Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol

Overview

Journal Biology (Basel)

Publisher MDPI

Specialty Biology

Date 2022 Jun 24

PMID 35741431

Authors

Maria Mendoza-Munoz

Jorge Carlos-Vivas

Santos Villafaina

Jose A Parraca

Alejandro Vega-Munoz

Nicolas Contreras-Barraza

Armando Raimundo

Affiliations

Soon will be listed here.

Abstract

(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 Development) 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 possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.

Citing Articles

Effects of a 7-week active breaks intervention program on physical literacy and body mass index.

Urbano-Mairena J, Munoz-Bermejo L, Carlos-Vivas J, Pastor-Cisneros R, Montenegro-Espinosa J, Mendoza-Munoz M Front Psychol. 2025; 16:1535729.

PMID: 39995435 PMC: 11847806. DOI: 10.3389/fpsyg.2025.1535729.

Portuguese translation and validation of the questionnaires from the Canadian Physical Literacy Assessment-2: a pilot study.

Mendoza-Munoz M, Carlos-Vivas J, Castillo-Paredes A, Parraca J, Raimundo A, Alegrete J Front Psychol. 2023; 14:1244566.

PMID: 38046115 PMC: 10690814. DOI: 10.3389/fpsyg.2023.1244566.

Effects of a 4-Week After-School Physical Literacy Program on Health-Related Quality of Life and Symptomatology in Schoolchildren with ADHD: A Study Protocol.

Calzada-Rodriguez J, Mendoza-Munoz M, Pastor-Cisneros R, Barrios-Fernandez S, Carlos-Vivas J, Gomez-Galan R Healthcare (Basel). 2023; 11(14).

PMID: 37510554 PMC: 10379282. DOI: 10.3390/healthcare11142113.

A Bibliometric Analysis of Physical Literacy Studies in Relation to Health of Children and Adolescents.

Urbano-Mairena J, Castillo-Paredes A, Munoz-Bermejo L, Denche-Zamorano A, Rojo-Ramos J, Pastor-Cisneros R Children (Basel). 2023; 10(4).

PMID: 37189909 PMC: 10137032. DOI: 10.3390/children10040660.

Impact of an Interdisciplinary Educational Programme on Students' Physical Activity and Fitness.

Jimenez-Parra J, Valero-Valenzuela A Healthcare (Basel). 2023; 11(9).

PMID: 37174798 PMC: 10178393. DOI: 10.3390/healthcare11091256.

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