Advertisement

Applied Research in Quality of Life

, Volume 14, Issue 3, pp 637–658 | Cite as

Leisure, Free Time and Well-Being of 10 Years Old Children Living in Buenos Aires Province, Argentina

  • Graciela TononEmail author
  • María Juliana Laurito
  • Denise Benatuil
Article
  • 106 Downloads

Abstract

The study of subjective well-being in children and adolescents has had different focuses and orientations; this research paper’s approach on that theme lies in conceiving children as active agents, as the protagonists of the aforementioned research (Sen 2000), focusing on their own outlook and using their own words (Ben-Arieh et al. 2013; Benatuil and Laurito 2016; Mieles and Tonon 2015). Leisure during childhood is highly relevant to children’s development (Fattore et al. 2017; Leyra Fatou and Bárcenas Viñas 2014; Peñalba 1999) and may be considered as a fundamental right, vital to children’s development process (Lasén Díaz 2000). Thus, the study of leisure is relevant, since it promotes higher satisfaction and well-being (Schütz and Stum 2017). This article analyzed the use of free time, free-time activities and children’s well-being in the province of Buenos Aires, Argentina. Moreover, this paper formed part of the international research network The Children’s Worlds, through the project Estudiar la calidad de vida y el bienestar de niños y niñas en la provincia de Buenos Aires (The Study of quality of life and well-being of boys and girls in Buenos Aires Province), conducted by the UNI-COM team of Universidad Nacional de Lomas de Zamora (UNLZ) and supported by LOMASCyT Program-UNLZ. The total sampling consisted of 1062 children, in this article it is considered a number of 373 ten-year old children, studying at public and private institutions. The instrument used was the ISCWeB. The results show that children are highly satisfied with the use of their free time. Regarding the activities they indulge in, watching television is the most frequent; while reading for pleasure and studying with friends are the least frequent. Also the link between subjective well-being and the use of free time was verified.

Keywords

Well-being Leisure Free time Children 

Notes

Acknowledgements

LOMASCyT Program, Universidad Nacional de Lomas de Zamora Argentina, supported this research project.

References

  1. Andersen, R. E., Crespo, C. J., Bartlett, S. J., Cheskin, L. J., & Pratt, M. (1998). Relationship of physical activity and television watching with body weight and level of fatness among children: Results from the third national health and nutrition examination survey. JAMA, 279(12), 938–942.  https://doi.org/10.1001/jama.279.12.938.CrossRefGoogle Scholar
  2. Augner, C., & Hacker, G. W. (2012). Associations between problematic mobile phone use and psychological parameters in young adults. International Journal of Public Health, 57(2), 437–441.  https://doi.org/10.1007/s00038-011-0234-z.CrossRefGoogle Scholar
  3. Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401.CrossRefGoogle Scholar
  4. Bavelier, D., Green, C. S., & Dye, M. W. (2010). Children, wired: For better and for worse. Neuron, 67(5), 692–701.  https://doi.org/10.1016/j.neuron.2010.08.035.CrossRefGoogle Scholar
  5. Beltrán Carrillo, V. J., Valencia Peris, A., & Molina Alventosa, J. P. (2011). Los videojuegos activos y la salud de los jóvenes: revisión de la investigación. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 10(41), 203–219.Google Scholar
  6. Ben-Arieh, A. (2000). Beyond welfare: Measuring and monitoring the state of children. New trends and domains. Social Indicators Research, 52(3), 235.CrossRefGoogle Scholar
  7. Ben-Arieh, A. (2012). How do we measure and monitor the “state of our children”?: Revisiting the topic in honor of Sheila B. Kamerman. Children and Youth Services Review, 34(3), 569–575.  https://doi.org/10.1016/j.childyouth.2011.10.008.CrossRefGoogle Scholar
  8. Ben-Arieh, A., & Goerge, R. (2001). Beyond the numbers: How do we monitor the state of our children? Children and Youth Services Review, 23(8), 603–631.  https://doi.org/10.1016/s0190-7409(01)00150-5.CrossRefGoogle Scholar
  9. Ben-Arieh, A., & Ofir, A. (2002). Opinion, dialogue, review: Time for (more) time-use studies: Studying the daily activities of children. Childhood, 9(2), 225–248.  https://doi.org/10.1177/0907568202009002805.CrossRefGoogle Scholar
  10. Ben-Arieh, A., Kaufman, N. H., Andrews, A. B., George, R. M., Lee, B. J. & Aber, L. J. (2013). Measuring and monitoring children’s well-being (7). Springer Science & Business Media. Google Scholar
  11. Benatuil, D. (2002). El bienestar psicológico en adolescentes desde una perspectiva cualitativa. Psicodebate, cultura y sociedad, 3, 43–58.Google Scholar
  12. Benatuil, D., & Laurito, M. J. (2016). El bienestar de los niños desde una mirada cualitativa. Análisis de un grupo focal. Centro de Investigaciones en Ciencias Sociales (CICS). Buenos Aires: Universidad de Palermo.Google Scholar
  13. Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54(4), 1145–1156.  https://doi.org/10.1016/j.compedu.2009.10.022.CrossRefGoogle Scholar
  14. Boyland, E. J., Harrold, J. A., Kirkham, T. C., & Halford, J. C. G. (2012). Persuasive techniques used in television advertisements to market foods to UK children. Appetite, 58(2), 658–664.  https://doi.org/10.1016/j.appet.2011.11.017.CrossRefGoogle Scholar
  15. Bradshaw, J., & Mayhew, E. (2005). The well-being of children in the UK, London: Save the children. Journal of Social Policy, 35(03), 529.  https://doi.org/10.1017/s0047279406300037.CrossRefGoogle Scholar
  16. Branowski, T., Buday, R., Thompson, D. I., & Baranowski, J. (2008). Playing for real - video games and stories for health -related behavior change. American Journal of Preventive Medicine, 34(1), 74–82.CrossRefGoogle Scholar
  17. Bundick, M. J. (2011). Extracurricular activities, positive youth development, and the role of meaningfulness of engagement. The Journal of Positive Psychology, 6(1), 57–74.CrossRefGoogle Scholar
  18. Caldwell, L. L., & Witt, P. A. (2011). Leisure, recreation, and play from a developmental context. New Directions for Youth Development, 2011(130), 13–27.  https://doi.org/10.1002/yd.394.CrossRefGoogle Scholar
  19. Casas, F. (2010). Representaciones sociales que influyen en las políticas sociales de infancia y adolescencia en Europa/Social representations that influence social childhood policy and adolescence in Europe. Pedagogía Social, 17, 15.Google Scholar
  20. Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4(4), 555–575.CrossRefGoogle Scholar
  21. Casas, F., & Bello, A. (2012). Calidad de Vida y Bienestar Infantil Subjetivo en España. ¿Qué afecta al bienestar de niños y niñas españoles de 1 de ESO? Madrid: UNICEF.Google Scholar
  22. Casas, F., Sarriera, J. C., Alfaro, J., González, M., Malo, S., Bertran, I., & Weinreich, K. (2012). Testing the personal wellbeing index on 12–16 year-old adolescents in 3 different countries with 2 new items. Social Indicators Research, 105(3), 461–482.CrossRefGoogle Scholar
  23. Chaput, J. P., Leblanc, A. G., McFarlane, A., Colley, R. C., Thivel, D., Biddle, S. J., & Tremblay, M. S. (2013). Active healthy kids Canada’s position on active video games for children and youth. Paediatrics & Child Health, 18(10), 529–532.  https://doi.org/10.1093/pch/18.10.529.CrossRefGoogle Scholar
  24. Children’s Worlds Report. (2015). Children’s views on their lives and well-being in 15 countries: A report on the children’s worlds survey, 2013–14. Children's worlds. Retrieved from http://www.isciweb.org/_Uploads/dbsAttachedFiles/ChildrensWorlds2015-FullReport-Final.pdf Google Scholar
  25. Cushman, G., & Laidler, A. (1990). Recreation, leisure and social policy. Canterbury: Lincoln University. Department of Parks, Recreation and Tourism.Google Scholar
  26. DeVault, M. L. (2000). Producing family time: Practices of leisure activity beyond the home. Qualitative Sociology, 23(4), 485–503.CrossRefGoogle Scholar
  27. Donaldson, S. J., & Ronan, K. R. (2006). The efects of sports participation on young adolescents'emotional well-being. Adolescence, 41(162), 369–389.Google Scholar
  28. Dridea, C., & Sztruten, G. (2010). Free time-the major factor of influence for leisure. Romanian Economic and Business Review, 5(1), 208.Google Scholar
  29. Echeburúa, E., & De Corral, P. (2010). Adicción a las nuevas tecnologías y a las redes sociales en jóvenes: un nuevo reto. Adicciones, 22(2), 91–95.  https://doi.org/10.20882/adicciones.196.CrossRefGoogle Scholar
  30. Eime, R., Harvey, J., Charity, M., & Payne, W. (2017). Population levels of sport participation: Implications for sport policy. Journal of Science and Medicine in Sport, 20, e34.  https://doi.org/10.1016/j.jsams.2017.01.099.CrossRefGoogle Scholar
  31. Elkind, D. (2007). The power of play. Cambridge: Da Capo Lifelong Books.Google Scholar
  32. Fattore, T., Mason, J., & Watson, E. (2016). Children’s understandings of well-being: Towards a child standpoint (Vol. 14). Springer.Google Scholar
  33. Fattore, T., Mason, J., & Watson, E. (2017). Activities as autonomy and competence: The meaning and experience of leisure for well-being. In Children’s understandings of well-being (pp. 147–178). Springer Netherlands.Google Scholar
  34. Fawcett, L. M. (2007). School’s out: Adolescent ‘leisure time’activities, influences and consequences. Edith Cowan University: Doctoral dissertation Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?date=1281510724&article=1031&context=theses&preview_mode=.Google Scholar
  35. Fletcher, A. C., Nickerson, P., & Wright, K. L. (2003). Structured leisure activities in middle childhood: Links to well-being. Journal of Community Psychology, 31(6), 641–659.  https://doi.org/10.1002/jcop.10075.CrossRefGoogle Scholar
  36. Fredricks, J. A., & Eccles, J. S. (2008). Participation in extracurricular activities in the middle school years: Are there developmental benefits for African American and European American youth? Journal of Youth and Adolescence, 37(9), 1029–1043.  https://doi.org/10.1007/s10964-008-9309-4.CrossRefGoogle Scholar
  37. Fuentes Rebollo, M. J., & Melero Zabal, M. (1992). Las amistades infantiles: desarrollo, funciones y pautas de intervención en la escuela. Revista Investigación en la Escuela, 16, 55–67.Google Scholar
  38. Gadermann, A. M., Schonert-Reichl, K. A., & Zumbo, B. D. (2010). Satisfaction with life scale adapted for children. PsycTESTS Dataset.  https://doi.org/10.1037/t32559-000.
  39. García-Bacete, F. J. (2003). Las relaciones escuela-familia: un reto educativo. Infancia y aprendizaje, 26(4), 425–437.CrossRefGoogle Scholar
  40. García-Laguna, D. G., García-Salamanca, G. P., Tapiero-Paipa, Y. T., Ramos, C., & Marcela, D. (2012). Determinantes de los estilos de vida y su implicación en la salud de jóvenes universitarios. Hacia la Promoción de la Salud, 17(2), 169–185.Google Scholar
  41. Gist, N. P., & Fava, S. F. (1964). Urban society. New York: Crowell.Google Scholar
  42. Godbey, G. (2000). The future of leisure studies. Journal of Leisure Research, 32(1), 37–41.CrossRefGoogle Scholar
  43. Greco, C. (2010). Las emociones positivas: su importancia en el marco de la promoción de la salud mental en la infancia. Liberabit, 16(1), 81–93.Google Scholar
  44. Guruprasad, V., Banumathe, K. R., & Sinu, E. (2012). Leisure and its impact on well being in school children. International Journal of Scientific Research, 1(5), 114–114.  https://doi.org/10.15373/22778179/oct2012/41.CrossRefGoogle Scholar
  45. Hanafin, S., & Brooks, A. M. (2005). Report on the development of a national set of child well-being indicators in Ireland. The National children’s office. Retrieved from http://217.35.77.12/archive/republic/papers/welfare/pdfs/Report_on_the_Development_of_a_set_of_Child_Well_Being_Indicators.pdf
  46. Hartup, W. W. (1995). The three faces of friendship. Journal of Social and Personal Relationships, 12(4), 569–574.  https://doi.org/10.1177/0265407595124012.CrossRefGoogle Scholar
  47. Hofferth, S. L., & Curtin, S. C. (2005). Leisure time activities in middle childhood. In What Do Children Need to Flourish? (pp. 95–110). Springer US.Google Scholar
  48. Hofferth, S. L., & Sandberg, J. L. (2001). How American children spend their time. Journal of Marriage and the Family, 63(3), 295–308.  https://doi.org/10.1111/j.1741-3737.2001.00295.x.CrossRefGoogle Scholar
  49. Holder, M. D., Coleman, B., & Sehn, Z. L. (2009). The contribution of active and passive leisure to children’s well-being. Journal of Health Psychology, 14(3), 378–386,  https://doi.org/10.1177/1359105308101676.
  50. Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sport participation by children and parents from low-income families. Psychology of Sport and Exercise, 12(5), 490–499.  https://doi.org/10.1016/j.psychsport.2011.05.007.CrossRefGoogle Scholar
  51. Holtz, P., & Appel, M. (2011). Internet use and video gaming predict problem behavior in early adolescence. Journal of Adolescence, 34(1), 49–58.  https://doi.org/10.1016/j.adolescence.2010.02.004.CrossRefGoogle Scholar
  52. Howie, L. D., Lukacs, S. L., Pastor, P. N., Reuben, C. A., & Mendola, P. (2010). Participation in activities outside of school hours in relation to problem behavior and social skills in middle childhood. Journal of School Health, 80(3), 119–125.  https://doi.org/10.1111/j.1746-1561.2009.00475.x.CrossRefGoogle Scholar
  53. Huebner, E. S. (2004). Research on assessment of life satisfaction of children and adolescents. In Quality-of-life research on children and adolescents (pp. 3–33). Netherlands: Springer.CrossRefGoogle Scholar
  54. INDEC. (2010). Cuadro Población Provincia de Buenos Aires. Retrieved from http://www.indec.gov.ar/ftp/censos/2010/CuadrosDefinitivos/P1-P_Buenos_Aires.pdf
  55. Jelalian, E., & Evans, E. W. (2017). Behavioral intervention in the treatment of obesity in children and adolescents: Implications for Mexico. Nutrition Reviews, 75(suppl 1), 79–84.CrossRefGoogle Scholar
  56. Kelly, J. R. (1997). Changing issues in leisure-family research--again. Journal of Leisure Research, 29(1), 132–134.CrossRefGoogle Scholar
  57. Kelly, J. R., & Freysinger, V. J. (2000). Leisure, play, and recreation. 21st century leisure: Current issues. Boston: Allyn & Bacon.Google Scholar
  58. Kelly, J. R., & Godbey, G. (1992). The sociology of leisure. State College: Venture Publishing Inc..Google Scholar
  59. Khan, K. M., Thompson, A. M., Blair, S. N., Sallis, J. F., Powell, K. E., Bull, F. C., & Bauman, A. E. (2012). Sport and exercise as contributors to the health of nations. The Lancet, 380(9836), 59–64.  https://doi.org/10.1016/s0140-6736(12)60865-4.CrossRefGoogle Scholar
  60. Kleiber, D. A., & Powell, G. M. (2005). Historical change in leisure activities during after-school hours. Organized activities as contexts of development: Extracurricular activities, after-school and community programs, 23–44.Google Scholar
  61. Knox, S. H. (1998). Evaluation of play and leisure. Willard and Spackman’s occupational therapy, 215–223.Google Scholar
  62. Kraus, R. (2001). Recreation and leisure in modern society. Sudbury: Jones and Bartlett Publishers.Google Scholar
  63. Larson, R. W., & Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125(6), 701–736.  https://doi.org/10.1037/0033-2909.125.6.701.CrossRefGoogle Scholar
  64. Lasén Díaz, A. (2000). A contratiempo. Un estudio de las temporalidades juveniles. Madrid: CIS.Google Scholar
  65. Leitner, M. J., & Leitner, S. F. (2012). Leisure enhancement. Urbana: Sagamore Publishing.Google Scholar
  66. Leyra Fatou, B., & Bárcenas Viñas, A. M. (2014). Reflexiones etnográficas sobre el ocio infantil. Revista Latinoamericana de Metodología de las Ciencias Sociales, 4(1), 1–21.Google Scholar
  67. Li, F., Nigg, C., McGlone, K., Fialkowski, M., Wilkens, L., Paulino, Y., & Novotny, R. (2015). Young children's screen time and obesity in the US affiliated Pacific: The Children's healthy living program. The FASEB Journal, 29(1 Supplement), 902–921.Google Scholar
  68. Martinsen, E. W. (2000). Physical activity for mental health. Tidsskrift for den Norske laegeforening: tidsskrift for praktisk medicin, ny raekke, 120(25), 3054–3056.Google Scholar
  69. Mathers, M., Canterford, L., Olds, T., Hesketh, K., Ridley, K., & Wake, M. (2009). Electronic media use and adolescent health and well-being: Cross-sectional community study. Academic Pediatrics, 9(5), 307–314.  https://doi.org/10.1016/j.acap.2009.04.003.CrossRefGoogle Scholar
  70. Meyer, A. M., Evenson, K. R., Couper, D. J., Stevens, J., Pereria, M. A., & Heiss, G. (2008). Television, physical activity, diet, and body weight status: The ARIC cohort. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 68.  https://doi.org/10.1186/1479-5868-5-68.CrossRefGoogle Scholar
  71. Mieles-Barrera, M., Tonon, G. (2015). Children’s quality of life in the Caribbean: A qualitative study. En G. Tonon, (Ed.), Qualitative studies in quality of life methodology and practice. Social indicators research series, (pp. 121–148). Dordretch, Heilderberg, London, New York: Springer.Google Scholar
  72. Mikkelsen, C.A (2016). Método y técnicas: participantes y lugares. In: G. H., Tonon, C. A., Mikkelsen, L. R., de la Vega & W.N. Toscano (Eds.) Investigar la calidad de vida con niños y niñas. (pp. 15–25). Colección Científica UNICOM (4) 8.Google Scholar
  73. Moncada Jiménez, J., & Chacón Araya, Y. (2012). El efecto de los videojuegos en variables sociales, psicológicas y fisiológicas en niños y adolescentes. Retos. Nuevas tendencias en Educación Física, deporte y recreación, (21), 43–49.Google Scholar
  74. Monteagudo, M. J. (2008). Consecuciones satisfactorias de la experiencia psicológica del ocio. Revista Mal Estar e Subjetividade, 8(2), 307–325.Google Scholar
  75. Muñoz, J., & Olmos, S. (2010). Espacios abiertos y educación. Análisis e interpretación del lenguaje educativo de un espacio público. Revista de educación, 331–352.Google Scholar
  76. Murphy, J. (1974) Concepts of Leisure: Philosophical Implications. Englewood Cliffs, NJ, Prentice-Hall, pp. 72, 109, 153.Google Scholar
  77. Mutz, D. C., Roberts, D. F., & van Vuuren, D. P. (1993). Reconsidering the displacement hypothesis: television’s influence on children’s time use. Communication Research, 20, 51–75.CrossRefGoogle Scholar
  78. Newland, L. A. (2015). Family well-being, parenting, and child well-being: Pathways to healthy adjustment. Clinical Psychologist, 19(1), 3–14.CrossRefGoogle Scholar
  79. Nuviala, A. N., Juan, F. R., & Montes, M. E. G. (2003). Tiempo libre, ocio y actividad física en los adolescentes: La influencia de los padres. Retos: nuevas tendencias en educación física, deporte y recreación, 6, 13–20.Google Scholar
  80. O'donovan, C., Roche, E. F., & Hussey, J. (2014). The energy cost of playing active video games in children with obesity and children of a healthy weight. Pediatric obesity, 9(4), 310–317.  https://doi.org/10.1111/j.2047-6310.2013.00172.x.CrossRefGoogle Scholar
  81. OECD (2009). Special focus: Measuring leisure in OECD countries. Society at a Glance, 19–49.Google Scholar
  82. Oyanedel, J., Alfaro, J., Varela, J., & Torres, J. (2014). ¿Qué afecta el bienestar subjetivo y la calidad de vida de las niñas y niños chilenos? Resultados de la Encuesta Internacional sobre Bienestar Subjetivo Infantil. LOM: Santiago de Chile.Google Scholar
  83. Paik, H. (2001). The history of children’s use of electronic media. In D. G. Singer & J. L. Singer (Eds.), Handbook of children and the media (pp. 7–27). Thousand Oaks, CA: Sage.Google Scholar
  84. Parker, S. R. (1976). Sociology of leisure. Sociology, 10(1), 166–167.CrossRefGoogle Scholar
  85. Peñalba, J. L. (1999). Teoría y práctica de la educación en el tiempo libre. Madrid: Editorial CCS.Google Scholar
  86. Pieper, J. (1965). Leisure: The basis of culture. London: Fontana.Google Scholar
  87. Porter, G., Hampshire, K., Abane, A., Munthali, A., Robson, E., & Mashiri, M. (2017). Beyond the School and Working Day: Building Connections Through Play, Leisure, Worship and Other Social Contact. In Young People’s Daily Mobilities in Sub-Saharan Africa (pp. 123–152). Palgrave Macmillan US.Google Scholar
  88. Puertas-Cortés, D., & Carbonell, X. (2013). Uso problemático de Internet en una muestra de estudiantes universitarios colombianos. Avances en psicología latinoamericana, 31(3), 620–631.Google Scholar
  89. Rees, G., & Dinisman, T. (2014). Comparing Children’s experiences and evaluations of their lives in 11 different countries. Child Indicators Research, 8(1), 5–31.  https://doi.org/10.1007/s12187-014-9291-1.CrossRefGoogle Scholar
  90. Reno, J., & Riley, R. W. (Eds.). (2000). Working for children and families: Safe and smart after-school programs. US Department of education. US Department of Justice. DIANE Publishing.Google Scholar
  91. Ribner, A., Fitzpatrick, C., & Blair, C. (2017). Family socioeconomic status moderates associations between television viewing and school readiness skills. Journal of Developmental & Behavioral Pediatrics, 38(3), 233–239.  https://doi.org/10.1097/dbp.0000000000000425.CrossRefGoogle Scholar
  92. Sacker, A., & Cable, N. (2006). Do adolescent leisure-time physical activities foster health and well-being in adulthood? Evidence from two British birth cohorts. The European Journal of Public Health, 16(3), 331–335.CrossRefGoogle Scholar
  93. Sánchez, J. (2004). Orfandades infantiles y adolescentes: introducción a una sociología de la infancia. Castilla: Abya-Yala.Google Scholar
  94. Schütz, F. F., & Stum, J. C. (2017). Time planning, leisure and technology as tools to promote child well-being. In Psychosocial Well-being of Children and Adolescents in Latin America (pp. 267–290). Springer International Publishing.Google Scholar
  95. Schwab, K. A., & Dustin, D. L. (2015). Towards a model of optimal family leisure. Annals of Leisure Research, 18(2), 180–204.  https://doi.org/10.1080/11745398.2015.1007881.CrossRefGoogle Scholar
  96. Sen, A. (2000). Desarrollo y libertad. Barcelona: Editorial Planeta.Google Scholar
  97. Serra Majem, L.; De Cambra, S.; Saltó, E.; Roura, E.; Rodríguez, F.; Vallbona, C. & Salleras, L. 108 (1994). Consejo y prescripción de ejercicio físico. Medicina Clínica, 102(1), 100–108.Google Scholar
  98. Shaw, S. M., & Dawson, D. (2001). Purposive leisure: Examining parental discourses on family activities. Leisure Sciences, 23(4), 217–231.  https://doi.org/10.1080/01490400152809098.CrossRefGoogle Scholar
  99. Simons, M., Chinapaw, M. J., van de Bovenkamp, M., de Boer, M. R., Seidell, J. C., Brug, J., & de Vet, E. (2014). Active video games as a tool to prevent excessive weight gain in adolescents: Rationale, design and methods of a randomized controlled trial. BMC Public Health, 14(1), 275.  https://doi.org/10.1186/1471-2458-14-275.CrossRefGoogle Scholar
  100. Singer, M. I., Slovak, K., Frierson, T., & York, P. (1998). Viewing preferences, symptoms of psychological trauma, and violent behaviors among children who watch television. Journal of the American Academy of Child & Adolescent Psychiatry, 37(10), 1041–1048.CrossRefGoogle Scholar
  101. Smahel, D., Wright, M. F., & Cernikova, M. (2015). The impact of digital media on health: children’s perspectives. International Journal of Public Health, 60(2), 131–137.  https://doi.org/10.1007/s00038-015-0649-z.CrossRefGoogle Scholar
  102. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children committee on the prevention of reading difficulties in young children. Washington, DC: National Research Council.Google Scholar
  103. Steptoe, A. S., & Butler, N. (1996). Sports participation and emotional wellbeing in adolescents. The Lancet, 347(9018), 1789–1792.  https://doi.org/10.1016/s0140-6736(96)91616-5.CrossRefGoogle Scholar
  104. Telama, R., Yang, X., Laakso, L., & Viikari, J. (1997). Physical activity in childhood and adolescence as predictor of physical activity in young adulthood. American Journal of Preventive Medicine, 28, 267–273.  https://doi.org/10.1016/j.amepre.2004.12.003.CrossRefGoogle Scholar
  105. Tercedor, P. (2001). Actividad física, condición física y salud. Madrid: Gymnos.Google Scholar
  106. Thompson, A. M., Rehman, L. A., & Humbert, M. L. (2005). Factors influencing the physically active leisure of children and youth: A qualitative study. Leisure Sciences, 27(5), 421–438.  https://doi.org/10.1080/01490400500227324.CrossRefGoogle Scholar
  107. Tonon, G. (editor) (2015) Qualitative Studies in Quality of Life Methodology and Practice. Social Indicators Research Series, (Vol. 55). ISBN 978-3-319-13778-0. Dordretch, New York. Springer.
  108. Tonon, G. H., Mikkelsen, C. A., (2016). Los/as amigos/as y las relaciones con otras personas. In: G. H., Tonon, C. A., Mikkelsen, L. R., de la Vega & W.N. Toscano (Eds.) Investigar la calidad de vida con niños y niñas. (pp. 42–48). Colección Científica UNICOM (4) 8.Google Scholar
  109. Torkildsen, G. (2005). Leisure and recreation management. New York: Psychology Press.CrossRefGoogle Scholar
  110. Toscano, W.N. & Mikkelsen, C.A. (2016). El tiempo libre. In: G. H., Tonon, C. A., Mikkelsen, L. R., de la Vega & W.N. Toscano (Eds.) Investigar la calidad de vida con niños y niñas. (pp. 62–65). Colección Científica UNICOM (4) 8.Google Scholar
  111. Turley, S. K. (2001). Children and the demand for recreational experiences: The case of zoos. Leisure Studies, 20(1), 1–18.CrossRefGoogle Scholar
  112. UN. (2013). General comment no. 17 (2013) on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts (art. 31). In Retrieved from http://www.refworld.org/docid/51ef9bcc4.html.Google Scholar
  113. Vandewater, E. A., Bickham, D. S., & Lee, J. H. (2006). Time well spent? Relating television use to children's free-time activities. Pediatrics, 117(2), e181–e191.  https://doi.org/10.1542/peds.2005-0812.CrossRefGoogle Scholar
  114. Veal, A. J., & Lynch, R. (2001). Australian leisure. Frenchs Forest, NSW: Pearson Education.Google Scholar
  115. Ventura, M., Shute, V., & Kim, Y. J. (2012). Video gameplay, personality and academic performance. Computers & Education, 58(4), 1260–1266.  https://doi.org/10.1016/j.compedu.2011.11.022.CrossRefGoogle Scholar
  116. Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children Youth and Environments, 16(1), 1–24.Google Scholar
  117. Williams, P. A., Haertel, E. H., Haertel, G. D., & Walberg, H. J. (1982). The impact of leisure-time television on school learning: A research synthesis. American Educational Research Journal, 19(1), 19–50.  https://doi.org/10.3102/00028312019001019.CrossRefGoogle Scholar
  118. Wood, M., & Selwyn, J. (2017). Looked after children and young people’s views on what matters to their subjective well-being. Adoption & Fostering, 41(1), 20–34.  https://doi.org/10.1177/0308575916686034.CrossRefGoogle Scholar
  119. World YOUTH Report. (2003). The global situation of young people. In Department of Economic and Social Affairs. New York: United Nations publication.Google Scholar
  120. Zill, N., Collins, M., West, J., & Hausken, E. G. (1995). School readiness and children's developmental status. Urbana: ERIC Digest.Google Scholar

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature and The International Society for Quality-of-Life Studies (ISQOLS) 2018

Authors and Affiliations

  • Graciela Tonon
    • 1
    • 2
    Email author
  • María Juliana Laurito
    • 2
  • Denise Benatuil
    • 2
  1. 1.UNICOM, Faculty of Social SciencesUniversidad Nacional de Lomas de ZamoraBuenos AiresArgentina
  2. 2.Faculty of Social SciencesUniversidad de PalermoPalermoArgentina

Personalised recommendations