scholarly journals Validity of Items Assessing Self-Reported Number of Breaks in Sitting Time among Children and Adolescents

2020 ◽  
Vol 17 (18) ◽  
pp. 6708
Author(s):  
Veerle Van Oeckel ◽  
Benedicte Deforche ◽  
Nicola D. Ridgers ◽  
Elling Bere ◽  
Maïté Verloigne
Keyword(s):  
Children And Adolescents ◽  
Screen Time ◽  
Concurrent Validity ◽  
Sitting Time ◽  
After School ◽  
Prolonged Sitting ◽  
Break Up ◽  
School Period ◽  
Watching Tv ◽  
Child Questionnaire

Background: Sedentary behaviour guidelines recommend that individuals should regularly break up sitting time. Accurately monitoring such breaks is needed to inform guidelines concerning how regularly to break up sitting time and to evaluate intervention effects. We investigated the concurrent validity of three “UP4FUN child questionnaire” items assessing the number of breaks in sitting time among children and adolescents. Methods: Fifty-seven children and adolescents self-reported number of breaks from sitting taken at school, while watching TV, and during other screen time activities. Participants also wore an activPAL monitor (PAL Technologies, Glasgow, UK) to objectively assess the number of sitting time breaks (frequency/hour) during the school period and the school-free period (which was divided in the periods “after school” and “during the evening”). Concurrent validity was assessed using Spearman rank correlations. Results: Self-reported number of breaks/hour at school showed good concurrent validity (ρ = 0.676). Results were moderate to good for self-reported number of breaks/hour while watching TV (ρ range for different periods: 0.482 to 0.536) and moderate for self-reported number of breaks/hour in total screen time (ρ range for different periods: 0.377 to 0.468). Poor concurrent validity was found for self-reported number of breaks/hour during other screen time activities (ρ range for different periods: 0.157 to 0.274). Conclusions: Only the questionnaire items about number of breaks at school and while watching TV appear to be acceptable for further use in research focussing on breaks in prolonged sitting among children and adolescents.

Association of Physical Activity and Screen Time with Psychiatric Distress in Children and Adolescents: CASPIAN-IV Study

2018 ◽  
Vol 65 (4) ◽  
pp. 361-372
Author(s):  
Ehsaneh Taheri ◽  
Ramin Heshmat ◽  
Mohammad Esmaeil Motlagh ◽  
Gelayol Ardalan ◽  
Hamid Asayesh ◽  
...  
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Computer Games ◽  
Screen Time ◽  
School Health ◽  
Participation Rate ◽  
Nationwide Survey ◽  
Psychiatric Distress ◽  
Multistage Sampling ◽  
Watching Tv

AbstractBackgroundThere are limited studies about the association of physical activity (PA) and screen time (ST) with psychiatric distress (PD) among children and adolescents including Iranian populations.ObjectiveWe aimed to examine the independent and combined associations of PA and ST with PD among children and adolescents.MethodThis school-based nationwide survey was carried out among 14 880 students (50.8% boys and 75.6% urban inhabitants), of age 6–18 years by cluster and the stratified multistage sampling method from 30 provinces of Iran. The students and their parents completed two sets of questionnaires obtained from Global School Health Survey with several questions about the PD. The time spent on watching TV/video and computer games and PA were assessed by self-administered validated questionnaires.ResultsThe study had a participation rate of 90.6%. Of the studied students, 45.85%, 83.62%, 37.81% and 23.92% had depression, anger, insomnia and worthlessness, respectively. The prevalence of confusion, anxiety and worry was reported in 19.6%, 55.17% and 75.31% of the students, respectively. The combined effect of PA and that of ST showed that students with high PA and low ST had the lowest prevalence of PD, while the highest prevalence of these PD was observed among students with low PA combined with high ST (p < 0.05 for all).ConclusionsIncreasing PA and reducing ST should both be considered for improving the mental health status of children and adolescents.

scholarly journals Guidelines for physical activity and screen-time in the outside school hours childcare setting: a scoping review.

2020 ◽  
Author(s):  
Rosa Virgara ◽  
Lucy K Lewis ◽  
Anna Phillips ◽  
Mandy Richardson ◽  
Carol A Maher
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Guideline Development ◽  
Grey Literature ◽  
After School ◽  
Physical Activity Recommendations ◽  
Other World ◽  
Before School ◽  
School Period ◽  
School Care

Abstract Background: Globally millions of children attend outside school hours care. Children’s activity in this setting is critical to meeting daily physical activity recommendations. Guidelines are evidence-based statements intended to optimise practice. This study aimed to identify guidelines for physical activity and screen time for use in outside school hours care. Methods: Guidelines were identified by systematically searching Medline, Emcare, Embase, Scopus, ERIC, Sportsdiscus, TROVE, ProQuest, UpToDate, NICE, SIGN and Google in accordance with PRISMA-ScR guidelines. Results were screened independently by two reviewers and data synthesized narratively. Results: Nine guideline documents were identified from grey literature only (n = 8 USA, n = 1 Canada). The guidelines focused predominantly on the after school care period (n = 9 vs n = 1 for the before-school period). All had recommendations for physical activity, whilst 7 also had screen time recommendations. The guidelines varied considerably in their physical activity and screen time recommendations, though taken together, they recommended > 30–60 minutes of MVPA and < 60 minutes of recreational screen time per session. All guidelines were developed by expert/stakeholder panels, but none followed rigorous guideline development methods. Conclusions: Limited published guidelines for physical activity and screen-time in outside school care exist. Guidelines designed with rigorous tools and for other world regions are warranted.

Association between screen time and snack consumption in children and adolescents: The CASPIAN-IV study

2017 ◽  
Vol 30 (2) ◽  
Author(s):  
Roya Kelishadi ◽  
Nafiseh Mozafarian ◽  
Mostafa Qorbani ◽  
Mohammad Reza Maracy ◽  
Mohammad Esmaeil Motlagh ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Screen Time ◽  
Fast Food ◽  
Leisure Time ◽  
Dietary Habits ◽  
World Health ◽  
Daily Consumption ◽  
Ordinal Logistic Regression Analysis ◽  
Snack Consumption ◽  
Watching Tv

AbstractBackground:The relationship between screen time (ST) and the frequency of snack consumption in a national sample of Iranian children and adolescents was assessed. The present nationwide survey was conducted on 14,880 school students living in urban and rural areas of 30 provinces in Iran. Trained healthcare providers conducted the physical examination and completed the questionnaire of the World Health Organization – Global School-Based Student Health Survey (WHO-GSHS).Methods:The association between ST (total time spent watching TV and using a computer in leisure time) and the frequency of snack consumption was determined using ordinal logistic regression analysis. The subjects were 13,486 students out of the 14,880 invited including 50.8% boys. The mean (SD) age of participants was 12.47 (3.36) years.Results:In multivariate models, for students who had prolonged ST (more than 4 h/day), the odds of daily consumption of sweets (odds ratio, OR 1.25; 95% CI 1.14–1.4), salty snacks (OR 1.6; 95% CI 1.5–1.76), soft drinks (OR 1.52; 95% CI 1.4–1.7), canned fruit juice (OR 1.3; 95% CI 1.2–1.4), and fast food (OR 1.53; 95% CI 1.4–1.7) were higher compared to those with low ST. Furthermore, the odds of daily consumption of milk in students who had prolonged ST (more than 4 h/day) were lower compared to those with low ST (OR 0.9; 95% CI 0.8–0.99).Conclusions:Prolonged time spent watching TV and using a computer during leisure time might be associated with unhealthy dietary habits. Moreover, inactivity induced by prolonged ST may also lead to unhealthy dietary habits and in turn excess weight in children and adolescents.

scholarly journals The effectiveness of sedentary behaviour interventions on sitting time and screen time in children and adults: an umbrella review of systematic reviews

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Phuong Nguyen ◽  
Long Khanh-Dao Le ◽  
Dieu Nguyen ◽  
Lan Gao ◽  
David W. Dunstan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Sedentary Behaviour ◽  
Systematic Reviews ◽  
Screen Time ◽  
Sitting Time ◽  
Age Group ◽  
Umbrella Review ◽  
Occupational Sitting ◽  
Meta Analyses

Abstract Background There is increasing concern about the time people spend in sedentary behaviour, including screen time, leisure and occupational sitting. The number of both primary research studies (published trials) and reviews has been growing rapidly in this research area. A summary of the highest level of evidence that provides a broader quantitative synthesis of diverse types of interventions is needed. This research is to articulate the evidence of efficacy of sedentary behaviour interventions to inform interventions to reduce sitting time. The umbrella review, therefore, synthesised systematic reviews that conducted meta-analyses of interventions aiming at reducing sedentary behaviour outcomes across all age group and settings. Method A systematic search was conducted on six databases (MEDLINE Complete, PsycINFO, CINAHL, Global Health via EBSCOhost platform, EMBASE, and Cochrane Central Register of Systematic Reviews). Included articles were systematic reviews with meta-analysis of interventions aiming at reducing sedentary behaviour (screen time, sitting time or sedentary time) in the general population across all age group. Results Seventeen reviews met the inclusion criteria (7 in children and adolescent, 10 in adults). All reviews of sedentary behaviour interventions in children and adolescents investigated intervention effectiveness in reducing screen time. Six out of 11 meta-analyses (reported in 7 reviews) showed small but significant changes in viewing time. All reviews of sedentary behaviour interventions in office workplaces indicated substantial reduction in occupational sitting time (range: 39.6 to 100 min per 8-h workday). Sub-group analyses reported a trend favouring environmental change components such as sit-stand desks, active permissive workstations etc. Meta-analyses indicated that sedentary behaviour interventions were superior to physical activity alone interventions or combined physical activity and sedentary behaviour interventions in reducing sitting time. Conclusion The current systematic reviews and meta-analyses supported sedentary behaviour interventions for reducing occupational sitting time in particular, with small changes seen in screen time in children and adolescents. Future research should explore approaches to maintaining behaviour change beyond the intervention period and investigate the potential of sedentary behaviour reduction interventions in older age groups in non-occupational settings.

Variables Associated With Active and Inactive Behavior During the After-School Period

2013 ◽  
Vol 25 (2) ◽  
pp. 288-299 ◽  
Author(s):  
Eric Wickel
Keyword(s):  
Physical Activity ◽  
Time Use ◽  
Screen Time ◽  
Vigorous Physical Activity ◽  
Peer Groups ◽  
Fourth Grade ◽  
After School ◽  
Light Physical Activity ◽  
Children's Behavior ◽  
School Period

This study analyzed time-use interviews to report levels of active and inactive behavior during the after-school period (3–6 pm). Interviews were conducted on random days from three separate seasons during third and fourth grade. Youth with at least two interviews during third (356 completed 2 interviews; 506 completed 3 interviews [9 yrs; 50% boys]) and fourth (186 completed 2 interviews; 768 completed 3 interviews [10 yrs; 50% boys]) grade were included to report levels of moderate-to-vigorous physical activity (MVPA), light physical activity, inactive screen time, inactive nonscreen time, and travel by location and who the activity was undertaken with. Reporting time outside the home and with peers (single or group) was related to higher levels of MVPA. While inside the home, screen and nonscreen proportions were comparable (38% and 40%, respectively), despite unique patterns (screen: boys > girls; nonscreen: girls > boys). Reporting time with both parents was associated with more nonscreen time; whereas reporting time with peer groups was associated with lower screen time. Understanding active and inactive patterns of children’s behavior outside of school hours can be very important in contributing toward the development of innovative interventions for increasing physical activity.

scholarly journals Latin American interventions in children and adolescents’ sedentary behavior: a systematic review

2020 ◽  
Vol 54 ◽  
pp. 59
Author(s):  
Evelyn Helena Corgosinho Ribeiro ◽  
Paulo Henrique Guerra ◽  
Ana Carolina De Oliveira ◽  
Kelly Samara da Silva ◽  
Priscila Santos ◽  
...  
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
Sedentary Behavior ◽  
Latin American ◽  
Screen Time ◽  
Sitting Time ◽  
Community Based Interventions ◽  
Community Based ◽  
Eligibility Criteria ◽  
American Children

OBJECTIVE: To identify and evaluate the effects of community-based interventions on the sedentary behavior (SB) of Latin American children and adolescents. METHODS: A systematic review on community-based trials to reduce and/or control SB in Latin American countries (Prospero: CRD42017072157). Five databases (PubMed, Web of Science, Scopus, SciELO and Lilacs) and a reference lists were searched. RESULTS: Ten intervention studies met the eligibility criteria and composed the descriptive synthesis. These studies were conducted in Brazil (n=5), Mexico (n=3), Ecuador (n=1) and Colombia (n=1). Most interventions were implemented in schools (n=8) by educational components, such as meetings, lessons, and seminars, on health-related subjects (n=6). Only two studies adopted specific strategies to reduce/control SB; others focused on increasing physical activity and/or improving diet. Only one study used an accelerometer to measure SB. Seven studies investigated recreational screen time. Eight studies showed statistically significant effects on SB reduction (80%). CONCLUSIONS: Latin America community-based interventions reduced children and adolescents’ SB. Further studies should: define SB as a primary outcome and implement strategies to reduce such behaviour; focus in different SBs and settings, other than recreational screen time or at-home sitting time; and use objective tools together with questionnaires to measure sedentary behaviour in.

scholarly journals The Place of Physical Activity in the Time Budgets of 10- to 13-Year-Old Australian Children

2011 ◽  
Vol 8 (4) ◽  
pp. 548-557 ◽  
Author(s):  
Tim Olds ◽  
Carol Ann Maher ◽  
Kate Ridley
Keyword(s):  
Physical Activity ◽  
Observational Study ◽  
Active Transport ◽  
Screen Time ◽  
Time Distribution ◽  
Vigorous Physical Activity ◽  
After School ◽  
Time Budgets ◽  
School Period ◽  
Unstructured Play

Background:Low physical activity has been associated with increased fatness and deceased fitness. This observational study aimed to describe the magnitude, composition, and time-distribution of moderate-to-vigorous physical activity (MVPA) in Australian children.Methods:A total of 1132 10 to 13 year old schoolchildren completed a 24-h activity recall diary on 2 to 4 occasions. MVPA was defined as any activity requiring ≥3METs, including sport, play, active transport, chores, and other activities.Results:MVPA was higher in boys than girls (173 vs 140 min/day; P < .0001), higher on nonschool days than school days (166 vs 143 min/day; P < .0001), and decreased with age (9 min/day per year of age). MVPA consisted of structured sport (37%), active transport (26%), unstructured play (24%), and chores/miscellaneous activities (13%). Every hour of MVPA was associated with a reduction in screen time (26.5 min), non-screen-based sedentary pastimes (8 min), and sleep (5.5 min). The least active quartile of children were more likely to be girls (OR = 3.4), have higher screen time, and sleep more. From 4:00−6:30 PM on school days there were large differences in participation between high-active and low-active children.Conclusion:Findings suggest MVPA interventions should target girls, screen time and focus on the after-school period.

scholarly journals Screen-time during the after-school period: A contextual perspective

2020 ◽  
Vol 19 ◽  
pp. 101116
Author(s):  
Emma Haycraft ◽  
Lauren B. Sherar ◽  
Paula Griffiths ◽  
Stuart J.H. Biddle ◽  
Natalie Pearson
Keyword(s):  
Screen Time ◽  
After School ◽  
School Period

scholarly journals A scoping review of physical activity and screen time guidelines for use in Outside School Hours Care

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Rosa Virgara ◽  
Lucy Lewis ◽  
Anna Phillips ◽  
Mandy Richardson ◽  
Carol Maher
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Guideline Development ◽  
Vigorous Physical Activity ◽  
Grey Literature ◽  
After School ◽  
Care Guidelines ◽  
Other World ◽  
Before School ◽  
School Period

Abstract Background Globally, millions of children attend Outside School Hours Care. Children’s activity in this setting is critical to meeting daily physical activity recommendations. Guidelines are evidence-based statements intended to optimise practice. This study aimed to identify guidelines used in Outside School Hours Care for physical activity and screen time and summarise their content and methods of development. Methods Outside School Hours Care guidelines for children aged 5 to 12 years were identified by systematically searching Medline, Emcare, Embase, Scopus, ERIC, Sportsdiscus, TROVE, ProQuest, UpToDate, NICE, SIGN and Google in accordance with PRISMA-ScR guidelines. The search was conducted in March 2019 and results screened independently by two authors. Data were synthesized narratively. Results Nine guideline documents were identified from grey literature only (n = 8 USA, n = 1 Canada). The included guidelines focused predominantly on the after school care period (n = 9 vs n = 2 for the before school period). All had recommendations for physical activity, whilst 7 included screen time recommendations. There was considerable variability across the physical activity and screen time recommendations, though taken together, they recommended 30–60 min of moderate- to- vigorous physical activity and less than 60 min of recreational screen time per session. All guidelines were developed by expert/stakeholder panels, but none followed rigorous guideline development methods. Conclusions Limited published guidelines for physical activity and screen time in Outside School Hours Care exist. There is a variation in duration and intensity of physical activity recommended, whilst screen time recommendations are more consistent. Guidelines designed with rigorous tools and for other world regions are warranted.

scholarly journals Reply to Kersting et al. Comment on “Wunsch et al. The Impact of COVID-19 on the Interrelation of Physical Activity, Screen Time and Health-Related Quality of Life in Children and Adolescents in Germany: Results of the Motorik-Modul Study. Children 2021, 8, 98”

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 533
Author(s):  
Kathrin Wunsch ◽  
Carina Nigg ◽  
Claudia Niessner ◽  
Steffen C. E. Schmidt ◽  
Doris Oriwol ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Children And Adolescents ◽  
Screen Time ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related ◽  
The Impact

In reply to the comment of Kersting et al [...]

Sign in / Sign up

Export Citation Format

Share Document