Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and to improve interventions targeting to affect behavioral change.

This article analyses negative experiences in physical education and sport reported during qualitative interviews of a group of inactive adolescent Spanish boys and girls. The purpose of this analysis is twofold. First and most important, it seeks to give voice to these young people reporting negative experiences and connect them to contexts of physical activity and sport in which they occurred in order to show how, ironically, inactivity is an unintended consequence. Second, the authors attempt to connect inactivity through negative experiences by drawing on conceptual notions of a gendered performativity culture, and symbolic violence. The authors conclude by commenting on how these insights may be useful to critically reflect on physical activity programs, which are too often considered an unquestionable good for all pupils who experience them.

Background: This paper determines longitudinal changes in the time Spanish adolescents devote to moderate‐to‐vigorous physical activity (MVPA) and screen media activity (SMA). Moreover, it examines the displacement hypothesis between time spent on SMA and MVPA.Methods: A cohort of 755 adolescents participated in a prospective cohort study over a three‐year period. Repeated measures ANOVA to highlight interaction effects among all variables and Structural Equation Modeling (SEM) techniques were employed.Results: Age and gender‐related variations in longitudinal changes in time spent on MVPA and SMA evolved in the inverse direction (decreased on MVPA/increased on SMA) according to the ANOVA. The potential displacement between time spent on SMA and MVPA from Wave I to Wave II was analysed via SEM. The first model, estimated in the overall sample, showed no evidence for the displacement hypothesis. Subsequently, a multigroup sequence of panel models was performed and a partial displacement was observed only in boys. Hence, boys who spent more time on SMA were more likely to devote less time to MVPA three years later.Conclusion: This study confirms the opposite trend on the time spent on MVPA and SMA over a three‐year period, being clearly higher in SMA. Further SEM analyses reveal a deferred displacement hypothesis between SMA and MVPA only in boys. This partial gendered displacement may be linked to the different uses adolescents make of screen media. The incursion of new technological devices (smartphones or tablets) and their wide range of possibilities for social networking or gaming could explain this displacement

This paper explores socio-ecological factors and their interplay that emerge from a qualitative study and influence adolescents' physical activity and sport participation. A total of 13 boys and 7 girls active and inactive adolescents, from years 12 and 13 and different types of school (state and private), participated in semi-structured interviews. It followed a purposeful sampling selection from participants who participated in a previous larger study on physical activity levels. Findings highlight the influence of personal and social interplay, such as perceived competence, obesity and teasing from peers, and new social demands and personal preferences in adolescents' (dis)engagement in physical activity and sport. They also stand out how social and environmental factors affect their participation, such as family, boy/girlfriends, physical education and rural/urban places of residence. These factors appear to have an important impact on the construction of (in)active identities during late adolescence. Policy makers, exercise professionals and educators should be aware of these factors in order to improve health promotion strategies and social policies. Some recommendations are also indicated in the paper.

In this study, we examined the variability of physical activity (and inactivity) patterns in relation to gender, age, type of school, day of the week, and season of the year among a sample of Spanish adolescents aged 12–16 years. Levels of physical activity engagement, “who” was active/inactive, and “when” they were active/inactive were addressed. A Spanish translation and modification of Cale's Four by One‐Day Physical Activity Questionnaire was administered by interviewer to 323 participants to measure estimated energy expenditure. Activity was assessed for two weekdays and two weekend days on two occasions during the autumn and two occasions during the winter. In an effort to better describe adolescents’ active/inactive lifestyles, energy expenditures were translated into physical activity categories (i.e. active, moderately active, inactive, and very inactive). Results revealed that mean adolescent total daily energy expenditure was 41.46 kcal·kg⁻¹·day⁻¹ (s=7.05), which corresponded to the “active” category. Factorial and mixed analyses of variance showed statistically significant differences in energy expenditure by gender, season, day of the week, and type of school (P<0.001). Female adolescents spent less daily energy than their male counterparts and, consequently, they were less active overall, even though they were more moderately active than boys. Participants were more active in winter than in autumn, which was largely due to the accumulation of time engaged in more lifestyle activities than differences in strenuous exercise. Adolescents were also less active on weekdays than during weekends. An interaction effect emerged for day of the week and type of school with adolescents attending public (or state) schools presenting higher daily energy expenditures than those from private schools during weekends (P<0.01). The results suggest that girls may prefer less vigorous forms of activity. They also indicate that adolescents are investing time in physical activity when they have the freedom to participate or not (i.e. weekends), in particular those from public schools. We suggest that differences in gender, seasonality, and weekends versus weekdays, together with the choice of lifestyle activities, should be considered when designing activity promotion strategies among Spanish adolescents.