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

Year 2024, , 258 - 272, 27.08.2024

Garry Kuan , Mingkai Chin Yee Cheng Kueh Abdulwali Sabo Magdalena Mo Ching Mok Govindasamy Balasekaran Yu-kai Chang Christopher R. Edginton Ian Culpan Biljana Popeska J. Larry Durstine

https://doi.org/10.21653/tjpr.1489761

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

Ethical Statement

This review utilized the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) Search Strategies. The review was registered in the International Prospective Register of Systematic Reviews (PROSPERO; record #CRD 42022315938). The ethical approval was granted by the Universiti Sains Malaysia’s Human Research Ethics Committee (USM/JEPeM/22040240).

Supporting Institution

Nil

Project Number

1

Thanks

The authors would like to acknowledge the Foundation for Global Community Health (GCH) for technical support.

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

Project Number

1

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