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All Journal Kindergarten: Journal of Islamic Early Childhood Education
Nurul Afrianti
Sunan Gunung Djati State Islamic University Bandung
Education Social Sciences

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Attitudes Toward Physical Activity Scale (APAS) Assessment During a Brain Breaks Implementation in Preschool Salma Hanifa; Erhamwilda; Nurul Afrianti
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v8i2.40837

Abstract

Background: Brain Breaks are short classroom physical activity breaks that have been linked to more positive attitudes toward physical activity in primary school pupils, but evidence from early childhood settings is almost absent. Objective: This pilot study examined Attitudes Toward Physical Activity Scale (APAS) (fun, learning, fitness, self-efficacy, and personal best) changed over a ten-school-day Brain Breaks implementation in kindergarten. Methods: A single-group, repeated-observation design was used with all 13 children (7 boys, 6 girls; aged 5–6 years) of one kindergarten class in Bandung, Indonesia. The classroom teacher rated each child daily on five single-item, four-point frequency indicators adapted from the Attitude Towards Physical Activity Scale (APAS). Child-level mean ratings from days 1–5 and days 6–10 were compared with paired t-tests and Wilcoxon signed-rank tests (Holm-adjusted), and child-specific linear trends across days were also examined. Results: No indicator changed reliably between the two phases (all adjusted p = 1.00; |dz| ≤ 0.29). The composite rating was 2.76 (SD = 0.55) in days 1–5 and 2.78 (SD = 0.48) in days 6–10 (mean difference = 0.02, 95% CI [−0.27, 0.31]). Daily trends were small and statistically indistinguishable from zero. Individual responses were heterogeneous. Conclusions: In this very small, uncontrolled pilot, no change in observed attitudinal behaviors could be demonstrated, and the design cannot separate any intervention effect from time or rater effects. The study documents a feasible observation protocol and provides variance estimates, together with a clear list of design requirements, for adequately powered controlled trials with early childhood samples.
Co-Authors Erhamwilda Salma Hanifa