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The purpose of this study was to explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings—based Brain Break® video exercises were introduced in the experimental group during a period of three months. Students’ attitudes toward physical activity were tested using a self-report survey instrument entitled “Attitudes toward Physical Activity Scale (APAS)” before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.

Correspondence to Dr Garry Kuan, Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan, Malaysia; garry@usm.my Programme card Settings Primary schools in the district of Kota Bharu, Kelantan, Malaysia. Moderate to vigorous intensity physical activity aimed improving health-related fitness—cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition. Teachers are required to provide health education along with physical education, personal development and safety awareness as part of their curriculum and classroom environment.8 This programme promotes physical activity among children and enhances students’ learning.

The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

Purpose - This paper aims to report empirical research investigating how school-based management (SBM) and paradigm shift (PS) in education are closely related to teachers' student-centered teaching and students' active learning in a sample of Hong Kong secondary schools.Design methodology approach - It is a cross-sectional survey research involving 31 secondary schools, 1,119 teachers and 7,063 students with seven sets of questionnaires: three for students, three for teachers and one for principals.Findings - The results of analysis indicate the following findings. The greater tendency towards SBM of a school associates with the greater extent of PS from the site-bounded paradigm towards the triplization paradigm in education. Both the measures of SBM and PS in education are closed related to teachers' student-centered teaching (in terms of facilitating student learning, facilitating student thinking and facilitating student self-reflection and assessment) and students' active learning (in terms of positive learning attitudes, application of various learning methods, learning effectiveness, multiple thinking in learning and satisfaction in learning). The profiles of \"high SBM and high-PS\" schools are much more preferable than \"low SBM and low-PS\" schools in terms of various measures of teachers' teaching and students' learning.Originality value - Even though SBM and PS in education are strongly emphasized in ongoing educational reforms in different parts of the world, there is lack of empirical study to show how they are related to teachers' teaching and students' learning in practice. The findings of the research contribute to filling this research gap and advancing theoretical and practical understanding in such a frontier area.

The purpose of this study was to investigate the effects of classroom-based Brain Breaks® Physical Activity Solution in Southeast Asia Singaporean primary school students and their attitude towards physical activity (PA) over a ten-week intervention. A total of 113 participants (8–11 years old) were randomly assigned to either an experimental (EG) or a control group (CG), with six classes to each group; the Brain Breaks® group (EG: six classes) and the Control group (CG: six classes). All EG members participated in a Brain Breaks® video intervention (three–five min) during academic classes and the CG continued their lessons as per normal. The student’s attitudes towards PA in both research conditions were evaluated using the self–reported Attitudes toward Physical Activity Scale (APAS), applied before and after intervention. The effects of the intervention on APAS scores were analysed using a mixed model analysis of variance with Time as within-subject and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Breaks® on student’s attitudes toward benefits, importance, learning, self-efficacy, fun, fitness, and trying to do their personal best in PA. The Brain Breaks® intervention provided a positive significant impact on students in Singapore. This study also revealed that interactive technology tools implemented into the school curriculum benefit students in terms of health and education.

Purpose – The purpose of this paper is to establish and compare multilevel models that significantly predict school effects on adding value to their students regarding English reading from Secondary One to Secondary Six. Design/methodology/approach – The data were collected from 3,993 students within 66 schools in 2006 by the Educational Bureau of Hong Kong. Findings – When entering Secondary One, the students’ English reading ability was tested then again at Secondary Six. A range of value-added models were fitted to the data. The comparison across these models suggests that student individual scores at intake are the most powerful indicators of value-added. The intake aptitude test scores, aggregated to school level, and gender made no significant difference. At the individual level, student band was the significant predictor. School level effects were largely non-significant. Specific findings on value-added across the schools are visualized as evidence of the parsimony of the selected model. Research limitations/implications – Secondary data such as this while collected at one point in time nevertheless can still shed light on current policies and practices. It is particularly the case considering that the value-added effects system is still working in Hong Kong over decades but less examined academically. Originality/value – This study has produced some insights for stakeholders to identify influences on the value-added patterns.

Background Little is known on the level of physical inactivity and its behavioral and cultural correlates among East Asian college students. Purpose The aim of this study is to examine and compare the level and behavioral and cultural correlates of physical inactivity among college students in Taiwan, Hong Kong, South Korea, Singapore, and Malaysia. Method Data were collected from a representative sample of college students ( N  = 12,137) in five East Asian economies during the 2008–2009 academic year. The stratified random sampling (stratum: geographic region) was used to select participating institutions. The overall response rate was 77%. Results The percentage of physically inactive students was 7.2% for Singapore, 8.0% for Malaysia, 13.5% for Taiwan, 16.8% for Hong Kong, and 28.5% for South Korea. When gender, age, and body mass index were controlled, fruit and vegetable consumptions were significant correlates for physical inactivity across all the five economies. In Hong Kong, Korea, and Taiwan, those who engaged in binge drinking at least once during the past 2 weeks were less likely to be physically inactive than those who did not. Religion and military experience did not independently predict physical inactivity in any of the five economies. Conclusion Physical inactivity varies greatly across different economies in East Asia that are usually grouped together and considered a single homogeneous entity by some researchers. However, in terms of correlates of physical inactivity, findings of the current study indicate that the transversal value of physical activity might be transformed into a universal.

Apparent bullying and victimization rates vary, depending on how these rates are measured. This study used Olweus-type global items and a short version of the School Bullying Scales to investigate the prevalence rate and behavioral ranking of bullying and victimization among secondary students in Hong Kong, Taiwan, and Macao. We used the response categories and cut-off point from the World Health Organization Health Behaviour in School-aged Children study. A total of 11,876 secondary students (grades 7–12) participated in this study. Results revealed that the rates of self-reported bullying, victimization, and combined bullying/victimization were 5.1, 9.3, and 1.8 %, respectively. The prevalence rates of bullying and victimization in Hong Kong, Taiwan, and Macao were quite similar. More male students were involved in bullying and victimization than female students. Prevalence rates of bullying and victimization decreased as grade level increased. Verbal bullying and victimization were the most common categories of school bullying. Implications of the results for bullying research are discussed.

Attempts to propose a simplified framework from an economic perspective for analyzing education policy. The framework takes into account the demand for and supply of education, the education system structure, the economic effects and consequences, and their interrelations. Maps out some key economic areas, issues and concerns in analysis and discussions of education policy. The framework will serve to facilitate economic considerations and analyses in current education policy debate in different parts of the world.

Aims to develop a theoretical model for understanding and enhancing effective self-learning in a networked human and information technology (IT) environment. Recent educational reforms in different parts of the world emphasize that independent self-learning throughout the life span is a sine qua non of education. Parallel to this is the development that the Internet and information technology have changed the modes of teaching and learning fundamentally and created unlimited opportunities for learning. There is an urgent need to develop a theory or model that can be used to deepen the understanding of the nature and process of self-learning and facilitate students becoming highly motivated and effective self-learners with the support of a networked human and IT environment. The implications drawn from the theory can contribute to the paradigm shift of education in current worldwide education reforms.