Abstract:

The increased amounts of screen time and considerable reductions in daily physical activity among students have been proposed as potential risk factors for multiple health problems. Excessive screen time and reduced physical activity lead to physical health problems, lower cognitive performance, and poorer psychosocial health. There is also evidence that high screen time is associated with adverse effects on irritability, mood disturbances, and psychosocial impairments, leading to poorer educational performance. The aim of the study was to find out how the complex of physical activities affects students' psychophysiological parameters.

The groups of 15-19 years old students were engaged in complex of different physical activities for 2 months period. Students were divided into two age groups: 15-16 years old students and 17-19 years old students. In total 22 students were involved in physical activity complex and tested by Vienna tests. Students who regularly engage in sports and who do not engage in sports on a regular basis were assessed separately. The complex of physical activities was developed by sports pedagogues. Students were introduced to physical exercises that had to be performed regularly. Physical activities were organized in the form of training group exercises, or by tasks which were given to students, and students filled these tasks individually. The level of physical activities was assessed with an Actigraphy, Fitbit and mobile applications. Students' psychophysiological parameters were assessed using Vienna tests before and after starting complex of physical activities. The Vienna test system is an internationally certified test system used in the European Union and worldwide in various fields of psychology and pedagogy. All Vienna tests are computerized adapted and standardized, and the tests have a high degree of validity and reliability, as confirmed by special studies performed at the test development company Shufrried in Vienna. The following Vienna tests were used: Cognitrone test (COG), Determination Test (DT), Adaptive Matrices Test (AMT), Figural Memory Test (FGT), Reaction Time Test (RT) and STROOP Test (STROOP). COG test describes a person's work style, the speed of information processing, the persistence of attention and the ability to focus on work. DT test is used for measurement of reactive stress tolerance and ability to react under complex stimulus conditions. AMT test is a non-verbal test that assesses general intelligence in terms of logical reasoning. FGT test is used to measure figural learning performance and figural episodic memory. RT assesses the ability to react under simple stimulus STROOP test is a sensorimotor speed test that measures speed in reading words and naming colours under conditions of colour/word interference.

The results of the study indicate that the complex of physical activities has improved the indicators of certain psychophysiological parameters such as persistence of attention, ability to focus on work and ability to recognize shapes of figures correctly. Other parameters such as reaction speed under simple stimulus have not significantly changed.

Acknowledgement:
This work was supported by the Latvian Council of Science under Fundamental and Applied Research grant Nr. lzp-2019/1-0152 “Comprehensive Assessment and Support Program to Reduce Screen Time Related Health Risks in Adolescents”.

Keywords:

Students, screen time, physical activity complex, psychophysiological parameters, Vienna test system.