TY - JOUR
T1 - Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren
T2 - A Study Protocol
AU - Mendoza‐muñoz, Maria
AU - Carlos‐vivas, Jorge
AU - Villafaina, Santos
AU - Parraca, Jose A.
AU - Vega‐muñoz, Alejandro
AU - Contreras‐barraza, Nicolás
AU - Raimundo, Armando
N1 - Publisher Copyright:
© 2022 by the authors. Li-censee MDPI, Basel, Switzerland.
PY - 2022/6
Y1 - 2022/6
N2 - (1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children’s PL and body composition. (3) Methods: A parallel‐group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Devel-opment) and body composition (height, bodyweight, fat mass and fat‐free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possi-ble. This could be a scientific breakthrough in terms of health‐related PA improvement and adher-ence, as well as the prevention of diseases associated with inactivity.
AB - (1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children’s PL and body composition. (3) Methods: A parallel‐group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Devel-opment) and body composition (height, bodyweight, fat mass and fat‐free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possi-ble. This could be a scientific breakthrough in terms of health‐related PA improvement and adher-ence, as well as the prevention of diseases associated with inactivity.
KW - active recess
KW - children
KW - daily activity behaviour
KW - knowledge
KW - motivation
KW - physical competence
KW - students
UR - http://www.scopus.com/inward/record.url?scp=85135295104&partnerID=8YFLogxK
U2 - 10.3390/biology11060910
DO - 10.3390/biology11060910
M3 - Article
AN - SCOPUS:85135295104
VL - 11
JO - Biology
JF - Biology
SN - 2079-7737
IS - 6
M1 - 910
ER -