Naslov
The Effects of Technology Supported Brain Breaks on Physical Activity of School Children

Autori
Sacli Uzunoz, Fatma ; Chin, Ming-Kai ; Mo Ching Mok, Magdalena ; R. Edginton, Christopher ; Podnar, Hrvoje

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Passionately Inclusive: Towards Participation and Friendship in Sport

Urednik/ci
Detlef Dumon, Annette R. Hofmann, Rosa Diketmüller, Katrin Koenen, Richard Bailey und Constanze Zinkler

Izdavač
Waxmann

Grad
Münster

Godina
2017

Raspon stranica
87-104

ISBN
978-3-8309-3729-6

Ključne riječi
obesity, children, technology, brain breaks, physical activity, Brain Breaks® Physical Activity Solutions

Sažetak
The aim of the study was to examine the effects of technology supported brain-breaks on attitudes toward, beliefs, self-efficacy, self- confidence and motivation on the physical activity of school children in Cappadocia region of Turkey. The participants for this study included 300 elementary school students from two public schools, grades 3-5, consisting of 193 (64%) in an experimental group and 107 (36%) in a control group (Mage = 9.55 years, SD = .98 years). There were 139 (46%) males and 161 (54%) females among the participants. Convenience sampling was used in this study. The “Attitudes toward Physical Activity Scale (APAS), ” (Mok et al., 2015) was used at pretest and posttest to measure the attitudes, beliefs, self-efficacy, self-confidence and motivation toward physical activity. The experimental group received the Brain Breaks® Physical Activity Solutions intervention every school day for four months in three-to five-minute segments at various intervals. In this current study, exploratory factor analysis revealed a six factor solution - self-efficacy in learning with video exercises, exercise motivation and enjoyment, self-confidence on physical fitness, promoting the holistic health, importance of exercise habit, trying to do personal best- explaining 48.7% of the variance with 51 items on being physically active. Internal consistency coefficients of each factor ranged from 0.93 to 0.71. The results indicated significant changes in measured APAS between the time points in the experimental group and differences in the changes between the experimental and the control group. As a conclusion, technology supported brain breaks have positive impact on promoting physical activity in school children.

Izvorni jezik
Engleski

Znanstvena područja
Kineziologija

POVEZANOST RADA