Screen time and its relationship with the development of physical literacy in primary school students
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Abstract
This study examined the relationship between screen time, physical literacy, motor competence, and physical fitness in primary school students, and assessed the implementation of a physically active learning (PAL) intervention. A mixed-methods design was used with 24 sixth-grade students from a primary school in Valencia (Spain). Screen time and sedentary behaviours were assessed with an adapted version of the Youth Leisure-Time Sedentary Behavior Questionnaire (YLSBQ), physical competence was evaluated through the CAMSA, PACER, and Plank tests from the Canadian Assessment of Physical Literacy (CAPL2), and perceived physical literacy was measured with the Physical Literacy Questionnaire for Children (PL-C Quest). In addition, a one-week PAL intervention was implemented in Spanish Language and Mathematics, combined with active breaks. The results showed that physical competence was positively associated with perceived physical literacy, whereas screen time was negatively associated with physical competence and several dimensions of physical literacy. Girls reported higher screen time and lower physical competence than boys. The intervention was associated with an increase in the number of daily steps and was positively valued by both students and the teacher. These findings suggest that PAL may be a useful strategy to increase movement opportunities during the school day and promote healthier and more active learning environments.
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References
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