Associations between Screen Time and Physical Activity among Spanish Adolescents

Excessive time in front of a single or several screens could explain a displacement of physical activity. The present study aimed at determining whether screen-time is associated with a reduced level of moderate to vigorous physical activity (MVPA) in Spanish adolescents living in favorable environmental conditions. or more to total screen-time showed a 64% (OR = 0.61, 95% CI, 0.44–0.86) increased risk of failing to achieve the recommended adolescent MVPA level. Participation in organized physical activities and sports competitions were more strongly associated with MVPA than screen-related behaviors.No single screen-related behavior explained the reduction of MVPA in adolescents. However, the total time accumulated through several screen-related behaviors was negatively associated with MVPA level in boys. This association could be due to lower availability of time for exercise as the time devoted to sedentary screen-time activities increases. Participation in organized physical activities seems to counteract the negative impact of excessive time in front of screens on physical activity

Contribution of Individual and Environmental Factors to Physical Activity Level among Spanish Adults

BACKGROUND: Lack of physical activity (PA) is a major risk for chronic disease and obesity. The main aims of the present study were to identify individual and environmental factors independently associated with PA and examine the relative contribution of these factors to PA level in Spanish adults. METHODOLOGY/PRINCIPAL FINDINGS: A population-based cross-sectional sample of 3,000 adults (18-75 years old) from Gran Canaria (Spain) was selected using a multistage stratified random sampling method. The participants were interviewed at home using a validated questionnaire to assess PA as well as individual and environmental factors. The data were analyzed using bivariate and multivariate logistic regression. One demographic variable (education), two cognitive (self-efficacy and perceived barriers), and one social environmental (organized format) were independently associated with PA in both genders. Odds ratios ranged between 1.76-2.07 in men and 1.35-2.50 in women (both p<0.05). Individual and environmental factors explained about one-third of the variance in PA level. CONCLUSIONS/SIGNIFICANCE: Self-efficacy and perceived barriers were the most significant factors to meet an adequate level of PA. The risk of insufficient PA was twofold greater in men with primary or lesser studies and who are employed. In women, living in rural environments increased the risk of insufficient PA. The promotion of organized PA may be an efficient way to increase the level of PA in the general population. Improvement in the access to sport facilities and places for PA is a prerequisite that may be insufficient and should be combined with strategies to improve self-efficacy and overcome perceived barriers in adulthood

La educación física en su contribución al proceso formativo de la Educación Infantil

La presente investigación tiene por finalidad presentar a la comunidad científica y a la sociedad en general la percepción que tienen los distintos colectivos integrantes del proceso educativo de cuál es la contribución de la motricidad, en su forma sistemática -la Educación Física-, al proceso formativo de la Educación Infantil. En este sentido, refleja la opinión que los alumnos de Magisterio de la especialidad de Educación Infantil, los maestros especialistas de Educación Infantil y Primaria en ejercicio, los educadores/as de guarderías, jardines de infancia o escuelas infantiles y los padres tienen de esta materi

Associations of environmental factors with the recommended level of physical activity.

<p>OR = Odds ratio to be sufficiently active; 95% CI = 95% confidence interval;</p>*<p>p<0.05;</p>a<p>Logistic Regression adjusted by <i>age; education; employment status; smoking; BMI; perceived health; indexes of self-efficacy, outcome expectations, barriers, social support and modelling; format of PA; availability of sport facilities, walking trails and parks; perceived access to facilities for PA; 8 characteristics of neighborhood; and town size</i>.</p>b<p>no availability of the specific type of facility;</p>c<p>Ausence of the specific attribute.</p

Basic characteristics of adults participants in Gran Canaria Physical Activity Study.

a<p>Age, Mean ± SD = 40.1±15.8 years-old;</p>b<p>Smoking, 18±11.3 cigarrettes;</p>c<p>BMI, 25.6±4.5 kg/m²; <i>% Active</i>, percentage of participants meeting public health recommendations of PA.</p

Percentage of the determination's coefficient explained by individual and environmental variables.

<p>Percentage of the determination's coefficient explained by individual and environmental variables.</p

Associations of individual factors with the recommended level of physical activity.

<p>OR = Odds ratio to be sufficiently active; 95% CI = 95% confidence interval; * p<0.05;</p>a<p>Logistic Regression adjusted by <i>age; education; employment status; smoking; BMI; perceived health; indexes of self-efficacy, outcome expectations, barriers, social support and modelling; format of PA; availability of sport facilities, walking trails and parks; perceived access to facilities for PA; 8 characteristics of neighborhood; and town size</i>.</p>b<p>for each increase of 1 year;</p>c<p>for each increase of 10 cigarretes;</p>d<p>for each increase of 1 kg/m²;</p>e<p>all cognitive variables as ordinal scales.</p

Percentiles of time dedicated to television, computer, video-game, portable mini consoles and total of screen-related behaviors among adolescents participants.

<p>Percentiles of time dedicated to television, computer, video-game, portable mini consoles and total of screen-related behaviors among adolescents participants.</p

Odds ratio for being sufficiently active in relation to screen-related behaviors and social environments variables among adolescents participants in Gran Canaria Physical Activity Study.

a<p>For each increase of 1 hour per day;</p>b<p>For each increase of 1 point in scale (0 =  I don’t like it at all, 5 =  I like it a lot);</p><p>*p<0.05.</p