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.
Highlights
Physical education contributes to the process of research in education as evidence of social and ethical personal development, and addressing the holistic education of children in physical, cognitive, emotional and social aspects [1]
The school environment is ideal for implementing physical activity interventions due to the possibility to reach a wide number of children who are spending most of their time in school
The framework measures the changes in behaviour throughout the intervention period based on processes of change, decisional balance and self-efficacy, with the stages of change being the underlying core that ties the rest of the constructs together
Summary
Physical education contributes to the process of research in education as evidence of social and ethical personal development, and addressing the holistic education of children in physical, cognitive, emotional and social aspects [1]. This creates a need for educators to equip students with a holistic education that emphasises life skills like communication, cross-cultural collaboration and critical thinking [2]. The school environment is ideal for implementing physical activity interventions due to the possibility to reach a wide number of children who are spending most of their time in school. Public Health 2019, 16, 4283; doi:10.3390/ijerph16214283 www.mdpi.com/journal/ijerph
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Environmental Research and Public Health
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
