Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design
2.2. Participants
2.3. Ethics Approval
2.4. Procedures
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- Level 2: the difficulty was extended to include two flags so that no point was scored until both flags were stolen at the same time, and it could not be the same person who stole both flags.
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- Level 3: three flags per team were included. In this case, no two people from the same team could remain inside the opposing area, so until one of them stole a flag, another teammate could not enter to steal the next one.
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- Level 2: only jumping movements with two feet together were allowed inside the hoops. In this way, they progress more slowly and need more coordination and balance.
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- Level 3: only jumping with one foot together was allowed.
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- Level 2: the level of difficulty was increased by introducing two balls during the game.
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- Level 3: based on the premise of level two, a premise was added that if an opposing team’s throw was intercepted without the ball falling to the ground, a teammate could be saved and returned to the centre of the field.
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- Level 2: the number of queues was reduced.
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- Level 3: the playing space was reduced.
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- Level 2: the number of cards was increased from 10 to 15.
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- Level 3: the time they could look at the cards on the table was limited to 5 s, if they failed, they had to return with their card to the start to try again.
2.5. Measures
- -
- Plank [34], consisted of holding the plank position for as long as possible.
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- Progressive Aerobic Cardiovascular Endurance Run (PACER) [35], which made it possible to determine cardiorespiratory competence using a 20-m running test (out and back), following an acoustic signal that determined the intensity of the test.
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- Canadian Agility and Movement Skill Assessment (CAMSA) [36], allowed the participants to test their motor skills through an agility circuit, which included throwing, jumping and moving actions.
2.6. Statistical Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Monday | Tuesday | Wednesday | Thursday | Friday | ||
---|---|---|---|---|---|---|
Week 1 | Level 1 | Catch the flag | Rock, paper, scissors | Dodge ball | Fox hospital | Cards game |
Week 2 | Level 1 | Catch the flag | Rock, paper, scissors | Dodge ball | Fox hospital | Cards game |
Week 3 | Level 2 | Catch the flag | Rock, paper, scissors | Dodge ball | Fox hospital | Cards game |
Week 4 | Level 3 | Catch the flag | Rock, paper, scissors | Dodge ball | Fox hospital | Cards game |
All Participants | Experimental Group (n = 29) | Control Group (n = 28) | Between-Group Comparison | |||
---|---|---|---|---|---|---|
Gender | Male | Female | Male | Female | ||
N (%) | 57 (100) | 15 (51.7) | 14 (48.3) | 13 (46.4) | 15 (53.6) | |
Mean (SD) | Mean (SD) | Mean (SD) | p | |||
Age (years) | 10.25 (0.43) | 10.17 (0.38) | 10.31 (0.48) | 0.195 | ||
Height (cm) | 143.62 (6.95) | 141.96 (7.34) | 145.33 (6.20) | 0.670 | ||
Weight (kg) | 40.43 (10.73) | 38.77 (8.96) | 42.15 (12.24) | 0.334 | ||
BMI (kg/m2) | 19.14 (3.80) | 19.09 (3.05) | 19.20 (4.49) | 0.780 | ||
Fat Mass (%) | 23.67 (6.92) | 26.81 (5.99) | 25.88 (7.97) | 0.607 |
Experimental Group (n = 29) | Control Group (n = 28) | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Baseline | Follow-Up | Change | Within-Group | Baseline | Follow-Up | Change | Within-Group | Between Group Pre | Between Group Post | |||||||
Mean | SD | Mean | SD | Mean | SD | p | Mean | SD | Mean | SD | Mean | SD | p | p | p | |
DB Domain (points) | 17.17 | 7.39 | 17.96 | 7.06 | 0.79 | −0.33 | 0.051 | 18.96 | 6.89 | 17.75 | 6.16 | −1.21 | −0.73 | 0.005 | 0.473 | 0.741 |
Self-reported question (points) | 3.17 | 1.46 | 3.31 | 1.46 | 0.14 | 0 | 0.044 | 2.46 | 1.64 | 2.42 | 1.54 | −0.04 | −0.1 | 0.308 | 0.094 | 0.026 |
Diary steps (points) | 14.00 | 7.37 | 14.65 | 6.96 | 0.65 | −0.41 | 0.108 | 16.50 | 6.22 | 15.32 | 5.49 | −1.18 | −0.71 | 0.008 | 0.263 | 0.854 |
PC Domain (points) | 14.24 | 5.59 | 18.22 | 5.33 | 3.98 | −0.26 | <0.001 | 14.84 | 5.43 | 14.53 | 5.05 | −0.31 | −0.38 | 0.635 | 0.687 | 0.010 |
CAMSA (points) | 5.45 | 1.85 | 6.94 | 1.52 | 1.49 | −0.33 | <0.001 | 5.6 | 1.42 | 5.93 | 1.59 | 0.33 | 0.17 | 0.234 | 0.714 | 0.012 |
Plank (points) | 5.44 | 3.1 | 4.88 | 2.14 | −0.96 | −0.96 | 0.260 | 5.39 | 3.22 | 3.75 | 2.15 | −1.64 | −1.07 | 0.375 | 0.948 | 0.011 |
PACER (points) | 3.34 | 2.00 | 6.79 | 2.73 | 3.45 | 0.73 | <0.001 | 3.78 | 2.1 | 4.8 | 2.85 | 1.02 | 0.75 | 0.864 | 0.426 | 0.204 |
M and C Domain (points) | 23.97 | 1.79 | 25.11 | 1.31 | 1.14 | −0.48 | <0.001 | 22.27 | 3.08 | 21.75 | 2.69 | −0.52 | −0.39 | 0.011 | 0.016 | <0.001 |
Predilection (points) | 5.64 | 0.75 | 5.93 | 0.63 | 0.29 | −0.12 | 0.003 | 5.5 | 1.13 | 5.34 | 1.16 | −0.16 | 0.03 | 0.102 | 0.603 | 0.022 |
Adequacy (points) | 5.41 | 1.04 | 5.63 | 0.8 | 0.22 | −0.24 | 0.023 | 5.28 | 1.10 | 5.10 | .93 | −0.18 | −0.17 | 0.037 | 0.659 | 0.028 |
Intrinsic motivation (points) | 6.70 | 0.67 | 7.01 | 0.49 | 0.31 | −0.18 | 0.001 | 6.26 | 1.09 | 6.10 | 1.0 | −0.16 | −0.09 | 0.081 | 0.086 | <0.001 |
Competence (points) | 6.20 | 0.90 | 6.62 | 0.64 | 0.42 | −0.26 | 0.001 | 5.21 | 1.59 | 5.16 | 1.11 | −0.04 | −0.48 | 0.653 | 0.006 | <0.001 |
K and U domain (points) | 7.00 | 1.30 | 7.72 | 1.19 | 0.72 | −0.11 | <0.001 | 6.67 | 1.41 | 6.6 | 1.28 | −0.07 | −0.13 | 0.673 | 0.385 | 0.002 |
Overall Physical Literacy (points) | 61.19 | 11.96 | 68.30 | 10.85 | 7.11 | −1.11 | <0.001 | 61.68 | 14.68 | 60.72 | 11.90 | −0.96 | −2.78 | 0.344 | 0.893 | 0.017 |
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Mendoza-Muñoz, M.; Calle-Guisado, V.; Pastor-Cisneros, R.; Barrios-Fernandez, S.; Rojo-Ramos, J.; Vega-Muñoz, A.; Contreras-Barraza, N.; Carlos-Vivas, J. Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain. Int. J. Environ. Res. Public Health 2022, 19, 7597. https://doi.org/10.3390/ijerph19137597
Mendoza-Muñoz M, Calle-Guisado V, Pastor-Cisneros R, Barrios-Fernandez S, Rojo-Ramos J, Vega-Muñoz A, Contreras-Barraza N, Carlos-Vivas J. Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain. International Journal of Environmental Research and Public Health. 2022; 19(13):7597. https://doi.org/10.3390/ijerph19137597
Chicago/Turabian StyleMendoza-Muñoz, María, Violeta Calle-Guisado, Raquel Pastor-Cisneros, Sabina Barrios-Fernandez, Jorge Rojo-Ramos, Alejandro Vega-Muñoz, Nicolás Contreras-Barraza, and Jorge Carlos-Vivas. 2022. "Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain" International Journal of Environmental Research and Public Health 19, no. 13: 7597. https://doi.org/10.3390/ijerph19137597