Bright sports, physical activity investments that work: implementing brain breaks in Malaysian primary schools

Kuan, Garry; Rizal, Hussein; Hajar, Mawar Siti; Chin, Ming-Kai; Mok, Magdalena Mo Ching

doi:10.1136/bjsports-2018-100146

Cited by 21 publications

(20 citation statements)

References 4 publications

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“…Recently, On-Line-Streaming (OLS) Brain Breaks (BB) videos in classrooms all around the world is being served to make children more active and better learners (Lithuania [Emeljanovas et al, 2018], Poland [Glapa et al, 2018], Malaysia [Kuan et al, 2019], Macedonia [Popeska et al, 2018], Turkey [Sacli Uzunoz et al, 2017]). In the framework of collaborative action research, projects had been conducted using this technology supported programs at national and global levels since 2014 in Turkey as well.…”

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confidence: 99%

“…Attitudes toward Physical Activity Scale (APAS) has been using at many countries (Emeljanovas et al, 2018;Glapa et al, 2018;Kuan et al, 2019;Popeska et al, 2018;Sacli Uzunoz et al) to measure school childrens' attitudes toward physical activity, particularly on personally estimate level of physical fitness, self-efficacy, goal orientation, interest for physical activity, self-awareness for the importance and benefits from physical activity and its contribution in learning for health and holistic development. Mok et al (2015) revealed psychometric properties of the scale after a rasch analysis based on data from five countries (Lithuania, Poland, Serbia, Singapore and Zimbabwe) at global level.…”

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confidence: 99%

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Adaptation of the “Attitudes Toward Physical Activity Scale” for Higher Education Students in Turkey

Dinç¹,

Uzunöz²,

Mok³

et al. 2019

JEL

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The purpose of this study was to adapt the "Attitudes toward Physical Activity Scale" (APAS) for Turkish higher education students. Study was conducted during 2018-2019 autumn semester at a public university in the central Anatolia region of Turkey. The APAS was applied to 1021 voluntary university students from eleven different faculties and departments of the university. Descriptive statistics, exploratory and confirmatory factor analyses, internal consistency coefficients were used in statistical analysis. Exploratory factor analysis revealed a six factor solution explaining 60.2% of the variance. Then, confirmatory factor analysis on the 38 items showed good fit to the 6-dimension model according to the goodness-of-fit criteria. The psychometric data of the scale showed that the Turkish version of the scale for higher education students reached the required levels. As a result, the "Attitudes toward Physical Activity Scale" can be used in reliable and valid way at higher education students in Turkey at national or cross-cultural studies in examining physical activity attitudes.

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confidence: 99%

mentioning

confidence: 99%

Adaptation of the “Attitudes Toward Physical Activity Scale” for Higher Education Students in Turkey

Dinç¹,

Uzunöz²,

Mok³

et al. 2019

JEL

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“…The aim of the GCH foundation is to expand the successful implementation of globally recognised, evidence-based health and wellness programs to the local communities while respecting the local culture and customs (GCH foundation, 2017). The implementation has already been conducted in schools in Turkey, Macedonia, Poland and more recently, Malaysia (Glapa et al, 2018;Kuan et al, 2019;Popeska et al, 2018;Uzunoz et al, 2017). The intervention is moderate to vigorous intensity physical activity aimed at improving health-related fitness such as cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition (Kuan et al, 2019).…”

Section: Ijphcsmentioning

confidence: 99%

“…The implementation has already been conducted in schools in Turkey, Macedonia, Poland and more recently, Malaysia (Glapa et al, 2018;Kuan et al, 2019;Popeska et al, 2018;Uzunoz et al, 2017). The intervention is moderate to vigorous intensity physical activity aimed at improving health-related fitness such as cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition (Kuan et al, 2019). However, future study is required to evaluate the effects of this intervention in schools in Southeast Asia.…”

Section: Ijphcsmentioning

confidence: 99%

School-Based Physical Activity Interventions in Southeast Asia: A Systematic Review

Rizal

Hajar

Kuan

2019

IJPHCS

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Background: This study attempts to review longitudinal school-based physical activity (PA) interventions in Southeast Asia countries Materials and Methods: ScienceDirect, PubMed and Scopus databases were used, which ranged from the years 2003 until April 2018. A total of twelve studies were included in the final review including seven from Malaysia, three from Singapore, one from Indonesia and one from Thailand. Results:The findings from Malaysian studies showed that EPaL provides students with cognitive and behavioural skills to cause changes in targeted behaviours by aiming to alter disordered eating behaviour, promoting PA, preventing sedentary lifestyle and enhancing eating behaviours. The integration of the transtheoretical framework improves participant adherence. Furthermore, circuit training was implemented during PE classes. The results showed significant improvements in the reduction of BMI, cardiovascular endurance and flexibility. In addition, MASCOT is ideal for promoting health and reducing obesity in Malaysian children as it has shown to improve BMI and total PA. In the Indonesian study, low-intensity endurance exercise of lower extremity has shown improvements in lowerextremity endurance as well as V02 max before for individuals with lower physical capacity. In Thailand, child health promotion programme has been shown to reduce the percentage of obesity of school children in the long--term. Finally, exergaming in the Singaporean studies showed improvements in attitude, self-efficacy, and perceived behavioural control. Conclusion:Limited studies were conducted on studying the cause of longitudinal PA implementation in school settings and its impact in Southeast Asia. Therefore, future studies are proposed to investigate this relationship and utilise comprehensive frameworks to identify domains for facilitating or inhibiting PA implementation.

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“…These exercises are web-based structured PA breaks that are intended to stimulate an individual's health and learning. The exercises have been specifically designed for use in individual or group settings to motivate users to enhance their mental skills while providing the opportunity to be not only physically active but also to learn new motor skills, languages, works of art, music, and about different cultures [33]. On the Global Community Health website, educators worldwide contribute by uploading exercise videos that suit their respective customs and cultures.…”

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confidence: 99%

Effects of Brain Breaks Videos on the Motives for the Physical Activity of Malaysians with Type-2 Diabetes Mellitus

Hidrus

Kueh

Norsa’adah

et al. 2020

IJERPH

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Brain Breaks videos are web-based structured physical activity (PA) videos that aim at stimulating an interest in learning and promoting health. Exercise is one of the important treatment regimens for people with type 2 diabetes mellitus (T2DM). Thus, the objective of this study was to determine the effects that Brain Breaks videos have on the motives for PA, as measured by the Physical Activity and Leisure Motivation Scale-Malay (PALMS-M), and the amount of PA, as measured by the International Physical Activity Questionnaire-Malay (IPAQ-M), in T2DM patients (the most common type of diabetes mellitus patients). This study was conducted using a randomized, double-blind design and grouped subjects under two research conditions: an experimental group given Brain Breaks videos and a control group. Purposive sampling was employed to recruit 70 T2DM patients (male = 39, female = 31) with the mean age of 57.6 (SD = 8.5) from Hospital Universiti Sains Malaysia, Kelantan. Over a four-month period, the participants in the experimental group were asked to perform PA daily based on a Brain Breaks video (10 min in duration) that was shared through a WhatsApp group. All participants from both groups answered the PALMS-M questionnaire five times: pre-intervention, the end of the first month, second month, and third month, and post-intervention. A repeated measure multivariate analysis of variance and a repeated measure analysis of variance were performed for the analyses of the data. The results demonstrated that four (appearance, others’ expectations, physical condition, and mastery) out of eight motives for PA produced a significant mean score difference between the two study groups. All eight motives for PA showed an upward trend for the experimental group during the study period, while the control group showed a downward trend for all motives during the study period. As for the amount of PA, both groups showed significant differences (p = 0.001). The amount of PA increased in the experimental group during the study period, while it decreased in the control group. Therefore, Brain Breaks videos can be considered as an effective intervention for motivating T2DM patients for PA and improving their amount of PA.

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Bright sports, physical activity investments that work: implementing brain breaks in Malaysian primary schools

Cited by 21 publications

References 4 publications

Adaptation of the “Attitudes Toward Physical Activity Scale” for Higher Education Students in Turkey

Adaptation of the “Attitudes Toward Physical Activity Scale” for Higher Education Students in Turkey

School-Based Physical Activity Interventions in Southeast Asia: A Systematic Review

Effects of Brain Breaks Videos on the Motives for the Physical Activity of Malaysians with Type-2 Diabetes Mellitus

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