University School of Physical Education in Poznań, Królowej Jadwigi 27/39, 61-871 Poznań, Poland.
HOPSports, Inc., 4262 Blue Diamond Road #102-359, Las Vegas, NV 89139, USA.
Int J Environ Res Public Health. 2018 Feb 21;15(2):368. doi: 10.3390/ijerph15020368.
The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.
本研究旨在探讨 Brain Breaks® 体育活动解决方案对波兰一社区学童体育活动态度的影响。2015 年，在该研究中，随机将三所选定小学的 19 个班级的 326 名 9-11 岁儿童分为对照组和实验组。在课堂上，实验组的儿童在四个月内每天使用 Brain Breaks®视频进行两到五次，每次三到五分钟的体育活动，而对照组在测试期间不使用视频。使用“体育活动态度量表”在干预前后评估学生对体育活动的态度。采用重复测量方差分析来检验干预前后的变化。总体而言，重复测量方差分析表明，“在视频练习中学习的自我效能感”方面存在时间-组交互作用，F(1.32)=75.28，p=0.00，η2=0.19。尽管变化很小，但干预还是有好处的。可以得出结论，HOPSports Brain Breaks®体育活动计划有助于提高小学生在使用视频锻炼时的学习自我效能感。
