'I'm on it 24/7 at the moment': a qualitative examination of multi-screen viewing behaviours among UK 10-11 year olds

Jago, Russell and Sebire, Simon J. and Gorely, Trish and Biddle, Stuart J. H. ORCID: https://orcid.org/0000-0002-7663-6895 and Hoyos Cillero, Itziar (2011) 'I'm on it 24/7 at the moment': a qualitative examination of multi-screen viewing behaviours among UK 10-11 year olds. International Journal of Behavioral Nutrition and Physical Activity, 8 (1). pp. 1-8.

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Background: Screen-viewing has been associated with increased body mass, increased risk of metabolic syndrome and lower psychological well-being among children and adolescents. There is a shortage of information about the nature of contemporary screen-viewing amongst children especially given the rapid advances in screen-viewing equipment technology and their widespread availability. Anecdotal evidence suggests that large numbers of children embrace the multi-functionality of current devices to engage in multiple forms of screen-viewing at the same time. In this paper we used qualitative methods to assess the nature and extent of multiple forms of screen-viewing in UK children.Methods: Focus groups were conducted with 10-11 year old children (n = 63) who were recruited from five primary schools in Bristol, UK. Topics included the types of screen-viewing in which the participants engaged; whether the participants ever engaged in more than one form of screen-viewing at any time and if so the nature of this multiple viewing; reasons for engaging in multi-screen-viewing; the room within the house where multi-screen-viewing took place and the reasons for selecting that room. All focus groups were transcribed verbatim, anonymised and thematically analysed.Results: Multi-screen viewing was a common behaviour. Although multi-screen viewing often involved watching TV, TV viewing was often the background behaviour with attention focussed towards a laptop, handheld device or smart-phone. There were three main reasons for engaging in multi-screen viewing: 1) tempering impatience that was associated with a programme loading; 2) multi-screen facilitated filtering out unwanted content such as advertisements; and 3) multi-screen viewing was perceived to be enjoyable. Multi-screen viewing occurred either in the child's bedroom or in the main living area of the home. There was considerable variability in the level and timing of viewing and this appeared to be a function of whether the participants attended after-school clubs.Conclusions: UK children regularly engage in two or more forms of screen-viewing at the same time. There are currently no means of assessing multi-screen viewing nor any interventions that specifically focus on reducing multi-screen viewing. To reduce children's overall screen-viewing we need to understand and then develop approaches to reduce multi-screen viewing among children. © 2011 Jago et al; licensee BioMed Central Ltd.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version made available under open access.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 11 May 2017 04:26
Last Modified: 11 May 2017 05:14
Uncontrolled Keywords: Public Health, Social Medicine and Epidemiology; Biophysics, Bioengineering and Medical Instrumentation;
Fields of Research (2008): 11 Medical and Health Sciences > 1106 Human Movement and Sports Science > 110602 Exercise Physiology
16 Studies in Human Society > 1699 Other Studies in Human Society > 169999 Studies in Human Society not elsewhere classified
Fields of Research (2020): 42 HEALTH SCIENCES > 4207 Sports science and exercise > 420702 Exercise physiology
44 HUMAN SOCIETY > 4499 Other human society > 449999 Other human society not elsewhere classified
Socio-Economic Objectives (2008): C Society > 95 Cultural Understanding > 9501 Arts and Leisure > 950103 Recreation
Identification Number or DOI: https://doi.org/10.1186/1479-5868-8-85
URI: http://eprints.usq.edu.au/id/eprint/31864

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