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Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain

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Listed:
  • María Mendoza-Muñoz

    (Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
    Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Evora, Portugal)

  • Violeta Calle-Guisado

    (Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Medicine and Health Sciences, University of Extremadura, 06800 Badajoz, Spain)

  • Raquel Pastor-Cisneros

    (Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Sabina Barrios-Fernandez

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Jorge Rojo-Ramos

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Alejandro Vega-Muñoz

    (Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile)

  • Nicolás Contreras-Barraza

    (Facultad de Economía y Negocios, Universidad Andres Bello, Viña del Mar 2531015, Chile)

  • Jorge Carlos-Vivas

    (Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

Abstract

Several studies have shown that active breaks (AB) lead to improvements in physical fitness, daily steps taken and participants’ health. However, there are no studies that have evaluated how they affect physical literacy (PL). Aims: Therefore, this study examined the effects of a 4-week recreational AB program based on games whose main objective was to improve motivation and motor skills’ improvement in PL in schoolchildren. Method: A quasi-experimental pilot study was conducted with PL assessments before and after a 4-week recreational AB program. Results: Fifty-seven schoolchildren (10.28 ± 0.43 years) participated in the study, 29 in the control group and 28 in the experimental group. An improvement in PL was found between the experimental and control groups after the intervention ( p = 0.017). Moreover, the experimental group also improved ( p < 0.001) PL after the intervention. More specifically, within the domain of PL, improvements were found after the intervention in the experimental group in the domains of physical competence ( p < 0.001), motivation and confidence ( p < 0.001) and knowledge ( p < 0.001) but not in the domain of daily activity ( p = 0.051). Conclusion: The application of an AB program based on playful games, during four weeks, produced an increase in scores in the general PL level, as well as in the domains of physical competence, motivation, and knowledge and understanding in schoolchildren.

Suggested Citation

  • María Mendoza-Muñoz & Violeta Calle-Guisado & Raquel Pastor-Cisneros & Sabina Barrios-Fernandez & Jorge Rojo-Ramos & Alejandro Vega-Muñoz & Nicolás Contreras-Barraza & Jorge Carlos-Vivas, 2022. "Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain," IJERPH, MDPI, vol. 19(13), pages 1-13, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:13:p:7597-:d:844258
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    References listed on IDEAS

    as
    1. Alice Masini & Sofia Marini & Erica Leoni & Giovanni Lorusso & Stefania Toselli & Alessia Tessari & Andrea Ceciliani & Laura Dallolio, 2020. "Active Breaks: A Pilot and Feasibility Study to Evaluate the Effectiveness of Physical Activity Levels in a School Based Intervention in an Italian Primary School," IJERPH, MDPI, vol. 17(12), pages 1-15, June.
    2. Hilary A.T. Caldwell & Natascja A. Di Cristofaro & John Cairney & Steven R. Bray & Maureen J. MacDonald & Brian W. Timmons, 2020. "Physical Literacy, Physical Activity, and Health Indicators in School-Age Children," IJERPH, MDPI, vol. 17(15), pages 1-12, July.
    3. Emily Bremer & Jeffrey D. Graham & John Cairney, 2020. "Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program," IJERPH, MDPI, vol. 17(9), pages 1-19, April.
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