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Reyes-Amigo T, Ibarra-Mora J, Aguilar-Farías N, Gómez-Álvarez N, Carrasco-Beltrán H, Zapata-Lamana R, Hurtado-Almonácid J, Páez-Herrera J, Yañez-Sepulveda R, Cortés G, Rolle-Cáceres G, Bezerra A. An active break program (ACTIVA-MENTE) at elementary schools in Chile: study protocol for a pilot cluster randomized controlled trial. Front Public Health 2024; 11:1243592. [PMID: 38259740 PMCID: PMC10800631 DOI: 10.3389/fpubh.2023.1243592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 12/20/2023] [Indexed: 01/24/2024] Open
Abstract
Background Physical inactivity is prevalent in childhood. Schools can be an ideal context to promote the regular practice of physical activity since children spend there a large part of the day. In this sense, an emerging and current trend is active breaks at school. This article presents a study protocol that seeks to assess the feasibility and effectiveness of an intervention with active breaks (ACTIVA-MENTE program) in a school context on physical activity, on-task classroom behavior, and the physical activity enjoyment in schoolchildren. Methods The protocol includes children aged 10 to 11 years. Two groups will be randomized (intervention and control groups). The intervention group will use the active break program, ACTIVA-MENTE, which consists of the application of a 4-min, 30-s video with moderate to vigorous-intensity physical activity. These breaks will be taken 6 times a day in the classes for 6 weeks. The total physical activity will be measured with accelerometers (Actigraph wGT3X-BT), the on-task behavior through the Direct Behavior Rating Scale and the level of enjoyment through the Physical Activity Enjoyment Scale. Discussion Previous research reported that active breaks have positive results in physical activity levels. This study will be one of the few to design active breaks through videos without depending on the presence of a physical education teacher and it can also provide new findings on the effectiveness of an active break's structure (e.g., types of exercises and intensity) on the indicated outcomes. Expected results It is expected that the ACTIVA-MENTE program can be a suitable program for school settings, potentially increasing physical activity levels, and the commitment to the task, as well as be a pleasant moment for the students. Clinical trial registration Clinicaltrials.gov, identifier NCT05403996.
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Affiliation(s)
- Tomás Reyes-Amigo
- Physical Activity Sciences Observatory (OCAF), Department of Physical Activity Sciences, Universidad de Playa Ancha, Valparaíso, Chile
| | - Jessica Ibarra-Mora
- Physical Education, Universidad Metropolitana de las Ciencias de la Educación, Ñuñoa, Chile
| | - Nicolás Aguilar-Farías
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Nicolás Gómez-Álvarez
- Physical Activity, Health and Education Research Group (AFSYE), Physical Education Pedagogy, Universidad Adventista de Chile, Chillán, Chile
| | - Hernaldo Carrasco-Beltrán
- Physical Activity Sciences Observatory (OCAF), Department of Physical Activity Sciences, Universidad de Playa Ancha, Valparaíso, Chile
| | | | - Juan Hurtado-Almonácid
- Physical Education School, Pontificia Universidad Católica de Valparaísio, Viña del Mar, Chile
| | - Jacqueline Páez-Herrera
- Physical Education School, Pontificia Universidad Católica de Valparaísio, Viña del Mar, Chile
| | | | - Guillermo Cortés
- School of Education, Universidad Viña del Mar, Viña del Mar, Chile
| | - Grissel Rolle-Cáceres
- Faculty of Education and Social Sciences, Universidad Andrés Bello, Viña del Mar, Chile
| | - Andréa Bezerra
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sports, Universidade do Porto, Porto, Portugal
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Fogarty JS, Goodwill AM, Tan AL, Tan SHJ. Student arousal, engagement, and emotion relative to Physical Education periods in school. Trends Neurosci Educ 2023; 33:100215. [PMID: 38049294 DOI: 10.1016/j.tine.2023.100215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Revised: 09/13/2023] [Accepted: 09/13/2023] [Indexed: 12/06/2023]
Abstract
BACKGROUND Exercise has transient effects on cognition and mood, however the impact of Physical Education (PE) on cognitive and affective processes across the school day has not been examined. METHOD This study used wearables and questionnaires to track student arousal, engagement, and emotion across school days/periods following PE. Skin conductance, heart rate, heart rate variability, and self-reported engagement, arousal, and valence were analyzed for 23 students (age 15-17 years) on days with and without PE. RESULTS Sympathetic arousal was significantly higher for two hours following PE and there were stronger decreases in arousal across other classes relative to days without PE. On days with PE, engagement decreased, whereas valence increased from morning to afternoon. CONCLUSION These findings highlight the importance of considering acute effects of PE on learning across the entire school day, and demonstrates the feasibility of wearables to clarify how the timing of PE could positively or negatively affect self-regulation and learning.
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Affiliation(s)
- Jack S Fogarty
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore.
| | - Alicia M Goodwill
- Physical Education and Sports Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore
| | - Aik Lim Tan
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore
| | - S H Jessica Tan
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore
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Papadopoulos N, Mantilla A, Bussey K, Emonson C, Olive L, McGillivray J, Pesce C, Lewis S, Rinehart N. Understanding the Benefits of Brief Classroom-Based Physical Activity Interventions on Primary School-Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review. THE JOURNAL OF SCHOOL HEALTH 2022; 92:916-932. [PMID: 35607277 PMCID: PMC9545911 DOI: 10.1111/josh.13196] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 04/07/2022] [Accepted: 05/01/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND Engaging in classroom-based physical activity (PA) breaks may help increase children's subjective wellbeing and enjoyment of PA, important precursors for children to remain engaged in PA. We conducted a systematic review to investigate the effect of brief classroom-based PA interventions on primary school children's subjective wellbeing and enjoyment of PA. METHODS Databases were reviewed between the earliest date of records and April 2020. Eligibility criteria included peer-reviewed empirical quantitative or mixed methods studies reporting enjoyment of PA or wellbeing outcomes of participating in a brief classroom-based PA program. Fifteen papers were included. Interventions supported 7022 child participants enrolled at baseline and 6286 children analyzed in interventions across 148 schools. RESULTS Thirteen studies examined the effect of brief classroom-based PA interventions on subjective wellbeing. Four found a significant positive effect for children in the intervention group (specifically for children's self-efficacy in learning with video exercises, quality of life, and self-confidence). Eight studies examined the effect of brief classroom-based PA interventions on enjoyment of PA. Five studies reported a positive effect for children in the intervention group and only 1 study found a negative effect for 1 grade level of children in the intervention group. The remaining studies with wellbeing and/or enjoyment outcomes reported no significant effect. CONCLUSIONS Findings from these studies indicate that the integration of brief PA breaks may support PA enjoyment and specific self-beliefs and quality of life perceptions that contribute to children's subjective wellbeing. However, more research is needed to confirm this effect.
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Affiliation(s)
- Nicole Papadopoulos
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Ana Mantilla
- School of Educational Psychology & Counselling, Faculty of Education, Monash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Katherine Bussey
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Chloe Emonson
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Lisa Olive
- School of Psychology, Deakin University1 Gheringhap StGeelongVictoria3220Australia
| | - Jane McGillivray
- School of PsychologyDeakin University1 Gheringhap StGeelongVictoria3220Australia
| | - Caterina Pesce
- Department of Movement, Human and Health SciencesUniversity of Rome“Foro Italico,” Rome00135Italy
| | - Samantha Lewis
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
| | - Nicole Rinehart
- School of Educational Psychology & Counselling, Faculty of EducationMonash University19 Ancora Imparo WayClaytonVictoria3800Australia
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Peiris DLIHK, Duan Y, Vandelanotte C, Liang W, Yang M, Baker JS. Effects of In-Classroom Physical Activity Breaks on Children's Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159479. [PMID: 35954831 PMCID: PMC9368257 DOI: 10.3390/ijerph19159479] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 07/30/2022] [Accepted: 07/30/2022] [Indexed: 02/01/2023]
Abstract
In-Classroom physical activity breaks (IcPAB) are a promising way to promote children’s health behaviors, while contributing to the development of their academic and cognitive ability and health outcomes. Yet the effect of the activity breaks, which are exclusive to classroom settings, are still mixed and unclear. Hence, this review was conducted to identify the characteristics and the effects of IcPAB among primary school children. The review protocol was registered on PROSPERO (CRD42021234192). Following the Cochrane guidelines, PubMed, PsycINFO (ProQuest), MEDLINE (EBSCOhost), Embase/Ovid, SportDISCUS (EBSCOhost), Web of Science, Scopus and Academic Search Premier (EBSCOhost) databases were searched to collect data on randomised control trials without a time restriction. The final database search was conducted on the 8 November 2021. Random effects models were used to calculate the effect sizes. The systematic review identified ten eligible studies, nine of which were also included in the meta-analysis. Few studies used the theoretical frameworks and process evaluations. IcPAB showed mixed effectiveness on academic outcomes: i.e., IcPAB had effects on spelling performance (p < 0.05) and foreign language learning (p < 0.01) but not on mathematics and reading performance. Health behaviors such as moderate-to-vigorous physical activity levels were improved (p < 0.01), but IcPAB did not have an impact on cognition outcomes and health outcomes. Given these mixed results, further research is needed underpinned by strong methodological quality, theoretical underpinnings and reliable process evaluation methods.
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Affiliation(s)
- D. L. I. H. K. Peiris
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Yanping Duan
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
- Correspondence: (Y.D.); (C.V.)
| | - Corneel Vandelanotte
- Physical Activity Research Group, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton 4701, Australia
- Correspondence: (Y.D.); (C.V.)
| | - Wei Liang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
| | - Min Yang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Julien Steven Baker
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
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Ðurić S, Bogataj Š, Zovko V, Sember V. Associations Between Physical Fitness, Objectively Measured Physical Activity and Academic Performance. Front Public Health 2021; 9:778837. [PMID: 34957029 PMCID: PMC8695801 DOI: 10.3389/fpubh.2021.778837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 11/01/2021] [Indexed: 11/28/2022] Open
Abstract
There is evidence that physical activity (PA) can improve the academic performance. We recruited healthy adolescent girls, aged 11–12 years, and measured their PA with the accelerometer ActiGraph GT3X for the consecutive 5 days. Physical fitness (PF) was measured with eight motoric tests and three anthropometry measures. Academic performance (AP) was assessed for the six academic narrated school subjects. The results revealed that the girls were more physically active during the week days and less active at weekend (557 vs. 516 counts/min). Physical education grade shows the highest overall correlations with the results of the PF test battery (r = 0.53–0.95, p < 0.01). Nevertheless, correlations surprisingly decrease for the combined daily PA (r = 0.45), especially the weekend PA (r = 0.28). Grade point average and PF correlated moderately (r = 0.43-0.64), while they were moderate to high for PA (r = 0.59–0.87). Many questions arose after the completion of the present study and several new topics opened up, such as the question of how parental education affects the duration of PA and AP of the children and the influence of the place of residence AP of the children.
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Affiliation(s)
- Saša Ðurić
- Faculty of Sports, University of Ljubljana, Ljubljana, Slovenia
| | - Špela Bogataj
- Faculty of Sports, University of Ljubljana, Ljubljana, Slovenia.,Department of Nephrology, University Medical Centre Ljubljana, Ljubljana, Slovenia
| | - Vinko Zovko
- School of Economics and Business, University of Ljubljana, Ljubljana, Slovenia
| | - Vedrana Sember
- Faculty of Sports, University of Ljubljana, Ljubljana, Slovenia
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The Development of Extended Reality in Education: Inspiration from the Research Literature. SUSTAINABILITY 2021. [DOI: 10.3390/su132413776] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Education is an important driving force for sustainable social development. Emerging technologies such as extended reality (XR), including augmented reality (AR), virtual reality (VR) and mixed reality (MR), have been widely used. Recently, a large number of theoretical and empirical studies on the use of XR in the field of education for sustainable development have emerged. This paper uses bibliometric analysis to analyze the publication and citation trends of articles, prolific authors, institutions and countries, influential works, current topics, emerging trends, and knowledge structure to explore the overall productivity and XR research trends in the field of education for the period 1991–2021. Future development directions are also considered. On the basis of bibliometric analysis, this paper puts forward suggestions for the application of XR in the field of education for sustainable development.
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Physical Education Teachers’ Opinion about Online Teaching during the COVID-19 Pandemic—Comparative Study of European Countries. SUSTAINABILITY 2021. [DOI: 10.3390/su132111730] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
The purpose of this study was to evaluate the quality of implementation and Physical Education (PE) teachers’ perceived advantages, disadvantages, and encountered difficulties of online PE teaching during the first wave of the COVID-19 pandemic. The participants were 1148 professionally active PE teachers from Poland, North Macedonia, Croatia, Turkey, Bulgaria, and Kosovo (613 female, 535 male). A cross-sectional online survey study was performed between May and September 2020 and was done online through an electronic questionnaire. Study results suggest differences in evaluation of online teaching between PE teachers from different countries: a positive evaluation of online teaching reported from teachers from Croatia, Poland, and Bulgaria, neutral in Turkey, and a negative evaluation during that period by teachers in Macedonia and Kosovo. Different ratings of advantages, disadvantages, and difficulties from the studied countries in online teaching in primary and secondary schools were also noted. A lack of proper equipment at home, a lack of proper training for information technology (IT) use, as well as use of different platforms for online teaching were among the highest-ranked difficulties during online teaching. The greatest concerns during online PE teaching were identified in terms of pupils’ safety, the intellectual property of resources, and the quality of curriculum delivery. The results from the study identify the most important areas of teachers work where PE should be supported regarding online teaching.
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Neil-Sztramko SE, Caldwell H, Dobbins M. School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database Syst Rev 2021; 9:CD007651. [PMID: 34555181 PMCID: PMC8459921 DOI: 10.1002/14651858.cd007651.pub3] [Citation(s) in RCA: 48] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
BACKGROUND Physical activity among children and adolescents is associated with lower adiposity, improved cardio-metabolic health, and improved fitness. Worldwide, fewer than 30% of children and adolescents meet global physical activity recommendations of at least 60 minutes of moderate to vigorous physical activity per day. Schools may be ideal sites for interventions given that children and adolescents in most parts of the world spend a substantial amount of time in transit to and from school or attending school. OBJECTIVES The purpose of this review update is to summarise the evidence on effectiveness of school-based interventions in increasing moderate to vigorous physical activity and improving fitness among children and adolescents 6 to 18 years of age. Specific objectives are: • to evaluate the effects of school-based interventions on increasing physical activity and improving fitness among children and adolescents; • to evaluate the effects of school-based interventions on improving body composition; and • to determine whether certain combinations or components (or both) of school-based interventions are more effective than others in promoting physical activity and fitness in this target population. SEARCH METHODS We searched CENTRAL, MEDLINE, Embase, CINAHL, PsycINFO, BIOSIS, SPORTDiscus, and Sociological Abstracts to 1 June 2020, without language restrictions. We screened reference lists of included articles and relevant systematic reviews. We contacted primary authors of studies to ask for additional information. SELECTION CRITERIA Eligible interventions were relevant to public health practice (i.e. were not delivered by a clinician), were implemented in the school setting, and aimed to increase physical activity among all school-attending children and adolescents (aged 6 to 18) for at least 12 weeks. The review was limited to randomised controlled trials. For this update, we have added two new criteria: the primary aim of the study was to increase physical activity or fitness, and the study used an objective measure of physical activity or fitness. Primary outcomes included proportion of participants meeting physical activity guidelines and duration of moderate to vigorous physical activity and sedentary time (new to this update). Secondary outcomes included measured body mass index (BMI), physical fitness, health-related quality of life (new to this update), and adverse events (new to this update). Television viewing time, blood cholesterol, and blood pressure have been removed from this update. DATA COLLECTION AND ANALYSIS: Two independent review authors used standardised forms to assess each study for relevance, to extract data, and to assess risk of bias. When discrepancies existed, discussion occurred until consensus was reached. Certainty of evidence was assessed according to GRADE. A random-effects meta-analysis based on the inverse variance method was conducted with participants stratified by age (children versus adolescents) when sufficient data were reported. Subgroup analyses explored effects by intervention type. MAIN RESULTS Based on the three new inclusion criteria, we excluded 16 of the 44 studies included in the previous version of this review. We screened an additional 9968 titles (search October 2011 to June 2020), of which 978 unique studies were potentially relevant and 61 met all criteria for this update. We included a total of 89 studies representing complete data for 66,752 study participants. Most studies included children only (n = 56), followed by adolescents only (n = 22), and both (n = 10); one study did not report student age. Multi-component interventions were most common (n = 40), followed by schooltime physical activity (n = 19), enhanced physical education (n = 15), and before and after school programmes (n = 14); one study explored both enhanced physical education and an after school programme. Lack of blinding of participants, personnel, and outcome assessors and loss to follow-up were the most common sources of bias. Results show that school-based physical activity interventions probably result in little to no increase in time engaged in moderate to vigorous physical activity (mean difference (MD) 0.73 minutes/d, 95% confidence interval (CI) 0.16 to 1.30; 33 studies; moderate-certainty evidence) and may lead to little to no decrease in sedentary time (MD -3.78 minutes/d, 95% CI -7.80 to 0.24; 16 studies; low-certainty evidence). School-based physical activity interventions may improve physical fitness reported as maximal oxygen uptake (VO₂max) (MD 1.19 mL/kg/min, 95% CI 0.57 to 1.82; 13 studies; low-certainty evidence). School-based physical activity interventions may result in a very small decrease in BMI z-scores (MD -0.06, 95% CI -0.09 to -0.02; 21 studies; low-certainty evidence) and may not impact BMI expressed as kg/m² (MD -0.07, 95% CI -0.15 to 0.01; 50 studies; low-certainty evidence). We are very uncertain whether school-based physical activity interventions impact health-related quality of life or adverse events. AUTHORS' CONCLUSIONS Given the variability of results and the overall small effects, school staff and public health professionals must give the matter considerable thought before implementing school-based physical activity interventions. Given the heterogeneity of effects, the risk of bias, and findings that the magnitude of effect is generally small, results should be interpreted cautiously.
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Affiliation(s)
| | - Hilary Caldwell
- Department of Kinesiology, Child Health & Exercise Medicine Program, McMaster University, Hamilton, Canada
| | - Maureen Dobbins
- School of Nursing, McMaster University, Hamilton, Canada
- National Collaborating Centre for Methods and Tools, Hamilton, Canada
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Psychometric Properties of the Chinese-Language Attitude toward Physical Activity Scale: A Confirmatory Study on Chinese Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18179253. [PMID: 34501842 PMCID: PMC8430963 DOI: 10.3390/ijerph18179253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Revised: 08/22/2021] [Accepted: 08/23/2021] [Indexed: 11/29/2022]
Abstract
Background: This study examined the psychometric properties of the Chinese version of the Attitude toward Physical Activity Scale (APAS) using a cross-sectional design. Methods: The sample consisted of 692 primary students in China (boy 52.6%, girl 47.4%). The mean age of the participants was 9.4 years (SD = 0.92). Psychometric properties of the 57-item APAS was examined using confirmatory factor analysis (CFA). Results: The hypothesized seven factors model was supported by CFA (CFI = 0.912, TLI = 0.901, SRMR = 0.041, RMSEA = 0.029) after 22 items were removed and the inclusion of seven residual covariance for items loaded on the same factor. Cronbach’s alphas of the scales ranged between 0.50 and 0.76. The composite reliability (CR) was between 0.50 and 0.75. All inter-factor correlation coefficient was less than 0.85. Conclusions: Findings provided empirical evidence that the Chinese version of the APAS has adequate psychometric properties for assessing attitudes of primary school children in China toward physical activity.
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Using Brain-Breaks ® as a Technology Tool to Increase Attitude towards Physical Activity among Students in Singapore. Brain Sci 2021; 11:brainsci11060784. [PMID: 34198480 PMCID: PMC8231887 DOI: 10.3390/brainsci11060784] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2021] [Revised: 06/11/2021] [Accepted: 06/11/2021] [Indexed: 12/19/2022] Open
Abstract
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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Zhou K, He S, Zhou Y, Popeska B, Kuan G, Chen L, Chin MK, Mok MMC, Edginton CR, Culpan I, Durstine JL. Implementation of Brain Breaks ® in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:E272. [PMID: 33401384 PMCID: PMC7795899 DOI: 10.3390/ijerph18010272] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 12/16/2020] [Accepted: 12/16/2020] [Indexed: 12/18/2022]
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.
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Affiliation(s)
- Ke Zhou
- Sports Reform and Development Research Center of Henan University, School of Physical Education, Henan University, Kaifeng 475001, China; (K.Z.); (Y.Z.)
| | - 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; (K.Z.); (Y.Z.)
| | - 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;
- Assessment Research Centre, Department of Psychology, The Education University of Hong Kong, 10 Lo Ping Road, Taipo, N.T., Hong Kong
| | | | - 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;
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Learning a Motor Skill from Video and Static Pictures in Physical Education Students-Effects on Technical Performances, Motivation and Cognitive Load. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17239067. [PMID: 33291727 PMCID: PMC7730545 DOI: 10.3390/ijerph17239067] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Revised: 11/26/2020] [Accepted: 11/28/2020] [Indexed: 02/02/2023]
Abstract
The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition (n = 30), a static-sequential-transient pictures condition (n = 29), a static-sequential permanent pictures condition (n = 36) or a video condition (n = 38). They were instructed to observe and reproduce a complex judo technique (Ippon-Seoi-Nage) immediately after the learning phase (including a sequence of three trials—the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.
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Brain Breaks® Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17051666. [PMID: 32143392 PMCID: PMC7084371 DOI: 10.3390/ijerph17051666] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 02/28/2020] [Accepted: 02/29/2020] [Indexed: 01/03/2023]
Abstract
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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14
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A classroom-based physical activity intervention for adolescents: Is there an effect on self-efficacy, physical activity, and on-task behavior? HEALTH PSYCHOLOGY REPORT 2020. [DOI: 10.5114/hpr.2020.99002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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15
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The Effect of Brain Breaks on Physical Activity Behaviour among Primary School Children: A Transtheoretical Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16214283. [PMID: 31690004 PMCID: PMC6862123 DOI: 10.3390/ijerph16214283] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Revised: 10/18/2019] [Accepted: 10/21/2019] [Indexed: 11/17/2022]
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.
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Chin MK, Anderson E, de Ridder JH, Uvinha RR, Durstine JL. BRICS to BRICSCESS-A perspective for practical action in the promotion of healthy lifestyles to improve public health in five countries. JOURNAL OF SPORT AND HEALTH SCIENCE 2019; 8:520-523. [PMID: 31720061 PMCID: PMC6834984 DOI: 10.1016/j.jshs.2019.07.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/11/2019] [Revised: 06/25/2019] [Accepted: 07/08/2019] [Indexed: 06/10/2023]
Abstract
•A brief historical summary of BRICS countries and the BRICS Council of Exercise and Sport Science (BRICSCESS) is presented.•BRICSCESS functions to facilitate the accomplishment of the various tasks such as to establish links between institutions and organizations; establish an active and sustainable future leader/volunteer program; promote collaboration in research, teaching, and mentoring between international scientists; develop, organize, and promote conferences, seminars, workshops, symposiums, round-table discussions and training courses; and publish new scientific information related to exercise, physical activity, sports science, lifestyle management, and nutrition.•A central task of BRICSCESS is to establish an active and sustainable future leader/volunteer program for mentoring junior scholars within the exercise science and lifestyle management fields.
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Affiliation(s)
- Ming-Kai Chin
- BRICS Council of Exercise and Sport Science (BRICSCESS), Hong Kong, China
| | - Elizabeth Anderson
- Department of Exercise Science, University of South Carolina, Columbia, SC 29208, USA
| | - J. Hans de Ridder
- School of Human Movement Sciences, North-West University Potchefstroom Campus, Potchefstroom 2520, South Africa
| | - Ricardo R. Uvinha
- School of Arts, Sciences and Humanities, Graduate Program in Physical Activity Sciences, University of Sao Paulo, Sao Paulo 03828-000, Brazil
| | - J. Larry Durstine
- Department of Exercise Science, University of South Carolina, Columbia, SC 29208, USA
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17
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Masini A, Marini S, Gori D, Leoni E, Rochira A, Dallolio L. Evaluation of school-based interventions of active breaks in primary schools: A systematic review and meta-analysis. J Sci Med Sport 2019; 23:377-384. [PMID: 31722840 DOI: 10.1016/j.jsams.2019.10.008] [Citation(s) in RCA: 60] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2019] [Revised: 09/20/2019] [Accepted: 10/15/2019] [Indexed: 11/27/2022]
Abstract
OBJECTIVES To provide a systematic review of studies that investigated the effects of Active Break (AB) school-based interventions on Physical Activity (PA) levels, classroom behavior, cognitive functions, and academic performance in primary school children. DESIGN Systematic review and meta-analysis. METHODS Searches of electronic databases and grey literature, with no time restriction and up to April 2019, resulted in 22 intervention studies meeting the inclusion criteria. Quality assessment of the studies was performed in accordance with the Cochrane Tool for Quality Assessment for RCTs and the STROBE tool for observational studies. RESULTS Four AB related outcomes were analyzed: (i) AB interventions had a significant effect in increasing PA levels in primary school children, both in terms of increased moderate to vigorous PA and step count. The meta-analysis seems to confirm this trend, showing a statistically significant result for the step count (p<0.00001, CI95% -0.71,1.21) (random model I²=0%). (ii) Regarding classroom behavior, time spent on task (TOT) during lessons significantly increased in each of the included studies. On the other hand, the effects on (iii) cognitive functions (attention components, working memory, executive functions) and (iv) academic achievements (mathematics, reading) were not conclusive. CONCLUSIONS Positive effects were found for PA levels and classroom behavior, while the conflicting results for cognitive functions and academic achievements suggest that the effect could be more evident with curriculum focused active breaks and active lessons that integrate ABs with key learning aspects and cognitive engagement.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, Italy
| | - Sofia Marini
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, Italy
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, Italy.
| | - Erica Leoni
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, Italy
| | - Andrea Rochira
- Department of Biomedical and Neuromotor Sciences, School of Hygiene and Preventive Medicine, University of Bologna, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, Italy
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Hajar MS, Rizal H, Kueh YC, Muhamad AS, Kuan G. The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:E2331. [PMID: 31269644 PMCID: PMC6651589 DOI: 10.3390/ijerph16132331] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Revised: 06/27/2019] [Accepted: 06/27/2019] [Indexed: 01/05/2023]
Abstract
Brain breaks is a physical activity (PA) video designed for school settings that is used to stimulate student's health and learning. The purpose of this study is to measure the effects of brain breaks on motives of participation in PA among primary school children in Malaysia. Purposive sampling was used to divide 159 male and 176 female students aged 10 to 11 years old, mean (standard deviation (SD)) = 10.51 (0.50), from two schools in Kelantan, Malaysia into intervention (n = 183) and control (n = 152) groups. Students undertook brain breaks activities on school days (five minutes per session) spread out for a period of four months. Mixed factorial analysis of variance (ANOVA) was used to test the students' motives of participation in PA for pre-, mid-, and post-tests using the Physical Activity and Leisure Motivation Scale-Youth-Malay (PALMS-Y-M). Mixed factorial ANOVA showed significant changes in enjoyment, F(2, 392) = 8.720, p-value (ηp2) = 0.001 (0.043); competitiveness, F(2, 195) = 4.364, p-value (ηp2) = 0.014 (0.043); appearance, F(2, 392) = 5.709, p-value (ηp2) = 0.004 (0.028); and psychological condition, F(2, 392) = 4.376, p-value (ηp2) = 0.013 (0.022), whereas mastery, affiliation, and physical condition were not significant (p < 0.05). Further post-hoc analysis revealed a significant downward trend in the control group (p < 0.05). Brain breaks is successful in maintaining students' motives for PA in four of the seven factors.
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Affiliation(s)
- Mawar Siti Hajar
- Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia
| | - Hussein Rizal
- Exercise and Sport 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
| | - Ayu Suzailiana Muhamad
- Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia
| | - Garry Kuan
- Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan 16150, Malaysia.
- Department of Life Sciences, Brunel University, London UB8 3PH, UK.
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Polechoński J, Dębska M, Dębski PG. Exergaming Can Be a Health-Related Aerobic Physical Activity. BIOMED RESEARCH INTERNATIONAL 2019; 2019:1890527. [PMID: 31275964 PMCID: PMC6582844 DOI: 10.1155/2019/1890527] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Revised: 05/10/2019] [Accepted: 05/20/2019] [Indexed: 12/26/2022]
Abstract
The purpose of the study was to assess the intensity of aerobic physical activity during exergame training sessions with a moderate (MLD) and high (HLD) level of difficulty of the interactive program "Your Shape Fitness Evolved 2012" for Xbox 360 Kinect in the context of health benefits. The study involved 30 healthy and physically fit students. During the game, the HR of the participants was monitored using the Polar M400 heart rate monitor. The average percentage of maximum heart rate (%HRmax) and heart rate reserve (%HRR) during the game was calculated and referred to the criterion of intensity of aerobic physical activity of American College of Sports Medicine and World Health Organization health recommendations. During the MLD training, the participants achieved on average 69.6 ± 8.7% HRmax and 57.0 ± 11.9% HRR (moderate intensity), while performing HLD exercises, they achieved 78.9 ± 8.1% HRmax and 70.2 ± 11.3% HRR (vigorous intensity). The time spent in recommended moderate-to-vigorous intensity during 15-min exergame session was 14.6 min (97,1%) for MLD and 14.8 min (99%) for HLD. The intensity of aerobic PA during exergame "Your Shape Fitness Evolved 2012" both medium and high level of difficulty almost all the training sessions was at the level recommended for health benefits. Active video games, especially exergames, containing an element of physical activity, can be used to increase the weekly dose of PA in the direction recommended for health benefits.
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Affiliation(s)
- Jacek Polechoński
- Department of Tourism and Health-Oriented Physical Activity, The Jerzy Kukuczka Academy of Physical Education, Katowice, 40-065, Poland
| | - Małgorzata Dębska
- Department of Tourism and Health-Oriented Physical Activity, The Jerzy Kukuczka Academy of Physical Education, Katowice, 40-065, Poland
| | - Paweł G. Dębski
- Chair and Clinical Department of Psychiatry, School of Medicine with the Division of Dentistry in Zabrze, Medical University of Silesia in Katowice, Poland
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20
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Kuan G, Rizal H, Hajar MS, Chin MK, Mok MMC. Bright sports, physical activity investments that work: implementing brain breaks in Malaysian primary schools. Br J Sports Med 2019; 53:905-906. [PMID: 30792256 DOI: 10.1136/bjsports-2018-100146] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/14/2019] [Indexed: 11/04/2022]
Affiliation(s)
- Garry Kuan
- Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia.,The Foundation for Global Community Health (GCH), Las Vegas, Nevada, USA
| | - Hussein Rizal
- Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
| | - Mawar Siti Hajar
- Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
| | - Ming-Kai Chin
- The Foundation for Global Community Health (GCH), Las Vegas, Nevada, USA.,HOPSports, Inc., Las Vegas, Nevada, USA
| | - Magdalena Mo Ching Mok
- Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung, Taiwan.,Department of Psychology and Assessment Research Centre, The Education University of Hong Kong, Hong Kong, China
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21
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Tesler R, Plaut P, Endvelt R. The Effects of an Urban Forest Health Intervention Program on Physical Activity, Substance Abuse, Psychosomatic Symptoms, and Life Satisfaction among Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15102134. [PMID: 30274150 PMCID: PMC6210966 DOI: 10.3390/ijerph15102134] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/07/2018] [Revised: 09/21/2018] [Accepted: 09/26/2018] [Indexed: 12/12/2022]
Abstract
Background: At-risk adolescents have been defined as youth who are or might be in physical, mental, or emotional danger. An Urban Forest Health Intervention Program (UFHIP) was formed at a center for at-risk adolescents in Israel, in order to promote physical activity and reduce risky behavior. Objective: To evaluate the intervention’s effect on physical activity, smoking, alcohol consumption, psychosomatic symptoms, and life satisfaction. Methods: From 2015 to 2016, at-risk youth were nonrandomly selected to participate in the UFHIP. Questionnaires were administered to both intervention and control groups before and after the intervention. Univariate and multivariable analyses evaluated the intervention’s effect. Results: The study participants (n = 53) showed 0.81 more sessions per week of 60 min of physical activity than did the control group (n = 23; p = 0.003). Among the intervention group, smoking frequency reduced from a mean of 2.60 (SD = 1.30) to 1.72 (SD = 1.08), whereas that in the control group increased from 3.17 (1.03) to 3.39 (1.03). In both groups, there was a reduction in alcohol consumption, with a greater change among intervention participants: −1.08 (SD = 1.30), compared with −0.09 (SD = 1.79) in the control group. Conclusions: Findings indicate that the environmental intervention was efficacious in increasing physical activity and reducing risky behaviors among youth. The effectiveness of this intervention among larger samples is warranted in future prospective studies.
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Affiliation(s)
- Riki Tesler
- Department of Health System Management, Faculty of Health Science, Ariel University, Ariel 407000, Israel.
| | - Pnina Plaut
- Faculty of Architecture and Town Planning, Technion-Israel Institute of Technology, Haifa 3200003, Israel.
| | - Ronit Endvelt
- School of Public Health, University of Haifa, Haifa 3498838, Israel.
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