Relationship between screen-time and motor proficiency in children: a longitudinal study

Cadoret, Geneviève; Bigras, Nathalie; Lemay, Lise; Lehrer, Joanne; Lemire, Julie

doi:10.1080/03004430.2016.1211123

Cited by 32 publications

(39 citation statements)

References 38 publications

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“…The ages of 3–4years may be too early to observe potential detrimental associations of prolonged exposure to screens and screen-based activities with FMS competency, and there is sparse research on the impact of screen-time and FMS competence in this age range. Cadoret etal 25 . examined longitudinal screen-time behaviors and FMS proficiency, observing that children who engaged in more screen-time at ages 4 and 5 had lower proficiency in FMS at age 7years.…”

Section: Discussionmentioning

confidence: 99%

“…Among preschool children, it seems that PA behaviors decrease and screen-based behaviors increase as children age 24 . Cadoret et al 25 found that preschool-age children maintained high screen-time behaviors across 3years, and higher screen-time exposure was related to lower FMS proficiency at the age of 7. However, Cadoret etal 25 .…”

Section: Introductionmentioning

confidence: 99%

“…Cadoret et al 25 found that preschool-age children maintained high screen-time behaviors across 3years, and higher screen-time exposure was related to lower FMS proficiency at the age of 7. However, Cadoret etal 25 . did not examine FMS proficiency when children were younger, indicating a need to examine these relationships earlier to identify when they emerge.…”

Section: Introductionmentioning

confidence: 99%

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Fundamental motor skills, screen-time, and physical activity in preschoolers

Webster

Martin

Staiano

2019

Journal of Sport and Health Science

181

178

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Highlights Preschool-aged children's motor skills were positively related to their engagement in vigorous physical activity. Preschool-aged children's manual dexterity skills were inversely related to their screen-time. Boys engaged in more moderate and vigorous physical activity and less sedentary behavior than girls. Further investigation into the relationship of high exposure of screen-time on young children's physical activity and motor skills is needed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Fundamental motor skills, screen-time, and physical activity in preschoolers

Webster

Martin

Staiano

2019

Journal of Sport and Health Science

181

178

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“…One major difficulty in studying SB among adolescents is that most investigations use screen time only and do not have a consensus on the cutoff point, but the most widely used values are between 2 and 4 hours per day 6, 10,18 . In the present study, if a cutoff point of 3 hours is considered for screen time (TV, video game, computer/tablet and smartphone), 92.5% of the adolescents exceed this value: 90.6% for girls, 95% for boys, 92.8% for public school, 91.7% for private school, 91.2% for elementary education, and 94% for high school.…”

Section: Prevalencementioning

confidence: 99%

Prevalência e fatores sociodemográficos associados ao comportamento sedentário em adolescentes de Rio Claro-SP

et al. 2020

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O objetivo do estudo foi analisar a prevalência, os fatores sociodemográficos e o comportamento sedentário (CS) associados as situações do CS (1) obrigações; 2) computador/tablet e videogame; 3) smartphone; 4) televisão; 5) CS total) de adolescentes de Rio Claro-SP. Participaram do estudo 482 adolescentes (14,4±2,1 anos) de 3 escolas públicas e 2 particulares, avaliados por um questionário de identificação, anamnese clínica e nível socioeconômico; Questionário de Comportamento Sedentário, com questões adicionais relacionadas ao CS e o uso de smartphones e videogames; Questionário de Atividade Física Habitual para Adolescentes; e mensuração do peso e estatura para o cálculo de Índice de Massa Corporal (IMC) (kg/m²). Realizou-se análise descritiva, teste t de Student para comparar as situações de CS e nível de atividade física entre meninos e meninas e regressão logística para verificar a associação das situações com o CS total (p<0,05). Identificou-se que 47,5% dos adolescentes permanecem mais de 14 horas/dia em CS (média de 13,7±3,4 horas/dia). As situações associados ao CS total foram: smartphone (RO=6,23; p<0,001); computador/tablet e videogame (RO=2,5; p=0,012); obrigações (RO=2,43; p=0,009) e televisão (RO=2,35; p=0,009). Relatou-se alta prevalência de CS, porém não houve nenhum fator sociodemográfico associado com esse comportamento. Adicionalmente, o uso do smartphone apresentou maior associação com o alto tempo de CS total.

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“…Heavy media use during preschool years is associated with negative effects on children’s health, general development, and outdoor play [ 1 ]. The risks of children spending a lot of time in front of a screen have been well documented by research: Addiction [ 25 ], obesity [ 26 ], negative effects on motor dexterity [ 27 ], and eye fatigue [ 28 ], among others.…”

Section: Introductionmentioning

confidence: 99%

The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review

López-Escribano

Montesino

García-Ortega

2021

IJERPH

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Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.

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Relationship between screen-time and motor proficiency in children: a longitudinal study

Cited by 32 publications

References 38 publications

Fundamental motor skills, screen-time, and physical activity in preschoolers

Fundamental motor skills, screen-time, and physical activity in preschoolers

Prevalência e fatores sociodemográficos associados ao comportamento sedentário em adolescentes de Rio Claro-SP

The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review

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