This work focuses on contemporary trends in leisure time activities of children with an emphasis on the growing impact of information and communication technologies. We spend more and more time at the computer, which greatly affects the lifestyle of all of us, especially teenagers and children. This study presents the results of a quantitative research survey focusing on the place of computer games and social networks in the leisure of children -how much time children spend at the computer during the week and during the holidays; in what kinds of activities they engage; how much time they devote to playing computer games, the Internet and social networks. The contribution deals with the benefits, but also the negative effects that computers produce.

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The paper addresses Czech families who raise and intensively steer at least one of their children, who is of compulsory school age, towards one particular sports industry. Sports activities are an integral part of leisure time; however, it depends on their intensity, concept and motivation. What is the leisure time of children pursuing a top level sport like? The aim of the empirical study was to find out what leads those families to such demanding leisure activities of their children, how the children's sports affect the functioning of the family, are the children deprived of their childhood (for example contact with their peers, summer holidays) due to the intensive sports, do they have time for other extracurricular activities, etc.? It also looks into the time and financial demands of the top level sports activities. The qualitative method was used in order to achieve the goal; specifically controlled interviews with children and their parents, analysis of the case interpretations and the framework time frames.

The paper focuses on the possible relations between leisure time activities and the quality of relationships with parents and peers of secondary school students during the period of late adolescence. It also deals with the relations between leisure time activities and some manifestations of risk behaviour in this period. In the empirical part we used the following methods: Inventory of Parent and Peer Attachment, Inventory of Leisure-time Activities “What do I do after school“, and Inventory of Risk Behaviour.

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