A155: The Impact of Internet-Based Screen Behavior on Physical Activity in Children and Adolescents

Although previous studies have indicated that different types of screen time may be associated with insufficient physical activity in children and adolescents, the impact of various types of internet-based screen time on physical activity has not been sufficiently explored. Therefore, this study aims to investigate the specific impact of different internet-based screen usage on physical activity in children and adolescents through a two-year national cross-sectional survey. This study utilized cross-sectional survey data from the China Family Panel Studies, involving 5,770 children and adolescents aged 10 to 18 in 2020 and 2022. Physical activity frequency was assessed using a single question, with fewer than five sessions per week classified as insufficiently active. The survey also collected data on screen time frequency in online gaming, online shopping, online learning, short video, and WeChat usage. Generalized linear logistic regression models were applied, constructing three analytical models: Model 1 without variable control, Model 2 incorporating sociodemographic variables (age, gender, school level, and urban/rural location), and Model 3 further adjusting for sleep duration. The analysis in Model 1 showed that, compared with children and adolescents who did not use online learning, those who used online learning had 19% higher odds of insufficient physical activity (Odds Ratio OR = 1.19, 95% Confidence Interval CI: 1.05-1.33). After controlling for sociodemographic variables such as age, gender, school grade, and urban/rural location, the negative effect of online learning on physical activity persisted, with the proportion of insufficient physical activity increasing by 15% (OR = 1.15, 95% CI: 1.01-1.29). Additionally, after controlling for relevant variables, the effect of short video on physical activity began to emerge, with children and adolescents who have watched short videos having an 18% higher risk of insufficient physical activity compared to those who have never watched a short video (OR = 1.18, 95% CI: 1.01-1.29). Further control for sleep duration in Model 3 showed that the negative effects of online learning and short video on physical activity remained consistent with those in Model 2, with little change. Different types of Internet-based screen behavior have significantly different impacts on physical activity in children and adolescents, with online learning and short videos having a negative effect. The future should fully consider the impact of various types of screen behavior on physical activity in children and adolescents and develop targeted intervention measures.