Sedentary behavior and motor competence in children and adolescents: a review

Santos, Guilherme dos; Guerra, Paulo Henrique; Milani, Suedem Andrade; Santos, Ariane Brito Diniz; Cattuzzo, Maria Teresa; Ré, Alessandro Hervaldo Nicolai

doi:10.11606/s1518-8787.2021055002917

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Sumário

Review • Rev. Saúde Pública 55 • 2021 • https://doi.org/10.11606/s1518-8787.2021055002917 copy

Sedentary behavior and motor competence in children and adolescents: a review

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

OBJECTIVE

To synthesize evidence from studies that analyzed the associations between sedentary behavior and motor competence in children and adolescents.

METHODS

Systematic review of original articles that analyzed possible associations between sedentary behavior and motor competence in children and adolescents (3–18 years of age), without restrictions on study design, instruments and analysis protocols. The articles were identified through searches in the PubMed, Web of Science, Academic Search Premier, Cinahl, Medline and SPORTDiscus databases, as well as in reference lists. The level of evidence was evaluated according to the amount of studies that reported statistical significance in the associations between the variables and the quality of the articles (risk of bias).

RESULTS

Of 2,462 initial studies, 22 composed the synthesis (two interventions, nine longitudinal and eleven cross-sectional studies). Of these, in 13, we observed negative associations between the variables, more often in the age group of seven to fourteen years. In the analysis of risk of bias, the main limitations of the studies were “convenience sampling” and “no description of sample sizing”.

CONCLUSIONS

The available evidence suggests that sedentary behavior is negatively associated with motor competence in elementary school children, although the evidence is uncertain in the preschool years; the synthesis of results from longitudinal studies suggests that sedentary behavior negatively affects the development of motor competence. It is important that future studies have greater control over sociocultural determinants and deepen knowledge regarding sex and age, as well as the methods and indicators used to evaluate the two variables.

Child; Adolescent; Sedentary Behavior; Motor Competence; Systematic Review

Study	Local	Design	Sample	Age
Adank et al.¹², 2018	Netherlands	Cross-sectional	595 (291 boys)	7–11 years
Barnett et al.³⁹, 2012	Australia	Cross-sectional	53 (22 boys)	3–6 years
Burns et al.³⁸, 2019	United States	Cross-sectional	409 (205 Boys)	1st to 5th year; mean of 8.4 years (SD = 1.8)
Cadoret et al.⁴⁰, 2018	Canada	Longitudinal	133 (51 boys)	4–7 years
Capio et al.⁴¹, 2015	Hong Kong	Experimental	26 (13 boys)	Experimental group: mean of 7.17 years (SD = 2.77); control group: mean of 6.82 years (SD = 2.51)
Cliff et al.³², 2009	Australia	Cross-sectional	46 (25 boys)	3–5 years
Drenowatz and Cricket³⁰, 2019	Austria	Longitudinal	213 (122 boys)	5th year; mean of 10.4 years (SD = 0.6)
Famelia et al.⁴², 2017	Indonesia	Cross-sectional	66 (30 boys)	3–6 years
Gu⁴³, 2016	United States	Longitudinal	256 (129 boys)	5–6 years
Gu et al.⁴⁴, 2018	United States	Longitudinal	141 (72 boys)	Preschoolers; mean 5.37 years (SD = 0.48)
Gu, Chen and Zhang⁴⁵, 2019	United States	Longitudinal	671 (363 boys)	Mean of 6.96 years (SD = 1.60)
Jaakkola et al.⁴⁶, 2009	Finland	Cross-sectional	152 (76 boys)	7th grade; 13 years
Jaakkola et al.⁴⁷, 2019	Finland	Longitudinal	336 (173 boys)	6th year; mean of 12.02 years (SD = 0.38)
Laukkanen et al.⁴⁸, 2014	Finland	Experimental	84 (38 boys)	5–8 years
Lloyd et al.⁴⁹, 2014	Canada	Longitudinal	17 (5 boys)	6 years
Lopes et al.³³, 2012	Portugal	Cross-sectional	213 (103 boys)	9–10 years
Lopes et al.⁵⁰, 2016	Portugal	Cross-sectional	101 (53 boys)	3–5 years
Matarma et al.⁵¹, 2018	Finland	Longitudinal	111 (45 boys)	5–6 years
Smith et al.⁵², 2015	England	Longitudinal	10831 (N/A)	10 years
Tsuda et al.⁵³, 2019	United States	Cross-sectional	72 (39 boys)	Preschoolers; mean of 4.38 years (SD = 0.85)
Webster et al.¹⁷, 2019	United States	Cross-sectional	126 (58 boys)	3-4 years
Wrotniak et al.³⁷, 2006	United States	Cross-sectional	65 (31 boys)	8–10 years

Study	MC type and measurement	SB type and measurement	Statistics	Main results between SB and MC
Adank et al.¹², 2018	Product; AST	Total time in SB; accelerometer	Multivariate analysis Very low MC and SB: β = 3.17; CI 1.28–5.05 Low MC and SB: β = 1.97; CI 0.44–3.49 High MC and SB: β = -0.45; CI-1.71–0.81 Very high MC and SB: β = -1.72; CI–3.18-0.27	Negative association
Barnett et al.³⁹, 2012	Process; TGMD-2	Recreational screen time; questionnaire	Hierarchical linear regression, adjusted by age and sex Object and SB control skills: β = -0.13 Locomotion skills and SB: β = -0.24	Null association
Burns et al.³⁸, 2019	Process; TGMD-3	Total time in SB; accelerometer	General linear models of mixed effects adjusted for age, body mass index, estimated aerobic capacity and school Locomotion skills and SB: γ = -9.07 Object control skills and SB: γ = 2.09 MC and SB: γ = 5.05	Null association
Cadoret et al.⁴⁰, 2018	Product; BOT-2 SF	Recreational screen time; questionnaire	Pearson correlation SB at 4 years and MC at 7 years: r = -0.267 SB at 5 years and MC at 7 years: r = -0.268 SB at 7 years and MC at 7 years: r = -0.246	Negative association
Capio et al.⁴¹, 2015*	Process; TGMD-2	Total time in SB; accelerometer	Pearson correlation Locomotion skills and SB: r = -0.310 Object control skills and SB: r = -0.275 Running duration and SB: r = 0.603 Jumping distance and SB: r = -0.445 Kicking and SB: r = -0.411 Throwing and SB: r = 0.328 Grabbing and SB: r = -0.242	Negative association
Cliff et al.³², 2009	Process; TGMD-2	Total time in SB; accelerometer	Pearson correlation; MC and SB in boys: r = -0.194 MC and SB in girls: r = 0.138	Null association
Drenowatz and Cricket³⁰, 2019	Product; DMT 6-18	Recreational screen time; questionnaire	Manova and Pearson correlation Increased media consumption with improvements in side jumps (p = 0.03) and decrease in 6-minute run (p = 0.03)	Negative association
Famelia et al.⁴², 2017	Process; TGMD-3	Total time in SB; accelerometer	Multiple regression Locomotion skills and SB during the playground: r = -0.56 Ball skills and SB during the playground: r = -0.14	Uncertain association
Gu⁴³, 2016	Product; PE Metrics	Total time in SB; accelerometer	Pearson correlation Locomotion skills and SB: r = -0.13 Object control skills and SB: r = -0.16 MC and SB: r = -0.19	Negative association
Gu et al.⁴⁴, 2018	Product; PE Metrics	Total time in SB; accelerometer	Pearson correlation Locomotion skills and SB: r = -0.30 Object control skills and SB: r = -0.30 MC and SB: r = -0.34	Negative association
Gu, Chen and Zhang⁴⁵, 2019	Product; PE Metrics	Total time in SB; accelerometer	Pearson correlation Locomotion skills and SB in Hispanics: r = -0.25 Object control skills and SB in Hispanics: r = -0.08 Locomotion skills and SB in non-Hispanics: r = -0.16 Object control skills and SB in non-Hispanics: r = -0.06	Negative association
Jaakkola et al.⁴⁶, 2009	Product; throwing, jumping and balance	Recreational screen time; questionnaire	Pearson correlation Throwing and SB: r = 0.09 Jumping and SB: r = -0.28 Balance and SB: r = 0.22	Negative association
Jaakkola et al.⁴⁷, 2019	Product; Five jumps, throwing and grasping	Total time in SB; accelerometer	Structural equation modeling Grade 6: Locomotion skills and SB: r = -0.056 Object control skills and SB: r = -0.142 7th grade: Locomotion skills and SB: r = -0.364 Object control skills and SB: r = -0.059	Uncertain association
Laukkanen et al.⁴⁸, 2014	Product; KTK and TCB	Total time in SB; accelerometer	Partial correlation MC and SB in preschool boys: r = -0.52	Uncertain association
Lloyd et al.⁴⁹, 2014	Process; TGMD	Sitting time; questionnaire	Pearson correlation Locomotion skills and SB: r = -0.37 Object control skills and SB: -0.10 MC and SB: r = -0,25	Negative association
Lopes et al.³³, 2012	Product; KTK	Total time in SB; accelerometer	Binary logistic regression OR = 5.065 for girls and OR = 9.149 for boys	Negative association
Lopes et al.⁵⁰, 2016	Product; MABC-2	Total time in SB; accelerometer	Spearman correlation Balance and SB: r = 0.15 Object control skills and SB: r = 0.03	Null association
Matarma et al.⁵¹, 2018	Product; BOT-2	Total time in SB; accelerometer	Linear regression No significant correlation	Null association
Smith et al.⁵², 2015	Product; Throwing, balance on one foot, walking backwards	Recreational screen time; questionnaire	Logistic regression High MC and low probability of high screen time at 16 years: OR = 0.79; CI 0.64–0.98 High MC and low probability of TV time at age 42: OD = 0.85; CI 0.72–0.99	Negative association
Tsuda et al.⁵³, 2019	Process; TGMD-2	Total time in SB; accelerometer	Pearson correlation Locomotion skills and SB: r = -0.46 Object control skills and SB: r = -0.42	Negative association
Webster et al.¹⁷, 2019	Process and product; TGMD - 3 and MABC-2	Total time in SB; accelerometer	Pearson correlation MC and screen time: β = -1.6	Null association
Wrotniak et al.³⁷, 2006	Product; BOTMP-SF	Total time in SB; accelerometer	Pearson correlation MC and SB: r = -0,308	Negative association

Education	Studies that show association	Studies by risk of bias	Association or non-association according to the risk of bias	Level of evidence
Preschool (n = 11)	Negative association: 5 (45.4%) No association: 5 (45.4%) Uncertain association: 1 (9.1%)	Low: 3 (27.2%) Medium: 7 (63.6%) High: 1 (9.0%)	LRB: N:^44,49; NA:³⁹ MRB: N:^40,43,53; NA:^32,50,17; ?: ⁴² HRB: NA:⁵¹	Uncertain evidence
Primary education (n = 11)	Negative association: 8 (88.8%) No association: 1 (9.0%) Uncertain association: 2 (18.1)	Low: 1 (9.0%) Average: 10 (90.9%)	LRB: N:¹² MRB: N:^{41,30,45,46,33,52,37}; NA:³⁸; ?:^47,49	Evidence of negative association

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[1] Correspondence: Guilherme dos Santos Rua Arlindo Béttio, 1000 - Ermelino Matarazzo 03828-000 São Paulo, SP, Brasil E-mail: guilherme4.santos@usp.br