DOI: 
http://dx.doi.org/10.15293/1813-4718.2304.09
UDC: 
612.821+373.24
Krivolapchuk Igor Allerovich
Доктор биологических наук, Dr. Sci. (Biolog), Head of Laboratory of Physiology of Muscular Activity and Physical Training, Institute of the Russian Academy of Education Institute for Developmental Physiology, i.krivolapchuk@mail.ru, Moscow
Chernova Maria Borisovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Senior Researcher, Institute of the Russian Academy of Education Institute for Developmental, mashacernova@mail.ru, Moscow
Barantsev Sergey Anatolievich
Доктор педагогических наук, Prof., Institute of the Russian Academy of Education Institute for Developmental Physiology, barancev_sergei@mail.ru, Moscow
Krivolapchuk Ivan Igorevich
Researcher, Institute of the Russian Academy of Education Institute for Developmental, i.krivolapchuk@mail.ru, Moscow

Eryday Life Informatization, Morphofunctional and Motor Development of Schoolchildren Aged 11–12 with High and Low Endurance

Abstract: 
The study revealed specific features in the everyday life informatization, morphofunctional and motor development of 5th grade students with high and low levels of general and strength endurance. In this study, boys with a high level of general and, to a lesser extent, strength endurance demonstrated a better, as compared with peers with a low level of the motor abilities, reserve of the autonomic system against the background of a shift in the autonomic balance towards a predominance of the parasympathetic system. This group of children had the best morphofunctional and motor development. The results obtained suggest that physical exercises aimed at increasing general and strength endurance can help optimize the use of digital technologies and electronic devices by 11–12-year-old students and have a beneficial effect on their morphofunctional and motor development in today’s information and educational environment.
Keywords: 
informatization; digital technologies and electronic devices; morphofunctional and motor development; general and strength endurance
Please register
References: 

1. Baevsky, R. M., 2006. Basic principles of measuring the level of health // Problems of adaptation and the doctrine of health. Moscow: Publishing House of RUDN University, pp. 119–165. (In Russ.)
2. Bochaver, A. A., Dokuka, S. V., Novikova, M. A. and others, 2019. Well-being of children in the digital age. Moscow: Ed. house of the Higher School of Economics, 34 p. (In Russ.)
3. Krivolapchuk, I. A., Chernova, M. B., Gerasimova, A. A., 2020. Functional development of children 6–7 years old with different levels of informatization of living conditions. Siberian Pedagogical Journal, no. 5, pp. 121–135. (In Russ.)
4. Kuchma, V. R., Tkachuk, E. A., 2015. Hygienic assessment of informatization of education and upbringing. Hygiene and Sanitation, T. 94, no. 7, pp. 16–20.
5. Sukharev, A. G., 1991. Health and physical education of children and adolescents. Moscow: Medicine Publ., 272 p. (In Russ.)
6. Armstrong, T., Bull, F. C., 2006. Development of the World Health Organization global physical activity questionnaire (GPAQ). J Public Health, vol. 14, no. 2, pp. 66–70. (In Eng.)
7. Cabanas-Sánchez, V., Martínez-Gómez, D., Esteban-Cornejo, I., et al., 2019. Associations of total sedentary time, screen time and non-screen sedentary time with adiposity and physical fitness in youth: the mediating effect of physical activity. J Sports Sci., vol. 37, no. 8, pp. 839–849. DOI: 10.1080/02640414.2018.1530058. (In Eng.)
8. da Silva, L. Fisberg, M., de Souza Pires, M. et al. 2013. The effectiveness of a physical activity and nutrition education program in the prevention of overweight in schoolchildren in Criciúma. Brazil. Eur J Clin Nutr., vol. 67, no. 11, pp. 1200–1204. (In Eng.)
9. Dahlgren, A., Sjöblom, L., Eke, H. et al., 2021. Screen time and physical activity in children and adolescents aged 10–15 years. PLoS One, vol. 16 (7), pp. e0254255. DOI: 10.1371/journal.pone.0254255. (In Eng.)
10. Emm-Collison, L. G., Lewis, S., Reid, T., et al., 2019. Striking a Balance: Physical Activity, Screen-Viewing and Homework during the Transition to Secondary School. Int J Environ Res Public Health, vol. 16 (17), pp. 3174. DOI: 10.3390/ijerph16173174 (In Eng.)
11. Global, Physical Activity Questionnaire (GPAQ) Analysis Guide. Available at: http://www.who.int/chp/steps/resources/GPAQ_Analysis_Guide.pdf (accessed 02.01.2023). (In Eng.)
12. Guerrero, M. D., Barnes, J. D., Chaput, J. P., Tremblay, M. S., 2019. Screen time and problem behaviors in children: exploring the mediating role of sleep duration. Int J Behav Nutr Phys Act., vol. 16, pp. 105–109. (In Eng.)
13. Hardy, L. L., Ding, D., Peralta, L. R. et al., 2018. Association Between Sitting, Screen Time, Fitness Domains, and Fundamental Motor Skills in Children Aged 5-16 Years: Cross-Sectional Population Study. J Phys Act Health, vol. 15, no. 12, pp. 933–940. (In Eng.)
14. Ishii, K., 2020. Joint Associations of Leisure Screen Time and Physical Activity with Academic Performance in a Sample of Japanese Children. Int J Environ Res Public Health, no. 17 (3), pp. 757. (In Eng.)
15. Janssen, X., Martin, A., Hughes, A. R., et al., 2019. Associations of screen time, sedentary time and physical activity with sleep in under 5s: A systematic review and meta-analysis. Sleep Med Rev., vol. 49, pp. 101–226. (In Eng.)
16. Kardefelt–Winther, D., 2017. How Does the Time Children Spend Using Digital Technology Impact Their Mental Well-being, Social Relationships and Physical Activity? An Evidence-focused Literature Review, Innocenti Discussion Papers no. 2017-02. Available at: https://www.unicef-irc.org/publications/925-how-does-the-time-children-s... (accessed 06.03.2023) (In Eng.)
17. Krist, L., Roll. S., Stroebele-Benschop, N. et al., 2020. Determinants of Physical Activity and Screen Time Trajectories in 7th to 9th Grade Adolescents-A Longitudinal Study. Int J Environ Res Public Health, vol. 17 (4), p. 1401. (In Eng.)
18. Krivolapchuk, I., Chernova, M., Gerasimova, A. et al., 2020. Modified Informatization Index of Children’s Life. Popkova E. G., Sergi B. S. (eds) “Smart Technologies” for Society, State and Economy. ISC Lecture Notes in Networks and Systems, vol. 155, pp. 548–557. Springer, Cham. DOI: https://doi.org/10.1007/978-3-030-59126-7_62 (In Eng.)
19. Mitchell, J. A., Pate, R. R., Blair, S. N., 2012. Screen-based sedentary behavior and cardiorespiratory fitness from age 11 to 13. Med Sci Sports Exerc., vol. 44, no. 7, pp. 1302–1309. (In Eng.)
20. Morin, C. M., 1993. Insomnia: Psychological Assessment and Management. New York, 223 p. (In Eng.)
21. Pfledderer, C. D., Burns, R. D., Brusseau, T. A., 2019. Association between Access to Electronic Devices in the Home Environment and Cardiorespiratory Fitness in Children. Children (Basel), vol. 6, no. 1, p. 8. (In Eng.)
22. Physical Activity and Public Health.A Recommendation From the Centers for Disease Control and Prevention and the American College of Sports Medicine. JAMA, 1995, vol. 273, no. 5, pp. 402–407. (In Eng.)
23. Physical Activity Guidelines for Americans. Washington, 2008, 65 p. (In Eng.)
24. Potter, M., Spence, J. C., Boulé, N. et al., 2018. Behavior Tracking and 3-Year Longitudinal Associations Between Physical Activity, Screen Time, and Fitness Among Young Children. Pediatr Exerc Sci., vol. 30, no. 1, pp. 132–141. (In Eng.)
25. Przybylski, A. K., Weinstein, N., 2019. Digital Screen Time Limits and Young Children’s Psychological Well-Being: Evidence From a Population-Based Study. Child Dev., vol. 90 (1), pp. e56-e65. DOI: 10.1111/cdev.13007. (In Eng.)
26. Sandercock, G. R., Ogunleye, A. A., 2013. Independence of physical activity and screen time as predictors of cardiorespiratory fitness in youth. Pediatr. Res., vol. 73, pp. 692–697. (In Eng.)
27. Saunders, T. J., Vallance, J. K., 2017. Screen Time and Health Indicators Among Children and Youth: Current Evidence, Limitations and Future Directions. Appl Health Econ Health Policy, no. 15 (3), pp. 323–331. (In Eng.)