The Relationship Between Sleep Duration and Participation in Home, School, and Community Activities Among School-Aged Children

Abstract

Sleep duration has important implications for children’s participation in daily activities; however, past attempts to examine this relationship has been limited to specific types of physical or educational activities. The present study aimed to investigate the relationship between sleep duration and participation in various daily activities among school-aged children. A school-based sample of 391 children aged 5–12 years (boys: 52.4%) participated in this cross-sectional survey. Sleep duration was quantified using parental reports of their children’s bedtime and wake-up time on weekdays and weekends. The parent-reported Participation and Environment Measure for Children and Youth was used to measure their children’s participation frequency and involvement in 25 home, school, and community activities. The results of hierarchical regression analyses showed that, when the demographic variables were controlled for, weekday sleep duration was positively related to homework involvement and negatively related to the frequency of TV viewing; however, it was unrelated to participation in school and community activities. Conversely, weekend sleep duration was positively related to overall participation in school activities, and participation frequency and involvement in some home and community activities. Furthermore, sleep duration was approximately an hour shorter on weekdays than on weekends. These results suggest that weekend sleep duration has stronger positive implications for children’s participation in daily activities than does weekday sleep duration. Interventions aiming to promote children’s activity participation may either prolong children’s weekend sleep duration or address their shorter weekday sleep duration.

Results from the Hong Kong's 2022 report card on physical activity for children and adolescents

“…This indicator received a grade of C− based on eight data sources with all data collected before the COVID-19 pandemic, including one old data source, 30 one new reference reporting the same dataset with a previous study, 23 and six new data sources. 16 , 31 , 37 , 38 , 39 , 40 Sleep duration was subjectively measured except for one study which used the activPAL determined bedtime and rise time to calculate sleep duration. 16 The proportions of children and adolescents meeting the recommended sleep duration per night (9–11 h for 5-to-13-year-olds; 8–10 h for 14-to-17-year-olds) 41 ranged from 31.3% to 61.8%, with an average of 45%.…”

“…Variations between weekdays and weekends have been commonly observed – most of the studies reported a longer sleep duration on weekend days than that on weekday. 37 , 38 , 39 , 40 Although relationship between sleep variability and children's health has not been fully understood, some evidence supported that consistent sleep patterns throughout the week are favorably associated with social functioning. 42 Recommendations on consistent bedtime and risetime routines, however, are not included in the benchmarks because no specific measure of sleep consistency is currently available.…”

Subjektīvās veselības un labbūtības saistība ar miega ilgumu pusaudžu populācijā Latvijā. Promocijas darbs

“…Tā Čī Vens Čiens (Chi-Wen Chien) un kolēģi (2019) savā pētījumā izceļ skolas dienu un brīvdienu miega ilguma nozīmi pusaudžu iesaistes veidā ārpusskolas aktivitātēs, norādot, ka ilgāks miegs brīvdienās bija saistīts ar biežāku un intensīvāku (produktīvāku) iesaisti dažādās mājas, skolas un kopienas aktivitātēs. Savukārt skolas dienās miega ilgums, salīdzinot ar citiem personiskiem vai vides faktoriem, spēlē šķietami mazāku lomu iesaistē dažādās ārpusskolas aktivitātēs(Chien et al, 2019). pusaudža psihoemocionālās veselības aspektiem saistītu cēlonisko ķēdi.…”