Tiempo en pantalla, tiempo sedentario y clima escolar en tiempo de pandemia en estudiantes entre 11 y 14 años de la región de Valparaíso, Chile (Screen time, sedentary time and school climate level in times of pandemic in students between 11 and 14 years of age in the Valparaíso Region)
DOI:
https://doi.org/10.47197/retos.v53.101316Palabras clave:
inactividad física, escuela, convivencia escolar, bullyingResumen
Objetivo: Relacionar el tiempo en pantalla y tiempo sedentario con el clima escolar en tiempos de pandemia en alumnos entre 11 y 14 años de la Región de Valparaíso. Materiales y métodos: estudio no experimental, de enfoque cuantitativo, con alcance descriptivo y correlacional. La muestra fue de 179 alumnos (104 mujeres y 75 hombres) entre los 11 y 14 años de dos establecimientos educacionales de la región de Valparaíso en Chile. Para medir el nivel de clima escolar se utilizó la Escala de Clima Social del Aula para alumnos (CSA). El tiempo en diferentes comportamientos sedentarios se midió con el cuestionario The Youth Activity Profile (YAP-SL). Resultados: los hábitos sedentarios se relacionaron negativamente con el clima escolar (r=-0,239/p=0,001), entre ellos, destacó el tiempo de uso de computadora (PC) (r=-,213/p=0,004). Por otra parte, el tiempo en videojuegos (r=0,033/p=0,666) y en teléfono móvil (r=-0,073/p=0,334) no tuvo relación, y el tiempo en TV tuvo una relación positiva con la dimensión de competitividad (r=0,160/p=0,032).Conclusión: El tiempo en diferentes comportamientos sedentarios se asocia negativamente con el clima escolar del aula durante la pandemia por COVID-19. A partir de esto se sugiere aumentar los niveles de actividad física y disminuir el tiempo en comportamientos sedentarios, en especial el tiempo frente al PC.
Palabras Clave: Actividad física, escuela, convivencia escolar, bullying.
Abstract. Objective: Relate the time on screen, sedentary time and the level of school climate in times of pandemic in students between 11 and 14 years of the Valparaíso Region. Materials and method: Quantitative, descriptive-analytical and non-probabilistic study. The sample consisted of 179 students (104 females and 75 males) between 11 and 14 years of age from two educational establishments in the Valparaíso region of Chile. All the students had informed consent signed by their parents and/or guardians. To measure the level of school climate, the Classroom Social Climate Scale for students (CSA) was used and the use of technologies and sedentary time was analyzed with the YAP-SL questionnaire. Results: There was a negative relationship between the time of PC use with the school climate (r=-.213/p=0.004). On the other hand, sedentary habits were negatively related to school climate (r=-0.239/p=0.001). In addition, time in video games (r=0.033/p=0.666) and mobile phone (r=-0.073/p=0.334) is not related, and TV time has a positive relationship with the competitiveness dimension (r=0.160/p=0.032).Conclusion: It is concluded that the social climate of the general classroom is negatively related to the time of PC use and sedentary habits. Based on this, it is suggested to increase the levels of physical activity and decrease the time of PC use during the pandemic to favor a better social climate in schoolchildren.
Key Words: Physical inactivity, school, school coexistence, bullying.
Citas
Banz, C. Convivencia Escolar; Documento Valoras-UC; Centro de Desarrollo de Liderazgo Educativo: Santiago, Chi-le, 2008; pp. 1–8.
Barnett, L. M., van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood motor skill profi-ciency as a predictor of adolescent physical activity. The Journal of adolescent health : official publication of the So-ciety for Adolescent Medicine, 44(3), 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004
Bates, L. C., Zieff, G., Stanford, K., Moore, J. B., Kerr, Z. Y., Hanson, E. D., Barone Gibbs, B., Kline, C. E., & Ston-er, L. (2020). COVID-19 Impact on Behaviors across the 24-Hour Day in Children and Adolescents: Physical Ac-tivity, Sedentary Behavior, and Sleep. Children (Basel, Switzerland), 7(9), 138. https://doi.org/10.3390/children7090138
Berger, Christian, Alamos, Pilar, Milicic, Neva, & Alcalay, Lidia. (2014). Rendimiento académico y las dimensiones personal y contextual del aprendizaje socioemocional: evidencias de su asociación en estudiantes chilenos. Univer-sitas Psychologica, 13(2), 627-638. https://doi.org/10.11144/Javeriana.UPSY13-2.radp
Brooks, F., Chester, K.L., Smeeton, N., & Spencer, N.H. (2016). Video gaming in adolescence: factors associated with leisure time use. Journal of Youth Studies, 19, 36 - 54. https://doi:10.1080/13676261.2015.1048200
Carter, B., Rees, P., Hale, L., Bhattacharjee, D., & Paradkar, M. S. (2016). Association Between Portable Screen-Based Media Device Access or Use and Sleep Outcomes: A Systematic Review and Meta-analysis. JAMA pediatrics, 170(12), 1202–1208. https://doi.org/10.1001/jamapediatrics.2016.2341
Celis-Morales, C., Salas-Bravo, C., Yáñez, A., & Castillo, M. (2020). Inactividad física y sedentarismo. La otra cara de los efectos secundarios de la Pandemia de COVID-19 [Physical inactivity and sedentary lifestyle-The other side of the side effects of the COVID-19 Pandemic]. Revista médica de Chile, 148(6), 885–886. https://doi.org/10.4067/S0034-98872020000600885
Cerda, G.A.; Salazar, Y.S.; Guzmán, C.E.; Narváez, G. Impact of the School Coexistence on Academic Performance according to Perception of Typically Developing and Special Educational Needs Students. Propósitos Y Represent. 2018, 6, 247–300.
Couzin-Frankel, J., Vogel, G., & Weiland, M. (2020). Not open and shut. Science (New York, N.Y.), 369(6501), 241–245. https://doi.org/10.1126/science.369.6501.241
Efstathiou, N. T., Risvas, G. S., Theodoraki, E.-M. M., Galanaki, E. P., & Zampelas, A. D. (2016). Health education: Effects on classroom climate and physical activity. Health Education Journal, 75(7), 799-810. https://doi.org/10.1177/0017896916628576
Eyler, A. A., Schmidt, L., Beck, A., Gilbert, A., Kepper, M., & Mazzucca, S. (2021). Children's Physical Activity and Screen Time during COVID-19 Pandemic: A Qualitative Exploration of Parent Perceptions. Health behavior and policy review, 8(3), 236–246. https://doi.org/10.14485/hbpr.8.3.5
Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program. Developmental psychology, 41(3), 479–490. https://doi.org/10.1037/0012-1649.41.3.479
Garcia-Hermoso, A., Oriol-Granado, X., Correa-Bautista, J. E., & Ramírez-Vélez, R. (2019). Association between bullying victimization and physical fitness among children and adolescents. International journal of clinical and health psychology: IJCHP, 19(2), 134–140. https://doi.org/10.1016/j.ijchp.2019.02.006
García-Hermoso, A., Hormazábal-Aguayo, I., Fernández-Vergara, O., Olivares, P. R., & Oriol-Granado, X. (2020). Physical activity, screen time and subjective well-being among children. International journal of clinical and health psychology: IJCHP, 20(2), 126–134. https://doi.org/10.1016/j.ijchp.2020.03.001
Guo, Y. F., Liao, M. Q., Cai, W. L., Yu, X. X., Li, S. N., Ke, X. Y., Tan, S. X., Luo, Z. Y., Cui, Y. F., Wang, Q., Gao, X. P., Liu, J., Liu, Y. H., Zhu, S., & Zeng, F. F. (2021). Physical activity, screen exposure and sleep among stu-dents during the pandemic of COVID-19. Scientific reports, 11(1), 8529. https://doi.org/10.1038/s41598-021-88071-4
Izaguirre, L. A., Rodríguez-Fernández, A., & Fernández-Zabala, A. (2023). Perceived academic performance ex-plained by school climate, positive psychological variables and life satisfaction. The British journal of educational psychology, 93(1), 318–332. https://doi.org/10.1111/bjep.12557
Jackson, D. B., & Vaughn, M. G. (2021). Diet Quality and Physical Fighting Among Youth: A Cross-National Study. Journal of Interpersonal Violence, 36(3–4), NP1180-1192NP. https://doi.org/10.1177/0886260518754874
Jeong, H., Yim, H. W., Lee, S. Y., Lee, H. K., Potenza, M. N., & Lee, H. (2021). Factors associated with severity, incidence or persistence of internet gaming disorder in children and adolescents: a 2-year longitudinal study. Addic-tion (Abingdon, England), 116(7), 1828–1838. https://doi.org/10.1111/add.15366
King, D. L., Delfabbro, P. H., Billieux, J., & Potenza, M. N. (2020). Problematic online gaming and the COVID-19 pandemic. Journal of behavioral addictions, 9(2), 184–186. https://doi.org/10.1556/2006.2020.00016
Konstabel, K., Veidebaum, T., Verbestel, V., Moreno, L. A., Bammann, K., Tornaritis, M., Eiben, G., Molnár, D., Siani, A., Sprengeler, O., Wirsik, N., Ahrens, W., Pitsiladis, Y., & IDEFICS consortium (2014). Objectively meas-ured physical activity in European children: the IDEFICS study. International journal of obesity (2005), 38 Suppl 2, S135–S143. https://doi.org/10.1038/ijo.2014.144
López Sánchez, M. M., Arrieta-Rivero, S. ., & Carmona-Alvarado, F. (2023). Educación física y convivencia escolar, una apuesta desde el currículo (Physical education and school coexistence, a proposal from the curricu-lum). Retos, 47, 25–34. https://doi.org/10.47197/retos.v47.93674
Mardones Soto, G. (2023). La influencia del clima escolar en el aprendizaje: Revisión sistemática. Revista Realidad Educativa, 3(2), 121–145. https://doi.org/10.38123/rre.v3i2.300
Madigan, S., Eirich, R., Pador, P., McArthur, B. A., & Neville, R. D. (2022). Assessment of Changes in Child and Adolescent Screen Time During the COVID-19 Pandemic: A Systematic Review and Meta-analysis. JAMA pedia-trics, 176(12), 1188–1198. https://doi.org/10.1001/jamapediatrics.2022.4116
Muñoz-Troncoso, F., Cuadrado-Gordillo, I., Riquelme-Mella, E., Miranda-Zapata, E., & Ortiz-Velosa, E. (2022). Perception of School Violence: Indicators of Normalization in Mapuche and Non-Mapuche Students. International journal of environmental research and public health, 20(1), 24. https://doi.org/10.3390/ijerph20010024
Oliveira, C. B., Pinto, R. Z., Saraiva, B. T. C., Tebar, W. R., Delfino, L. D., Franco, M. R., Silva, C. C. M., & Christofaro, D. G. D. (2020). Effects of active video games on children and adolescents: A systematic review with meta-analysis. Scandinavian journal of medicine & science in sports, 30(1), 4–12. https://doi.org/10.1111/sms.13539
Pérez, A., Ramos, G., & López, E. (2009). Diseño y análisis de una escala para la valoración de la variable clima social aula en alumnos de Educación Primaria y Secundaria (Vol. 350).
Pérez, A., Ramos, G., & López, E. (2010). Clima social aula: percepción diferenciada de los alumnos de educación secundaria obligatoria. Cultura y Educación, 22(3), 259–281. https://doi.org/10.1174/113564010804932184
Reid, MA., MacCormack, J., Cousins, S., Freeman J. Physical Activity, School Climate, and the Emotional Health of Adolescents: Findings from 2010 Canadian Health Behaviour in School-Aged Children (HBSC) Study. School Men-tal Health 7, 224–234 (2015). https://doi.org/10.1007/s12310-015-9150-3
Richard, J., Marchica, L., Ivoska, W., & Derevensky, J. (2021). Bullying Victimization and Problem Video Gaming: The Mediating Role of Externalizing and Internalizing Problems. International journal of environmental research and public health, 18(4), 1930. https://doi.org/10.3390/ijerph18041930
Rico-Gallegos, C.; Vargas Esparza, G.; Poblete-Valderrama, F.A.; Carrillo-Sanchez, J.L.; Rico-Gallegos, J.; Mena-Quintana, B.; Chaparro-Baeza, D.K.; Reséndiz-Hernández, J.M. Hábitos de Actividad Física y Estado de Salud Du-rante la Pandemia por COVID-19. Rev. Espac. 2020, 41. Available online: https://www.revistaespacios.com/a20v41n42/20414201.html
Rossi, L., Behme, N., & Breuer, C. (2021). Physical Activity of Children and Adolescents during the COVID-19 Pan-demic-A Scoping Review. International journal of environmental research and public health, 18(21), 11440. https://doi.org/10.3390/ijerph182111440
Saint-Maurice, P. F., & Welk, G. J. (2014). Web-based assessments of physical activity in youth: considerations for design and scale calibration. Journal of medical Internet research, 16(12), e269. https://doi.org/10.2196/jmir.3626
Salas, Carlos, Cristi-Montero, Carlos, Fan, Yu, Durán, Eliana, Labraña, Ana María, Martínez, María Adela, Leiva, Ana María, Alvarez, Cristian, Aguilar-Farías, Nicolás, Ramírez-Campillo, Rodrigo, Martínez, Ximena Díaz, San-zana-Inzunza, Ruth, & Celis-Morales, Carlos. (2016). Ser físicamente activo modifica los efectos nocivos del se-dentarismo sobre marcadores de obesidad y cardiometabólicos en adultos. Revista médica de Chile, 144(11), 1400-1409. https://dx.doi.org/10.4067/S0034-98872016001100005
Schmidt SCE, Anedda B, Burchartz A, Eichsteller A, Kolb S, Nigg C, Niessner C, Oriwol D, Worth A, Woll A. Physi-cal activity and screen time of children and adolescents before and during the COVID-19 lockdown in Germany: a natural experiment. Sci Rep. 2020 Dec 11;10(1):21780. https://doi.org/10.1038/s41598-020-78438-4.
Segura-Díaz J.M., Barranco-Ruiz Y., Saucedo-Araujo R.G., Aranda-Balboa M.J., Cadenas-Sanchez C., Migueles J.H., Saint-Maurice P.F., Ortega F.B., Welk G.J., Herrador Colmenero M., et al. Feasibility and reliability of the Span-ish version of the Youth Activity Profile questionnaire (YAP-Spain) in children and adolescents. J. Sports Sci. 2020;39:801–807. https://doi:10.1080/02640414.2020.1847488.
Tremblay, M. S., Aubert, S., Barnes, J. D., Saunders, T. J., Carson, V., Latimer-Cheung, A. E., Chastin, S. F. M., Altenburg, T. M., Chinapaw, M. J. M., & SBRN Terminology Consensus Project Participants (2017). Sedentary Behavior Research Network (SBRN) - Terminology Consensus Project process and outcome. The international journal of behavioral nutrition and physical activity, 14(1), 75. https://doi.org/10.1186/s12966-017-0525-8
Trott, M., Driscoll, R., Irlado, E., & Pardhan, S. (2022). Changes and correlates of screen time in adults and children during the COVID-19 pandemic: A systematic review and meta-analysis. EClinicalMedicine, 48, 101452. https://doi.org/10.1016/j.eclinm.2022.101452
WHO guidelines on physical activity and sedentary behaviour: at a glance. https://www.who.int/publications/i/item/9789240014886
World Health Organization. Coronavirus (COVID-19) events as they happen. Published 2020. Accessed December 15, 2020. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/events-as-they-happen.
World Medical Association (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
Zubiaga A., Cilleruelo L. Games of emulation: ideological framework for an electronic neural architecture of biologi-cal inspiration. Artnodes. 2020;(25):1–12. https://raco.cat/index.php/Artnodes/article/view/373899/467451
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
