A SYSTEMATIC REVIEW ON THE EFFECTIVENESS OF BRAIN-BREAKS® VIDEO PROGRAMMING ON ACADEMIC PERFORMANCE AND PHYSICAL ACTIVITY OF SCHOOL CHILDREN

Abstract

Purpose: This study aimed to complete a systematic review of the effect of the Brain Breaks® video program on academic performance and health-related outcomes among schoolchildren. Methods: A literature search was performed using Scopus, PubMed, ResearchGate, ScienceDirect, and Google Scholar databases to identify published manuscripts from December 2017 to December 2023. Dissertations, theses, monographs, and commentaries were excluded from this review. Results: A total of 15 studies were included in the review. Most studies applied quasi-experimental design and were conducted in Asia and Europe with children. Nine of these studies found that Brain Breaks® improved students' attitudes toward physical activity (PA), and two found that it improved their PA levels. The other studies found that Brain Breaks® improved students' academic performance, perceived pros and cons of PA, transtheoretical model (TTM) constructs, motivation to participate in PA, cognitive function, muscle strength, muscular endurance, and flexibility, as well as the fitness knowledge test and the Fitnessgram test battery results. Conclusion: It is thought that the Brain Breaks® web-based online video program has the potential to improve the academic performance and health-related physical fitness of school children

Keywords

• Attitude
• Brain-Breaks
• Cognitive Functions
• Childhood
• Physical Activity

BRAIN-BREAKS® VİDEO PROGRAMININ OKUL ÇOCUKLARININ AKADEMİK PERFORMANS VE FİZİKSEL AKTİVİTELERİNE ETKİSİ ÜZERİNE SİSTEMATİK BİR İNCELEME

Abstract

Amaç: Bu çalışmanın amacı, BrainBreaks® video programının öğrencilerin akademik performansları ve sağlıkla ilgili sonuçları üzerindeki etkisinin sistematik incelemesini yapmaktır. Yöntem: Aralık 2017'den Aralık 2023'e kadar yayınlanan makaleleri belirlemek için Scopus, PubMed, ResearchGate, ScienceDirect ve Google Scholar veritabanları kullanılarak literatür taraması yapılmış olup tezler, monografiler ve yorumlar bu incelemenin dışında bırakılmıştır. Sonuçlar: İncelemeye toplam 15 çalışma dahil edilmiştir. Çalışmaların çoğunun yarı deneysel olduğu, Asya ve Avrupa'daki çocuklar üzerinde yürütüldüğü saptanmıştır. Bu çalışmaların dokuzu Brain Breaks®’in çocukların fiziksel aktiviteye karşı tutumlarını, ikisi ise fiziksel aktivite düzeylerini geliştirdiğini göstermiştir. Ayrıca diğer çalışmalar bu programın çocukların akademik performanısnı, fiziksel aktivitenin artı ve eksilerine ilişkin algılarını, transteorik model (TTM) bileşenlerini (değişim süreçleri, karar vermede denge ve öz yeterlik), fiziksel aktiviteye katılım motivasyonlarını, kognitif fonksiyonlarını, kas kuvvet ve enduranslarını, esnekliklerini, fiziksel uygunluk bilgi testi ve Fitnessgram test bataryası sonuçlarını geliştirdiğini ortaya koymuştur. Tartışma: Brain Breaks® web tabanlı çevrimiçi video programının okul çocuklarında akademik performansı ve sağlıkla ilişkili fiziksel uygunluğu geliştirme potansiyeline sahip olduğu düşünülmektedir.

Keywords

• Tutum
• Brain-Breaks
• Bilişsel Fonksiyon
• Çocukluk
• Fiziksel Aktivite

References

1. Anderson E, Durstine JL. Physical activity, exercise, and chronic diseases: A brief review. Sports Med Health Sci. 2019;1(1):3-10.
2. Steinbeck KS. The importance of physical activity in the prevention of overweight and obesity in childhood: a review and an opinion. Obes Rev. 2021;2(2):117-130.
3. Zhou Y, He S, Zhou K, Kuan G, Chin M-K, Kueh YC, et al. Psychometric Properties of the Chinese-Language Attitude toward Physical Activity Scale: A Confirmatory Study on Chinese Children. Int J Environ Res Public Health. 2021;18:9253.
4. Alvarez-Bueno C, Pesce C, Cavero-Redondo I, Sanchez-Lopez M, Martínez-Hortelano JA, Martinez-Vizcaino V. The effect of physical activity interventions on children’s cognition and metacognition: A systematic review and meta-analysis. J Am Acad Child Adolesc Psychiatry. 2017;56(9):729-738.
5. Barbosa A, Whiting S, Simmonds P, Scotini Moreno R, Mendes R, Breda J. Physical activity and academic achievement: an umbrella review. Int J Environ Res Public Health. 2020;17(16):5972.
6. Xue Y, Yang Y, Huang T. Effects of chronic exercise interventions on executive function among children and adolescents: a systematic review with meta-analysis. Br J Sports Med. 2019;53(22):1397-1404.
7. Radford NB, DeFina LF, Leonard D, Barlow CE, Willis BL, Gibbons LW, et al. Cardiorespiratory fitness, coronary artery calcium, and cardiovascular disease events in a cohort of generally healthy middle-age men: results from the Cooper Center Longitudinal Study. Circulation. 2018;137(18):1888-95.
8. Gamble S. Surveillance for certain health behaviors and conditions among states and selected local areas—Behavioral Risk Factor Surveillance System, United States, 2013 and 2014. MMWR Surveillance Summaries. 2017;66.

9. Pickens CM. Surveillance for certain health behaviors and conditions among states and selected local areas—Behavioral Risk Factor Surveillance System, United States, 2015. MMWR Surveillance Summaries. 2018;67.
10. Nicklett EJ, Semba RD, Xue QL, Tian J, Sun K, Cappola AR, Simonsick EM, Ferrucci L, Fried LP. Fruit and vegetable intake, physical activity, and mortality in older community‐dwelling women. J Am Geriatr Soc. 2012;60(5):862-8.
11. Lee IM, Shiroma EJ, Lobelo F, Puska P, Blair SN, Katzmarzyk PT. Effect of physical inactivity on major non-communicable diseases worldwide: an analysis of burden of disease and life expectancy. Lancet. 2012;380(9838):219-29.
12. Rezende LF, Sá TH, Mielke GI, Viscondi JY, Rey-López JP, Garcia LM. All-cause mortality attributable to sitting time: analysis of 54 countries worldwide. Am J Prev Med. 2016;51(2):253-63.
13. WHO. WHO guidelines on physical activity and sedentary behaviour; 2020.
14. Berkey CS, Rockett HR, Field AE. et al. Activity, dietary intake, and weight changes in a longitudinal study of preadolescent and adolescent boys and girls. Pediatr. 2000;105(4):e56.
15. Agha M, Agha R. The rising prevalence of obesity: part A: impact on public health. Int J Surgery Oncol. 2017;2(7):e17.
16. Avery L, Flynn D, Van Wersch A, Sniehotta FF, Trenell MI. Changing physical activity behavior in type 2 diabetes: a systematic review and meta-analysis of behavioral interventions. Diabetes Care. 2012;35(12)2681-2689.
17. Shaw T, McGregor D, Brunner M, Keep M, Janssen A, Barnet S. What is eHealth (6)? Development of a conceptual model for eHealth: qualitative study with key informants. J Med Internet Res. 2017;19(10):e324.
18. Pagliari C, Sloan D, Gregor P, Sullivan F, Detmer D, Kahan JP, et al. What is eHealth (4): a scoping exercise to map the field. J Clin Child Adolesc Psychol. 2014;43(1):128-142.
19. Jones DJ. Future directions in the design, development, and investigation of technology as a service delivery vehicle. J Clin Child Adolesc Psychol. 2014;43(1):128-142.
20. Lewallen TC, Hunt H, Potts‐Datema W, Zaza S, Giles W. The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students. J School Health. 2015;85(11):729-739.
21. Ginsburg RD, Durant S, Baltzell A. Whose game is it, anyway?: a guide to helping your child get the most from sports, organized by age and stage: Mariner Books; 2006.
22. Kuan G, Rizal H, Hajar MS, Chin M-K, Mok MMC. Bright sports, physical activity investments that work: implementing brain breaks in Malaysia primary schools. Br J Sports Med. 2019;1-2.
23. Zhou K, He S, Zhou Y, Popeska B, Kuan G, Chen L, et al. Implementation of brain breaks® in the classroom and its effects on attitudes towards physical activity in a Chinese school setting. Int J Environ Res Public Health. 2021;18(1):272.
24. Dinc SC, Saçlı Uzunöz F, Chin M. Adaptation of the attitudes toward physical activity scale for higher education students in Turkey. J Educ Learn. 2019;8(3):95-101.
25. Hajar MS, Rizal H, Muhamad AS, et al. The effects of brain-breaks on short-term memory among primary school children in Malaysia. In Enhancing Health and Sports Performance by Design, 1st ed.; Hassan, MHA, Muhamed, AMC et al. Eds.; Springer: Singapore. 2020; pp. 1-12.
26. Mok MMC, Chin MK, Emeljanovas A, et al. Psychometric properties of the attitudes towards physical activity scale: a Rasch analysis based on data from five locations. J Appl Meas. 2015;16(4):379-400.
27. Shields MK, Behrman RE. Children and computer technology: analysis and recommendations. Future Child. 2000;4-30.
28. Emeljanovas A, Miežienė B, Mok MMC, et al. The effect of an interactive program during school breaks on attitudes toward physical activity in primary school children. Anales De Psicología. 2018;34(3):580-586.
29. Hajar MS, Rizal H, Kueh YC, et al. The effects of brain-breaks on motives of participation in physical activity among primary school children in Malaysia. Int J Environ Res Public Health. 2019;16:2331.
30. Norris E, van Steen T, Direito A, et al. Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis. Br J Sports Med. 2020;54(14):826-38.
31. Salmon J. Novel strategies to promote children’s physical activities and reduce sedentary behavior. J Physical Act Health. 2010;7(s3):S299-S306.
32. Watson A, Timperio A, Brown H, et al. Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. Int J Behav Nutr Phys Act. 2017;14(1):1-24.
33. West ST, Shores KA. Does HOPSports promote youth physical activity in physical education classes? Phys Edu. 2014;71(1):16.
34. Mok MMC, Chin MK, Korcz A, et al. Brain Breaks® physical activity solutions in the classroom and on attitudes toward physical activity: a randomized controlled trial among primary students from eight countries. Int J Environ Res Public. Health. 2020;17:1666.
35. Krause JM, Benavidez EA. Potential influences of exergaming on self-efficacy for physical activity and sport. J Phys Educ, Recreat Dance. 2014;85(4):15-20.
36. Primack BA, Carroll MV, McNamara M, et al. Role of video games in improving health-related outcomes: a systematic review. Am J Pre Med. 2012;42(6):630-638.
37. Calella P, Mancusi C, Pecoraro P, Sensi S, Sorrentino C, Imoletti M, et al. Classroom active breaks: A feasibility study in Southern Italy. Health Promot Int. 2020;35(2):373-380.
38. Masini A, Marini S, Gori D, Leoni E, Rochira A, Dallolio L. Evaluation of school-based interventions of active breaks in primary schools: A systematic review and meta-analysis. J Sci Med Sport. 2020;23(4):377-384.
39. Rizal H, Hajar MS, Muhamad AS, et al. The effect of brain breaks® on physical activity behavior among primary school children: a transtheoretical perspective. Int J Environ Res Public Health. 2019;16(21):4283.
40. Glapa A, Grzesiak J, Laudanska-Krzeminska I, et al. The impact of brain breaks classroom-based physical activities on attitudes toward physical activity in Polish school children in third to fifth grade. J Environ Res Public Health. 2018;15(2):368.
41. Moher D, Shamseer L, Clarke M, Ghersi D, Liberati A, Petticrew M, et al. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Syst Rev. 2015;4,1-9.
42. Ryan R, Hill S, Prictor M, et al. Cochrane consumers and communication review group. Study quality guide; 2013.
43. Sterne JA, Hernán MA, Reeves BC, Savović J, Berkman ND, Viswanathan M, et al. ROBINS-I: a tool for assessing risk of bias in non-randomised studies of interventions. BMJ, 2016;355.
44. Hidrus A, Kueh YC, Norsaádah B, et al. Effects of brain-breaks videos on the motives for the physical activity of Malaysians with type-2 diabetes mellitus. Int J Environ Res Public Health. 2020;17:2507.
45. Hidrus A, Kueh YC, Norsa’adah B, et al. Effects of brain breaks video intervention of decisional balance among Malaysians with type-2 diabetes mellitus: a randomised controlled trial. Int J Environ Res Public Health. 2021;18:8972.
46. Balasekaran G, Ibrahim AAB, et al. Using Brain-Breaks® as a technology tool to increase attitude towards physical activity among students in Singapore. Brain Sci. 2021;11(6):784.
47. Bonnema J, Coetzee D, Lennox A. Effect of a three-month HOPSports Brain Breaks® intervention programme on the attitudes of Grade 6 learners towards physical activities and fitness in South Africa. J Physic Educ Sport. 2020;20(1):196-205.
48. Bulca Y, Bilgin E, Altay F, Demirhan G. Effects of a short video physical activity program on physical fitness among physical education students. Percept Mot Skills. 2022;129(3):932-945.
49. Uzunoz FS, Chin MK, Mok MMC, Edginton CR, Podnar H. The effects of technology supported brain breaks on physical activity in school children. Passionately inclusive: Towards participation and friendship in sport: Festschrift für gudrun doll-tepper. 2017:87-104.
50. Lim TL, Kuan G, Chin NS, Che Jusoh MR, Kueh YC. The effect of brain breaks on health-related fitness among indigenous primary school children. Paper presented at the Advancing Sports and Exercise via Innovation: Proceedings of the 9th Asian South Pacific Association of Sport Psychology International Congress (ASPASP) 2022, Kuching, Malaysia; 2023.
51. Podnar H, Novak D, Radman I. Effects of a 5-minute classroom-based physical activity on on-task behaviour and physical activity levels. Kinesiol. 2018;50(2):251-259.
52. Popeska B, Jovanova-Mitkovska S, Chin MK. Implementation of brain breaks® in the classroom and effects on attitudes toward physical activity in a Macedonian school setting. Int J Environ Res Public Health. 2018;15(6):1127.
53. Tománek Ľ, Cihová I, Luptáková G, Antala B, Chin M-k, Šagát P. Effect of technology based programme “brain breaks” on the pupils’ attitudes towards physical activity in secondary schools. Pertanika J Soc Sci Humanit. 2019;27(S3):47-60.
54. van Stryp O, Africa E, Kidd M, et al. The effect of active brain-breaks during a typical school day on the in-school physical activity patterns of Grade 1 children in the Western Cape. S Afr J Educ. 2021;3-13:1-12.
55. Handley MA, Lyles CR, McCulloch C, et al. Selecting and improving quasi-experimental designs in effectiveness and implementation research. Annu Rev Public Health. 2018;39:5-25.
56. Kabisch M, Ruckes C, Seibert-Grafe M, et al. Randomized controlled trials: part 17 of a series on evaluation of scientific publications. Deutsches Ärzteblatt Int. 2011;108(39):663.
57. Miller CJ, Smith SN, Pugatch M. Experimental and quasi-experimental designs in implementation research. Psychiatry Res. 2020;283:112452.
58. Mok MMC, Chin M-K, Chen S, Novak D, Podnar H, Emeljanovas A, et al., editors. Promotion of physical activities among school children: A seven-country study. 2015 Global Chinese Conference on Educational Information and Assessment Chinese Association of Psychological Testing 2015 Annual Conference (GCEIA 2015); 2015.
59. Chang Y-K, Labban JD, Gapin JI, et al. The effects of acute exercise on cognitive performance: a meta-analysis. Brain Res. 2012;1453:87-101.
60. Chang Y-K, Liu S, Yu H-H, et al. Effect of acute exercise on executive function in children with attention deficit hyperactivity disorder. Arch Clin Neuropsychol. 2012;27(2):225-237.
61. Piercy KL, Troiano RP. Physical activity guidelines for Americans from the US department of health and human services: cardiovascular benefits and recommendations. Circ Cardiovasc Qual Outcomes. 2018;11(11): e005263.
62. Chang Y-K, Tsai Y-J, Chen T-T, et al. The impacts of coordinative exercise on executive function in kindergarten children: an ERP study. Exp Brain Res. 2013;225(2):187-196.
63. Chen A-G, Yan J, Yin H-C, et al. Effects of acute aerobic exercise on multiple aspects of executive function in preadolescent children. Psycho Sport Exerc. 2014;15(6):627-636.
64. Polich J. Updating P300: an integrative theory of P3a and P3b. Clin Neurophysiol. 2007;118(10):2128-2148.
65. Chu C-H, Kramer AF, Song T-F, et al. Acute exercise and neurocognitive development in preadolescents and young adults: An ERP study. Neural Plast. 2017;1:2631909.
66. Chang Y-K, Erickson KI, Stamatakis E, et al. How the 2018 US physical activity guidelines are a call to promote and better understand acute physical activity for cognitive function gains. Sports Med. 2019;49(11):1625-7.
67. Chang YK, Karageorghis CI, Wang CC, Li RH, Chen FT, Fang RY, Hung TM. Effects of exercise intensity and duration at a predetermined exercise volume on executive function among Apolipoprotein E (APOE)-ɛ4 carriers. Curr Psychol. 2023;42(25):22050-61.