Decreasing Excessive Media Usage While Increasing Physical Activity

Larwin, Karen H.; Larwin, David A.

doi:10.1177/0145445508319668

Cited by 9 publications

(8 citation statements)

References 18 publications

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“…In the studies carried out in this area, it has been found that individuals who use the Internet in a general sense experience physical health problems involving the head, eyes, shoulder, neck, elbows, arms, wrist, forearms, hands and fingers, back and waist region, hips, feet and ankles). One study found that physical competences of users increased in one year when their Internet usage time was reduced (Larwin & Larwin, 2008). Psychosomatic symptoms, such as a lack of physical energy, physiological Volume 10 Number 4 2017 dysfunction and weak immunity (Cao, et al, 2011), caused by computer use for long hours, result from using the Internet for a long period of time in an inappropriate sitting position (Shields & Behrman, 2000), the formation of carpet tunnel syndrome in muscle groups (Shields & Behrman, 2000), the formation of health problems in the eyes, such as eye fatigue and eye irritation due to staring at a monitor for protracted periods (Subrahmanyam et al, 2000;Healy, et al, 2010), and increases in migraine pain (Suhail & Bargees, 2006) also negatively affect the individual in psychological and social terms, resulting in low self-esteem and the occurrence of occupational and personal disorders.…”

Section: Relationship Between Internet Addiction and Problem-solving mentioning

confidence: 99%

Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

Ibili¹

2017

ADN

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Abstract. In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and self-efficacy perceptions among teaching candidates were examined. The sample in this study comprised final-grade teaching candidates who were in the graduation phase. Statistical analysis of the data was conducted with the SPSS 22.0 computer program. According to the results, there was a moderate negative relationship between the Internet addiction level among the teaching candidates and weak self-efficacy perceptions and problem-solving skills, while there was a positively higher correlation between self-efficacy perceptions and problem-solving skills in the sample. Male subjects' Internet addiction levels were significantly higher than those of their female counterparts. However, no gender influence was observed on the problem-solving skills of prospective teachers and their proficiency regarding professional competence. The use of the Internet for entertainment purposes influenced problem-solving skills among teaching candidates to a negative extent, resulting in Internet dependency. Teaching candidates who used the Internet for research purposes, however, showed a higher level of proficiency and problem-solving skills appropriate to their profession and lower Internet addiction levels. Engaging in regular sporting activities was found to reduce teaching candidates' Internet addiction levels and positively affect problem-solving skills.

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Section: Relationship Between Internet Addiction and Problem-solving mentioning

confidence: 99%

Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

Ibili¹

2017

ADN

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“…Although the current study was unable to identify a causal relationship, a significant association between increased screen time and reduced physical activity in HS may provide us with a hint for an effective solution. Indeed, in a 14‐year‐old female single‐case study, excessive media use was reported to have been successfully replaced by physical activity with the provision of a personalized, flexible, and detailed exercise program 42 . Interestingly, even 1 year after the cessation of the program, this girl's level of physical activity continued to increase, and her average Internet and cell phone use on non‐school days decreased to 1 h a day, compared to more than 1.6 h a day before participation in the study.…”

Section: Discussionmentioning

confidence: 99%

Lifestyle habits associated with screen time among pupils in Japan

Kohyama¹

2021

Pediatrics International

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Background Media use is pervasive among pupils. This study aimed to determine lifestyle factors associated with screen time. Methods The study used a cross‐sectional design, and 2,722 questionnaires obtained from pupils in grades 5–12 were analyzed. Multiple regression analysis was used to determine significant lifestyle factors associated with screen time. Grade, gender, bedtime and waking time on both school days and non‐school days, academic performance, sleepiness, breakfast, dinner regularity, defecation habits, hours of after‐school activities, physical activity, and body mass index were used as the variables. Results Significant regression formulae were obtained for all school types: adjusted R2/P values were 0.21/<0.001 for elementary school, 0.21/<0.001 for junior high school, and 0.14/<0.001 for high school. Later non‐school‐day bedtime (standardized regression coefficient/P values were 0.14/< 0.001 for elementary school, 0.14/<0.001 for junior high school, and 0.09/<0.05 for high school) was significantly associated with increased screen time for all school types. In both elementary and junior high schools, more sleepiness (0.12/<0.001 for elementary school, 0.13/<0.001 for junior high school), shorter after‐school activity (−0.24/<0.001 for elementary school, −0.19/<0.001 for junior high school), and higher standardized body mass index (0.08/<0.05 for elementary school, 0.08/<0.01 for junior high school) were significantly associated with screen time increase. In both junior and senior high schools, breakfast skipping (0.15/<0.001 for junior school, 0.14/<0.001 for high school) revealed a significant association with screen time increase. Conclusions Media use is associated with variable lifestyle habits. Effective approaches to reduce heavy media use remain to be determined.

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“…Further, multiple agencies including the Centers for Disease Control (CDC) and U.S. Department of Health and Human Services as well as a growing body of research demonstrates that physical activity is critical to both improving academic outcomes for children but also to advancing their health [7,8]. While video games, TV, and other forms of screen time have been identified as factors in declining activity levels [9] other researchers are investigating exergaming as a way to get children to enjoy physical activity and increase their exercise motivation [10].…”

Section: Literature Review Physical Activity Of Childrenmentioning

confidence: 99%

Activity in the Classroom: Interventions to Increase Activity and Help Fight Childhood Obesity

Bublitz¹,

Rhodes²

2017

J Child Obes

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As schools focus on academics, less time is devoted to physical activity. Students "lack daily, quality physical activity", and this decline in physical exercise is contributing to the prevalence of childhood obesity. In this research we investigate how using a video-based exercise program in the classroom specifically designed to incorporate exercise with math skill practice can increase the activity level of children without sacrificing academic performance. Teachers from 36 Kindergarten and 1st grade classrooms participated in a 12-week pilot test using an academic exergaming program (Mission Move TM ) including both an intervention group and a control group who did not use the software during the test period. Teachers in both the intervention and control groups participated in surveys to assess children's activity levels and classroom behavior over the test period. Further, math pre-and post-tests were administered in both intervention and control classrooms with scores aggregated at the classroom level. We find that the total number of active minutes reported by classrooms during the pilot-test increased more than 100 minutes a week including 20 minutes within the classroom environment on average. Importantly, spending more activity time did not significantly impact academic scores on math skills positively or negatively. This research demonstrates that education-focused activity interventions can increase the activity level of children without having a negative impact on their overall academic performance.

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Decreasing Excessive Media Usage While Increasing Physical Activity

Cited by 9 publications

References 18 publications

Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

Lifestyle habits associated with screen time among pupils in Japan

Activity in the Classroom: Interventions to Increase Activity and Help Fight Childhood Obesity

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