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EP-01 Fitness Assessment, Exercise Training, and Performance of Athletes and Healthy People

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

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Ng, Yew Cheo1; Balasekaran, Govindasamy FACSM2; Chin, Ming-Kai3; Govindaswamy, Visvasuresh Victor4; Ibrahim, Ahmad Arif Bin2

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Medicine & Science in Sports & Exercise: August 2021 - Volume 53 - Issue 8S - p 1
doi: 10.1249/01.mss.0000759024.95969.cd
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Technology is constantly evolving and children in the current century are becoming increasingly tech-savvy. This study aimed to investigate if technology can help increase Singapore (SGP) children’s participation in physical activity (PA).

PURPOSE: To compare the effects of a technological tool on attitudes towards PA among SGP school children.

METHODS: A total of 113 children ((age: 9.68 ± 0.95 years, height: 1.38 ± 8.27 m, weight: 35.21 ± 10.21 kg, body mass index (BMI): 18.19 ± 2.86 k•gm-2)) from a local primary school participated in this study. Participants’ pre- and post-anthropometric measurements were taken. Additionally, an Attitudes toward Physical Activity Scale (APAS) pre- and post-questionnaire containing 7 positive attitude traits sections (S), was completed to ascertain participants’ attitudes towards PA. Participants were randomly assigned to experimental group (EG) and control group (CG). EG watched, followed and performed one Brain Breaks® video (movement video with music, 3 - 5 minutes) daily (Monday to Friday, excluding public holidays) during their lessons, while CG continued lessons as usual continuously for 10 weeks.

RESULTS: Significant differences were found between EG and CG for pre-APAS: pre-APAS S4 (EG: 3.02 ± 0.62 vs. CG: 3.10 ± 0.60, p = 0.00), pre-APAS S6 (EG: 2.97 ± 0.73 vs. CG: 3.05 ± 0.73, p = 0.00), pre-APAS S7 (EG: 3.20 ± 0.61 vs. CG: 3.29 ± 0.65, p = 0.00). The post-test results revealed significant differences between groups with EG having higher values for post-APAS S1 (EG: 3.61 ± 0.37 vs. CG: 3.13 ± 0.64, p = 0.00), post-APAS S2 (EG: 3.74 ± 0.31 vs. CG: 3.32 ± 0.60, p = 0.00), post-APAS S3 (EG: 3.74 ± 0.31 vs. CG: 2.32 ± 0.88, p = 0.00), post-APAS S4: (EG: 3.62 ± 0.51 vs. CG: 2.82 ± 0.74, p = 0.00), post-APAS5: (EG: 3.58 ± 0.38 vs. CG: 3.19 ± 0.66, p = 0.00), post-APAS6 (EG: 3.65 ± 0.39 vs. CG: 3.07 ± 0.69, p = 0.00) and post-APAS7 (EG: 3.66 ± 0.43 vs. 3.32 ± 0.63, p = 0.00).

CONCLUSIONS: Results revealed that Brain Breaks® videos did have a significant positive impact on children’s attitudes towards PA. Combining technology with exercise may increase motivation for children to participate actively in PA. It is also recommended as a useful PA tool for home-based learning during school closure.

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