Effective strategies for promoting physical activity through the use of digital media among school-age children: A systematic review

Risultato della ricerca: Articlepeer review

Abstract

Digital media are widespread among school-age children, and their incorrect use may lead to an increase in sedentary levels and the consequences associated with it. There are still few studies that have investigated whether physical activity levels could be increased through their use. The aim of this study was to systematically review the scientific literature in order to identify whether digital strategies and technologies are capable of increasing the level of physical activity. A literature search was performed using the following databases: Pubmed, Scopus, and Web of Science. The main outcomes evaluated the increase in physical activity levels, the number of steps, and the reduction of sedentary behaviors. Two trained researchers independently assessed eligible studies against eligibility criteria, extracted data, and assessed the risk of bias. The Downs and Black checklist was used to assess the quality of the included studies. A total of 15 studies (1122 children) were included in this systematic review, with a mean age of 8.45 ± 0.70 years. Quality assessment of the studies observed a “moderate quality” of the included records. The results of this systematic review highlight that digital media can be applied as a way to improve the levels of physical activity in children to contrast a sedentary lifestyle. The main limitations of the study are the heterogeneity within the exercise protocols and the paucity of studies involving school-age children. More research is needed to confirm our findings also due to continuing technological progress.
Lingua originaleEnglish
pagine (da-a)11270-11281
Numero di pagine12
RivistaSustainability
Volume13
Stato di pubblicazionePublished - 2021

All Science Journal Classification (ASJC) codes

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  • ???subjectarea.asjc.2100.2105???
  • ???subjectarea.asjc.2300.2301???
  • ???subjectarea.asjc.2100.2102???
  • ???subjectarea.asjc.2300.2308???

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