized ball (d=0.53) and small ball (d=0.80) and a small metal disc (d=0.81) in the experimental group were significantly different from those in the control group (p<0.05). Conclusion. The present results suggest that the sensory training program to enhance finger discrimination ability contributes to improvements in not only sensory function but also manual function in stroke patients. The trial is registered with the UMIN Clinical Trials Registry (UMIN000032025).

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