Screen time impairs the relationship between physical fitness and academic attainment in children

Detalhes bibliográficos
Autor(a) principal: Aguilar,Macarena M.
Data de Publicação: 2015
Outros Autores: Vergara,Felipe A., Velásquez,Erikson J.A., Marina,Raquel, García-Hermoso,Antonio
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Jornal de Pediatria (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0021-75572015000400339
Resumo: OBJECTIVE: The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment.METHODS: A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects), physical fitness (cardiorespiratory fitness and muscular strength), weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day).RESULTS: In both genders good cardiorespiratory fitness levels were associated with high language (ß = 0.272-0.153) and mean academic attainment (ß = 0.192-0.156) grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day).CONCLUSIONS: Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment.
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spelling Screen time impairs the relationship between physical fitness and academic attainment in childrenAcademic performanceCardiorespiratory fitnessMuscular strengthSedentary lifestyleOBJECTIVE: The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment.METHODS: A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects), physical fitness (cardiorespiratory fitness and muscular strength), weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day).RESULTS: In both genders good cardiorespiratory fitness levels were associated with high language (ß = 0.272-0.153) and mean academic attainment (ß = 0.192-0.156) grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day).CONCLUSIONS: Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment.Sociedade Brasileira de Pediatria2015-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0021-75572015000400339Jornal de Pediatria v.91 n.4 2015reponame:Jornal de Pediatria (Online)instname:Sociedade Brasileira de Pediatria (SBP)instacron:SBPE10.1016/j.jped.2014.10.004info:eu-repo/semantics/openAccessAguilar,Macarena M.Vergara,Felipe A.Velásquez,Erikson J.A.Marina,RaquelGarcía-Hermoso,Antonioeng2015-11-16T00:00:00Zoai:scielo:S0021-75572015000400339Revistahttp://www.jped.com.br/https://old.scielo.br/oai/scielo-oai.php||jped@jped.com.br1678-47820021-7557opendoar:2015-11-16T00:00Jornal de Pediatria (Online) - Sociedade Brasileira de Pediatria (SBP)false
dc.title.none.fl_str_mv Screen time impairs the relationship between physical fitness and academic attainment in children
title Screen time impairs the relationship between physical fitness and academic attainment in children
spellingShingle Screen time impairs the relationship between physical fitness and academic attainment in children
Aguilar,Macarena M.
Academic performance
Cardiorespiratory fitness
Muscular strength
Sedentary lifestyle
title_short Screen time impairs the relationship between physical fitness and academic attainment in children
title_full Screen time impairs the relationship between physical fitness and academic attainment in children
title_fullStr Screen time impairs the relationship between physical fitness and academic attainment in children
title_full_unstemmed Screen time impairs the relationship between physical fitness and academic attainment in children
title_sort Screen time impairs the relationship between physical fitness and academic attainment in children
author Aguilar,Macarena M.
author_facet Aguilar,Macarena M.
Vergara,Felipe A.
Velásquez,Erikson J.A.
Marina,Raquel
García-Hermoso,Antonio
author_role author
author2 Vergara,Felipe A.
Velásquez,Erikson J.A.
Marina,Raquel
García-Hermoso,Antonio
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Aguilar,Macarena M.
Vergara,Felipe A.
Velásquez,Erikson J.A.
Marina,Raquel
García-Hermoso,Antonio
dc.subject.por.fl_str_mv Academic performance
Cardiorespiratory fitness
Muscular strength
Sedentary lifestyle
topic Academic performance
Cardiorespiratory fitness
Muscular strength
Sedentary lifestyle
description OBJECTIVE: The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment.METHODS: A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects), physical fitness (cardiorespiratory fitness and muscular strength), weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day).RESULTS: In both genders good cardiorespiratory fitness levels were associated with high language (ß = 0.272-0.153) and mean academic attainment (ß = 0.192-0.156) grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day).CONCLUSIONS: Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment.
publishDate 2015
dc.date.none.fl_str_mv 2015-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0021-75572015000400339
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1016/j.jped.2014.10.004
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Sociedade Brasileira de Pediatria
publisher.none.fl_str_mv Sociedade Brasileira de Pediatria
dc.source.none.fl_str_mv Jornal de Pediatria v.91 n.4 2015
reponame:Jornal de Pediatria (Online)
instname:Sociedade Brasileira de Pediatria (SBP)
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instname_str Sociedade Brasileira de Pediatria (SBP)
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reponame_str Jornal de Pediatria (Online)
collection Jornal de Pediatria (Online)
repository.name.fl_str_mv Jornal de Pediatria (Online) - Sociedade Brasileira de Pediatria (SBP)
repository.mail.fl_str_mv ||jped@jped.com.br
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