Effects of brain-breaks exercise video program on fundamental motor skills performance among the
\nprimary school students in Kapit, Sarawak

Proficiency in Fundamental Motor Skills (FMS) among children is important
\nfor children to engage in physical activity (PA) and live an active lifestyle which will
\nbring positive implications to their physical, cognitive, and social development.
\nHowever, there is evidence that indicates low proficiency in FMS among children. The
\nstudy involved two interrelated studies and was divided into 2 phases: (1) Crosssectional
\nstudy (2) Interventional study. Data for both study phases were collected
\nusing the Canadian Agility and Movement Skill Assessment (CAMSA) instrument.
\nPhase 1 of the study aimed to identify the Sarawakian children’s FMS test scores based
\non gender and to identify the percentiles of total FMS score among Sarawakian
\nchildren based on gender and age. Data were analysed using the descriptive statistics
\n(mean, standard deviation, percentiles, crosstabs). 385 students were randomly
\nselected from 4 invited primary schools from 3 divisions in Sarawak (Kuching, Kota
\nSamarahan, Kapit). Males scored higher than females in all variables; completion time
\n(males, 28.65 ± 6.29; females, 28.09 ± 5.15), time score (males, 3.04 ± 2.20; females,
\n2.93 ± 1.82), skill score (males, 8.39 ± 2.51; females, 7.84 ± 2.62), total CAMSA score
\n(males, 11.42 ± 3.91; females, 10.77 ± 3.62), and interpretation (males, 1.09 ± .30;
\nfemales, 1.06 ± .23). In addition, the the Sarawakian children’s total FMS score
\npercentiles were lower as compared to the Canadian children. Phase 2 aimed to
\nexamine the effects of Brain-Breaks exercise video program in FMS performance
\namong the primary school students in Kapit, Sarawak. 104 students from 2 invited primary schools in Kapit, Sarawak participated in the study. Following the pre-test,
\nthe schools were randomly assigned to an intervention group (n = 53) and a control
\ngroup (n = 51). The intervention group received two-30 minutes Brain-Breaks sessions
\nper week for 7 weeks and the control group continued with their regular Physical
\nEducation (PE) class for 7 weeks. A post-test was conducted following the 7-week
\nintervention. Mixed factorial analysis of variance (ANOVA) was used to examine the
\neffects of Brain-Breaks on the study variables. A mixed ANOVA showed significant
\nchanges (time effect) on skill score, F(1,102) = 73.85, p-value = < .001; total CAMSA
\nscore, F(1, 102) = 52.94, p-value = < .001; and interpretation, F(1, 102) = 15.57, pvalue
\n= < .001. There were also significant differences between groups on skill score,
\nF(1, 102) = 35.21, p-value = < .001; and total CAMSA score, F(1, 102) = 5.81, pvalue
\n= .018. A significant interaction effect was found for skill score, F(1, 102) =
\n17.07, p-value = < .001. In conclusion, the skill score and total CAMSA score among
\nprimary school students significantly improved following the Brain-Breaks
\nintervention. Behavioural change intervention programs and strategies are essential in
\nthe acquiring of fundamental motor skills among the primary school students which
\nare central to sports participation and physical activities.

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