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

Balasekaran, Govindasamy; Ibrahim, Ahmad Arif Bin; Cheo, Ng Yew; Wang, Phua Kia; Kuan, Garry; Popeska, Biljana; Chin, Ming-Kai; Mok, Magdalena Mo Ching; Edginton, Christopher R.; Culpan, Ian; Durstine, J. Larry

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.