Introduction. The increase in sedentary screen time can negatively affect the quality of sleep, impacting the performance of daily activities. Objective. To analyze the association between sedentary screen time and sleep quality, regardless of the symptoms of anxiety in adolescents of both genders. Method. Cross-sectional study integrating school-based epidemiological research with a representative sample (n = 666) of high school students (14 to 19 years old) in public schools in the municipality of Caruaru-PE. The translated versions into Portuguese of the Pittsburgh Sleep Quality Index (PSQI) and the Hospital Anxiety and Depression Scale (HAD) were applied to analyze sleep quality and anxiety, respectively. Binary logistic regression was used to analyze the association, considering sleep quality as an outcome. Results. There was a positive, statistically significant (p #abr# .001) correlation between sleep quality and symptoms of anxiety (r = .393). A significant association regarding the association between screen time and sleep quality was noted only in those adolescents classified as being possible or probable anxiety cases and only in exposure to the computer (OR = 2.337; 95% CI [1.01, 5.43]) and video games (OR = 8.083; 95% CI [2.0, 32.8]) after adjusting for gender, age, and school shift. Discussion and conclusion. Increased interaction with the screen and higher levels of anxiety can be more harmful to sleep in adolescents. Exposure to screen time, specifically those which have a greater interaction such as video games and computers, can have a negative impact on sleep quality, but only in adolescents with a higher risk of anxiety.
Introduction. Adolescents who practice sports have better mental health indicators. Objective. To analyze the association between different types of physical activity (systematized exercise, individual, and collective sports), mental health, and suicidal ideation in adolescents. Method. We conducted a cross-sectional study with 666 Brazilian adolescents (14-19 y.o.) attending high schools and selected using random cluster sampling. The mental health indicators analyzed were evaluated through the Self Reporting Questionnaire and the Strengths and Difficulties Questionnaire, including suicidal ideation. We also obtained physical activity information through questionnaires. Results. There was a higher prevalence related to mental disorders (54.2% vs. 32.5%), difficulties related to mental health (79.6% vs. 48.4%), and suicidal thoughts (22.9% vs. 11.4%) in girls than in boys (p () .001 for all). The boys engaged in more team sports (41.0 vs. 23.8), whereas girls performed more exercise (45.1 vs. 26.5; p () .001). Discussion and conclusion. The practice of team sports helps develop the collective spirit, stimulates social interaction, and develops reasoning and emotional intelligence. Boys who play team sports have fewer symptoms of common mental disorders, lower mental health problems, and less suicidal ideation than physically inactive boys.
Active play can contribute to the reduction of sedentary time and generate potential benefits for the performance of fundamental motor skills in children. Thus, the aim of this systematic review was to provide a synthesis of evidence on the contributions of active play to fundamental motor skills in children aged 2 to 5 years typically developed, as well as to verify the differences between the intervention protocols used in the studies. The studies were identified by searching the PubMed, Web of Science and Lilacs databases. Clinical trials available in English, conducted in typically developing children, were included, and studies with the theme of electronic games were excluded. Two independent researchers examined the studies and conducted data extraction. Eight articles were included in the systematic review; three identified that children who experienced interventions with free active play had better performance in handling and balance skills. Four studies identified that children who practiced guided active play had better performance in locomotion, manipulation and balance skills, one study found no significant difference. We concluded that the practice of active play, especially guided active play, positively contributes to the fundamental motor skills of children aged 3 to 5 years typically developed.
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