Brain Breaks Research Articles

Strategies to support mental health within a primary school setting

AbstractThis article explores an insight into different teaching strategies implemented within two educational settings in year 1 classrooms. Since the Coronavirus pandemic, evidence states that children's mental health is declining highlighting the need to teach children how to gain a positive mindset. This article shall reflect on my practice, which used different self‐regulation strategies to improve a child's emotional intelligence and transfer their knowledge into real‐life practice. It shall reflect on the three primary methods I implemented into my year 1 classroom to create a safe learning environment: Self‐regulation, brain breaks and calm corners. These methods were implemented in two different year 1 classrooms across two different academic years. These strategies were embedded and adapted throughout the whole year, yet this article shall reflect on the evidence of the Autumn term in each academic year. The same strategies were implemented in both academic years to compare these strategies in two different educational settings. The Autumn term was chosen as the reflection period due to the transition from EYFS to Year 1 being a key factor in most children's mental health at that age.

Beyond “Brain Breaks”: A New Model for Integrating Classroom-Based Active Breaks

Regular physical activity provides physical, mental and cognitive benefits for children. However, globally, only 20% of children meet the recommended levels of physical activity and, on average, students sit for three-quarters of the school day. Active breaks are a well-tested component of many school-based physical activity interventions, but there are many barriers to the sustainable implementation of active breaks by teachers in schools. To overcome these barriers, the narrow, traditional idea of the ‘brain break’ needs to be reconceptualized, where active breaks are viewed as being separate from learning and teaching, and where physical activity is perceived as an interruption to learning. This article presents the TransformUs Active Break (TAB) model, which positions active breaks as part of an overall approach to proactive classroom management and as a key contributor to effective teaching. The TAB model comprises five types of active breaks, each serving a specific educative function-structure, transition, manage, energize and learn. The model demonstrates how active breaks can be integrated meaningfully into lessons to enhance teaching and learning as an effective approach for sustained school-based physical activity.

A review focus on the latest research progress of vitamin D in brain science

Vitamin D is a hormone precursor that is increasingly recognized for its broad impact, including on brain health. Vitamin D regulates neurotrophic growth factors and influences inflammation and thrombosis; all of which affect neurocognition. Lack of vitamin D can cause osteoporosis, decreased bone density, and fractures. The flesh of fatty fish and fish liver oils are the finest sources of vitamin D. Any mixture of calcifediol, obtained from vitamin D3, and ercalcidiol, derived from vitamin D2, is known as 25-hydroxyvitamin D, also known as 25(OH)D. Loss of cognitive abilities including thinking, remembering, and reasoning is referred to as dementia. Some dementia patients have emotional instability and personality changes. The most common type of dementia is Alzheimer's disease. The condition is gradual, starting with minor memory loss and potentially progressing to the loss of communication and environmental awareness. One of the characteristics of Alzheimer's disease, amyloid beta (Aβ) aggregates, are known to be cleared by vitamin D. Additionally, vitamin D may offer neuroprotection against tau hyperphosphorylation brought on by A. As a result, dementia and Alzheimer's disease are more likely to develop in those with low vitamin D levels. A stroke, also known as a brain attack, happens when a blood artery in the brain breaks or when something stops the flow of blood to a specific area of the brain. Parts of the brain suffer harm or degeneration in either scenario. In addition, the risk of stroke may be raised by vitamin D deficiency.

Effects of brain breaks on EFL students’ writing skills at the tertiary level

There is increasing evidence for the connection between emotion, social functioning, and cognition in the education system. Research suggests that the application of brain breaks is a bridge between these relations and academic achievement and can serve as a viable approach to enhancing learners’ outcomes. However, existing studies on this approach are generally from elementary and secondary levels, thus leaving a gap in reports in higher level educational contexts. For the present study, an EFL university class was chosen as the sample subject of study to demonstrate the impact of brain breaks on students’ writing outcomes. Data were collected from both an experimental and control group during an 8-week intervention through a pre-test and a post-test. Qualitative data was collected through teacher observation and students’ surveys. Thus, an embedded sequential mixed methods design was implemented to understand the participants’ perceptions within the context of an experimental intervention. Given that university students spend more than 2 hours sitting, this study suggests that short brain breaks every 45 minutes enhanced cognitive operations associated with writing academic performance.

The Acute and Chronic Effects of GoNoodle Brain Breaks on Reading Fluency Among Elementary School Children

There is growing evidence that increased physical fitness and physical activity (PA) rates are positively associated with academic achievement. Recent efforts toward Comprehensive School Physical Activity Programs (CSPAP) include the use of PA breaks during academic learning activities. This study examined the acute and chronic effects of PA breaks (via GoNoodle) on the reading fluency of 384 elementary school children. Reading scores (words per minute, reading accuracy, and words retold) increased significantly in certain chronic and acute conditions. Findings provide additional support of the growing body of research for the use of PA for enhancing academic achievement, specifically reading fluency.

Effect of a Three-Month HOPSports Brain Breaks® Intervention Program on the Physical Fitness Levels of Grade 6-Learners in South Africa.

Despite the numerous health benefits of being physically active, children are not active enough. Various researchers have indicated that intervention programs improve physical fitness levels. Still, only a few have focused on improving physical fitness levels by incorporating technology. HOPSports Brain Breaks® are designed and presented as physical activity solutions with online videos requiring the participants to imitate the movements. These videos are 2–5-min classroom activity breaks. This study determined the effect of a three-month HOPSports Brain Breaks® intervention program on the physical fitness levels of Grade 6-learners. Physical fitness was measured with the EUROFIT test battery. The experimental group consisted of 79 children (26 boys and 47 girls) and the control group of 47 children (16 boys and 33 girls). The mean age for the entire group was 11.92 (±0.36) years. The results indicated that there was a statistically (p ≤ 0.05) and practically (d ≥ 0.20) significant difference between the experimental and control group for percentage body fat; stork balance; plate tapping; sit-and-reach; standing jump; sit-ups; and 10 × 5 m shuttle run and 20 m shuttle run between the pre-and post-test. Therefore, considering the results mentioned above, the HOPSports Brain Breaks® intervention program can indeed contribute to the improvement of physical fitness, and motor skills of children. Therefore, future studies should be conducted to determine the effect of HOPSports Brain Breaks® between genders as well as what impact it will have on academic performance.

Effects of technology-supported brain breaks videos on exercise self-efficacy among type 2 diabetes mellitus Malaysians

The technology supported Brain Breaks (BB) videos are a series of structured, web-based physical activity (PA) videos designed to promote learning and health. The purpose of this study was to investigate the effect of BB videos on exercise self-efficacy (ESE) among type 2 diabetes mellitus (T2DM) patients using the Malay-versioned exercise self-efficacy scale (ESE-M). The study used a double-blind research design and was randomised into two groups: (1) The Technology Supported BB intervention group, and (2) the control group. 70 T2DM patients with a mean age of 57.6 years (SD = 8.5) were recruited from Hospital Universiti Sains Malaysia. For 4 months, participants in the intervention group were required to undertake PA every day using the BB videos (approximately 10 min). Both groups completed the ESE-M at pre-intervention, the end of the first month, the second month, the third month, and post-intervention. For the data analysis, a mixed factorial analysis of variance was used. The results showed that at the end of the intervention, the two groups’ ESE was significantly different (p < 0.001). From pre- to post-intervention, the intervention group’s ESE-M mean scores improved significantly. Technology-supported BB videos may be an effective strategy for improving ESE in T2DM patients.

Action Research on Impact of 21st Century Pedagogy in Teaching and Learning

The importance of educational transition towards its reform from traditional way to modern way in teaching learning is in much demand for effective teaching and learning process for the 21st century children in school.&#x0D; This study begins with a discussion on the features of the 21st century pedagogy in effective teachings and learnings. It then analyses the finding of the surveys done for the students of grade IV- VI students (38 boys and 48 girls) of Rinchengang Primary School on the impact of 21st Centuray pedagogy.&#x0D; It was mainly focused on the general interest of the children on the new 21st century pedagogies and the old traditional pedagogies. Since the study being focused on the impact, the quantitative method has been adopted to collect data and the purposive sampling with dialectic action research spiral techniques was used for the selective groups from each section.&#x0D; The result was highly significant with difference between the old and new teaching learning pedagogy. For this particular study the four major components of Kagan’s 21st century Pedagogies like the CL structures, sitting arrangement, brain breaks and traffic signals were found effective in teaching and Learning.

Study regarding the introduction of modern technology in the physical education class

Modern technologies increase the attractiveness of the physical education lesson. Different tools (for example, HOPSports and Brain Breaks systems) can also be used as means of recreation in the breaks between classes. The objectives of the research were to identify differences between teenagers in terms of selfperception and attitudes towards the new technologies applied during physical education (PE) classes and also to establish the relationship between self-perception and attitudes towards the new technologies applied during PE classes. The study was conducted on 69 children (preadolescents) and teenagers (adolescents) aged between 12 and 19 years, M = 16.36, SD = 1.96. Self-perception was measured with the Self-Perception Profile for Adolescents (SPPA) (Harter, 2012). The results indicate that boys do not have a significantly higher level of self-perception than girls and no significantly higher need for the modernisation of PE classes. After performing a multiple linear regression analysis, it has been highlighted that self-perception is a significant predictor of the need for modernised physical education and sport classes. Children and adolescents who think that they have an exemplary behavioural conduct, are competent in their work and have athletic competence will perceive more acutely the need for modernised PE classes. The implementation of HOPSports and Brain Breaks programs is being discussed, which could positively influence students’ motivation for physical education and sport classes.

STUDY REGARDING THE INTRODUCTION OF MODERN TECHNOLOGY IN THE PHYSICAL EDUCATION CLASS

Abstract. Modern technologies increase the attractiveness of the physical education lesson. Different tools (for example, HOPSports and Brain Breaks systems) can also be used as means of recreation in the breaks between classes. The objectives of the research were to identify differences between teenagers in terms of self-perception and attitudes towards the new technologies applied during physical education (PE) classes and also to establish the relationship between self-perception and attitudes towards the new technologies applied during PE classes. The study was conducted on 69 children (preadolescents) and teenagers (adolescents) aged between 12 and 19 years, M = 16.36, SD = 1.96. Self-perception was measured with the Self-Perception Profile for Adolescents (SPPA) (Harter, 2012). The results indicate that boys do not have a significantly higher level of self-perception than girls and no significantly higher need for the modernisation of PE classes. After performing a multiple linear regression analysis, it has been highlighted that self-perception is a significant predictor of the need for modernised physical education and sport classes. Children and adolescents who think that they have an exemplary behavioural conduct, are competent in their work and have athletic competence will perceive more acutely the need for modernised PE classes. The implementation of HOPSports and Brain Breaks programs is being discussed, which could positively influence students’ motivation for physical education and sport classes.

Development of Brief Video Intervention to Promote Physical Activity among Children during the COVID-19 Pandemic and Beyond

ABSTRACT Background Obesity and physical inactivity are serious public health concerns in the United States (US) and globally. COVID-19 restrictions are resulting in decreased physical activity (PA) levels among children. Purpose To determine barriers and challenges to PA promotion among children during COVID-19 and inform a PA promotion video. Methods An explanatory sequential mixed methods approach was used to collect data from adults who have influence over the PA levels of children. Analysis included descriptive statistics of the quantitative data and a rapid qualitative analysis of qualitative data. Results Quantitative and qualitative data indicated that space, eq\\uipment, and virtual learning environments, among others, were key barriers to PA promotion, and that movement activities, game ideas, and brain breaks would be helpful video content. Discussion Considering the content and features desired by participants, PA promotion video content can be used in various settings. Translation to Health Education Practice We developed an animated video to promote PA in children and made it freely available on a variety of social media sites. The video may be used to enhance children’s PA levels in remote learning, school, and family environments. Participation in movement will contribute to children’s overall wellbeing and help prevent obesity.

Design and implementation of a pilot student wellness program at a school of pharmacy

Background and purposeIn response to concerns about student stress and well-being, a volunteer wellness task force was formed to promote a culture of wellness at the school of pharmacy (SOP). The purpose of this paper is to describe the development and implementation of this pilot wellness program. Educational activity and settingA task force was formed to design and implement a pilot wellness program for pharmacy students. Interventions included: orientation to wellness program, sessions on nutrition and mindfulness, in-class brain breaks, and promotion of on-campus resources. Student wellness was assessed at baseline with a questionnaire including sociodemographic data, perceived stress levels using the Perceived Stress Scale (PSS-10), wellness practices, and use of wellness resources. Program feedback was obtained using a post-questionnaire to identify student perceptions and preferences for wellness activities. FindingsPharmacy year one through three students (n = 166) were included in the pilot wellness program, with 92.2% and 88.8% completing the baseline and post-questionnaires, respectively. There were notable changes in wellness practices compared to baseline including an increase in weekly exercise and sleeping >4 hours a night. There was greatest use of and satisfaction with 5- to 10-min in-class wellness breaks. The mean student PSS-10 baseline score was 20.14 while the post-implementation mean score was 19.62. SummaryThis study demonstrates the potential for implementing a faculty-driven wellness program despite limited resources. The design, implementation, and lessons learned from this pilot program may serve as a practical framework for institutions seeking to promote student wellness.

The Impact of Kagan’s Cooperative Learning Structure (KCLS) on Grade 9 Students towards English Language Learning

English subject has become very important in the context of Bhutanese education system. Owing to its importance in the era of modernization, the education ministry of Bhutan is providing professional development program in a form of training and workshops for all the English teachers to grow oneself professionally. Therefore the purposes of this study were to examine the learning achievement and investigate opinions of grade 9 Bhutanese students towards English subject by incorporating Kagans Cooperative Learning Structure (KCLS). The study was an experimental research and consisted of two groups pre-test post-test design at Kamji Central School under Chhuka district, Bhutan. A cluster random sampling was used to select two sections out of three sections with 38 students each in the experimental and the control groups. The quantitative data was analyzed using a pre-test and post-test scores while students’ reflective journal was analyzed using a coding system.The findings of the study showed a remarkable difference in the post-test scores. The mean scores of the control group and of the experimental group were 9.5 and 11.5 respectively. In addition,the student’s reflective journals revealed that the Kagans Cooperative Learning structure (KCLS) was interesting, provided with equal opportunities,enhanced active participation, and the brain breaks and cheers helped them keep themselves alert and boost retention level of learning.

Effects of Brain Breaks Video Intervention of Decisional Balance among Malaysians with Type 2 Diabetes Mellitus: A Randomised Controlled Trial.

Brain Breaks® are structured physical activity (PA) web-based videos designed to promote an interest in learning and health promotion. The objective of this study was to examine its effects on decision balance (DB) which consists of the perceived benefits (Pros) and perceived barriers (Cons) of exercise in people with type 2 diabetes mellitus (T2DM). A randomised controlled trial was conducted among people with T2DM at Hospital Universiti Sains Malaysia. The intervention group received Brain Breaks videos for a period of four months. The intervention and control groups completed the validated Malay version of DB questionnaire for five times, at pre-intervention, the first month, the second month, the third month, and post-intervention. Multivariate Repeated Measures Analysis of Variance was performed for data analysis. A total of 70 participants were included (male = 39; female = 31) with a mean age of 57.6 years (SD = 8.5). The intervention group showed a significant change in the Pros and Cons factors of DB scores over time. The intervention group showed significantly higher scores for the Pros (p-value < 0.001) and lower scores for the Cons (p-value = 0.008) factors than the control group. In conclusion, the Brain Breaks video is an effective intervention to improve decisional balance in patients with T2DM to help them in deciding on behaviour change to be more physically active.

Analysis In Attitudes Towards Physical Activity Using Brain Breaks Videos As A Technological Tool Among Singaporean Children

Analysis In Attitudes Towards Physical Activity Using Brain Breaks Videos As A Technological Tool Among Singaporean Children

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

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.

A Process Evaluation of A UK Classroom-Based Physical Activity Intervention-'Busy Brain Breaks'.

The gap between development of effective physical activity interventions and the wide-scale adoption of these interventions in real-world settings has been reported since the early 2000s. Evaluations have been criticised for failing to report details of context, implementation, adoption and maintenance. ‘Busy Brain Breaks’ was an intervention designed to improve fundamental movement patterns whilst increasing physical activity within the classroom. This evaluation study used a mixed-methods approach including questionnaires, observations, semi-structured interviews and quantification of class-level dose. Findings suggest that giving teachers flexibility and autonomy over the way in which they implement physical activity interventions may increase the likelihood of adoption. Time was frequently perceived as a significant barrier to the intervention, giving the teachers flexibility to implement the intervention when they thought most suitable allowed teaching staff to retain their autonomy and make the intervention work with their schedule. Children’s behaviour appeared to be both a facilitator and barrier to implementing physical activity interventions within the classroom. Whilst misbehaviour can pose as a barrier, children’s enjoyment acts as a key facilitator to implementation for teaching practitioners. Teachers interviewed (n = 17) observed that movement ability had developed as a result of the intervention and recognised co-ordination, balance and stability as areas that had noticeably improved. Conducting an in-depth process evaluation has allowed for greater insight and understanding as to how, and to what extent, the intervention was implemented within the school-based setting.

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

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.

Association between Implementation and Effect in the Randomized Controlled Trial “Move for Well-Being in School”

Background: Research in school-based physical activity interventions has primarily focused on effectiveness. The main aim of this paper is to assess the association between the degree of implementation of a multicomponent physical activity intervention and effectiveness on students’ physical self-worth (PSW). Methods: The Move for Well-being in School study used a cluster randomized controlled study design including 24 schools with a total of 3123 students 4th to 6th grade. 1269 students and 148 educators were, for a whole school-year, part of the activities at 12 intervention schools, The intervention program targeted settings for school-based physical activity in recess, in-class and Physical Education (PE). The association between change in PSW and implementation were analysed using multilevel linear regressions models estimated in R. Results: Three components were to be implemented at all intervention schools. For PE, half of the performed lessons were from the program, which was in line with the protocol aim. Classes with a higher implementation rate of the PE-component had a significant higher PSW at baseline. An average of 5.8 brain breaks was implemented per class per week, and no significant differences were established between implementation and change in PSW. Recess implementation was the hardest for most schools to implement, but schools with a high level of recess implementation had a significant increase in PSW at follow-up. Conclusions: This paper explores an important aspect of school interventions, showing that implementation varies both at school and class level and that this potentially has an effect on outcome measures. The discussion point to several methodological difficulties in linking implementation and effects in multicomponent school-based activity interventions. This area of research needs further development to increase the understanding of how physical activity-related interventions are implemented and how this affects final outcomes. Trial Registration:Date of registration: 24 April 2015 retrospectively registered at Current Controlled Trials with study ID ISRCTN12496336.

Outcomes of “Brain Breaks”: Short Consistent Meditation and Silent Sessions in the College Classroom Are Associated with Subtle Benefits

We tested the effects of brief intervals of mindfulness on academic, physiological, and affective outcomes. Undergraduate students in psychology and kinesiology courses (N = 181) were assigned to mindfulness meditation (MM) or control (C) conditions. During class twice per week, MM listened to a meditation recording for 3 min; C sat silently. Students measured their heart rates (HR) using a mobile application. We measured trait mindfulness and trait anxiety three times over 10 weeks. Participants also reported their affect before and after each session. No group or time differences were found in mindfulness, anxiety, or HR. Participants had higher final course grades than their nonparticipating classmates. Students in both MM and C showed increases in patience and emotional valence over time, as well as acting with awareness and nonreactivity to inner experience (trait mindfulness facets). More meditation practice or silent time outside of class predicted greater reduction in HR, greater patience, and greater mindfulness. We found small improvements: increased positive affect, reduced HR, and increased mindfulness facets. Together, these data provide support for subtle beneficial effects of short meditation or silence practice in class.