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Screen Time vs. Active Play: How Digital Exposure Impacts the Acquisition of Fundamental Motor Skills in Early Childhood
Main Article Content
Abstract
Purpose – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development.
Design/methods/approach – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development. A quantitative cross-sectional design with a comparative approach was used to study 120 children aged 4–6 years (57% girls) enrolled in eight kindergartens in Yogyakarta. Parents completed a validated 7-day home screen usage diary. Data collection techniques used an Observation Sheet during active play during school breaks, and a questionnaire to administer the Gross Motor Development Test-3. Analysis techniques used a multiple regression model controlling for age, gender, body mass index, and household socioeconomic status; mediation was tested with PROCESS v4.3.
Findings – Average screen exposure was 114 min day¹ (SD = 46), with 42 % of children exceeding the 2 h guideline. High-screen users scored significantly lower on locomotor (M = 27.1 vs. 31.3) and object-control (M = 25.8 vs. 29.5) domains (p < .01). Each additional 30 min of active play predicted a 2.1-point increase in composite FMS (β = .34, p < .001) and partially mediated the negative screen-time effect (indirect β = –.09, 95 % CI = –.15 to –.04). Overall, screen time accounted for 18 % of the variance in FMS after covariate adjustment.
Research implications/limitations – The cross-sectional approach cannot infer causality, and parent-reported diaries may under- or overestimate actual screen exposureChildcare policies should embed structured motor sessions and favour interactive, movement‑rich media over passive content.
Practical implications – Early-childhood educators and health professionals should prioritise daily active-play opportunities and counsel families to limit recreational screens to <1 h day¹. Integrating motor-rich play modules into kindergarten curricula could mitigate digital-time trade-offs.
Originality/value – This is the first Indonesian study to quantify the concurrent effects of screen use and active play on objectively measured FMS. The findings extend global evidence into a culturally specific context and highlight active play as a protective factor that can offset, but not fully negate, the detrimental motor effects of excessive screen exposure.
Paper type Research paper
Keywords:
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1. Introduction
The development of basic motor skills in early childhood is an important foundation for their physical and cognitive growth. Skills such as jumping, running, throwing, and catching not only support daily activities but also contribute to children's coordination, balance, and self-confidence. In today's digital age, children are spending increasing amounts of time in front of screens, whether on television, tablets, or smartphones. Many studies report that increased screen time is negatively correlated with time spent in active play(Joaquim, 2023)(Mendelsohn et al., 2010). However, active play has been shown to trigger sensorimotor stimulation, which is essential for the development of basic motor skills. Therefore, a direct comparison between screen time and the duration of active play is necessary to determine the extent to which digital exposure "shifts" children's opportunities for physical activity that supports their motor skills.
Digital exposure is not solely about duration, but also about content and context. Passive screen activities, such as watching videos, do not provide adequate physical challenges or hand-eye coordination. Conversely, some interactive apps may offer cognitive stimulation, but are still limited to simple movements(Adeyemi, 2025)(Wartella & Jennings, 2000). This study comprehensively explored digital exposure variables: frequency, duration, type of content, and context of use (independent vs. with caregivers). Fundamental motor skills are not only indicators of physical development; they are also closely related to later social, emotional, and academic abilities. Children with strong fundamental motor skills tend to be more socially active, more confident in group activities, and have higher motivation to learn(Liu et al., 2023)(Piek et al., 2008). By understanding how digital exposure influences the acquisition of these skills, educators and parents can design more effective interventions.
The impact of increased screen time during pivotal developmental stages cannot be understated. Theoretical frameworks, such as Stodden’s model and Dynamic Systems Theory, suggest that excessive sedentary behaviors associated with screen use can displace essential physical play, which is crucial for developing fundamental motor skills (FMS). FMS encompasses a range of locomotor and object control skills vital for later physical activity and academic readiness (Martins et al., 2020). A multitude of studies have documented an inverse correlation between screen time and the acquisition of fine and gross motor skills during preschool years(Cheung & Zhang, 2020)(Webster et al., 2019). As FMS declines, the propensity for sedentary behavior increases, thereby creating a cyclical predicament detrimental to physical health and overall development(Putnick et al., 2023).
The significance of FMS during early childhood extends beyond mere physical capabilities; it is directly associated with various health outcomes. Research suggests that children proficient in FMS exhibit better cardiovascular fitness, healthier body mass index (BMI), and superior cognitive performance during later schooling(Pienaar et al., 2021)(Sun & Chen, 2024). Moreover, foundational motor skills are reported to have long-term benefits, paving the way for active lifestyles and improved health metrics as children mature(McConnell-Nzunga et al., 2020). As COVID-19 has disrupted established physical activity regimes for children, the impairment of FMS development has emerged as a critical public health concern(Abe et al., 2022).
Despite a burgeoning international literature depicting the relationship between screen time and FMS, empirical evidence in Southeast Asia, and specifically Indonesia, remains sparse. Most studies have either concentrated on general physical activity without a focus on FMS or have failed to isolate the effects of screen time from other forms of active play(Plazibat et al., 2021). Furthermore, the validity of measurement tools for assessing FMS, such as the Test of Gross Motor Development (TGMD-3), for the Indonesian population has only recently been established, pointing to an urgent need for more robust and contextually relevant research to quantify screen time's true impact on FMS in young children(Ihsan et al., 2024). While screen time continues to permeate the lives of young children, especially in the context of the COVID-19 pandemic, it is crucial to recognize and address its potential ramifications on fundamental motor skills and overall childhood development. Addressing these issues through informed interventions and the promotion of healthy play activities is vital for ensuring better health outcomes for future generations.
This study aims to: (1) assess the relative influence of screen time and active play on FMS scores of kindergarten children in Yogyakarta; and (2) test whether active play activities mediate the relationship between screen time and FMS.
Questions/Hypotheses:
• H₁: Children with screen time ≥ 2 hours/day have lower TGMD-3 locomotor and object-control scores than children with screen time < 2 hours/day.
• H₂: Every additional 30 minutes of moderate-vigorous active play predicts an increase in the total FMS score.
• H₃: The negative effect of screen time on FMS is expected to decrease when the level of active play is high (partial mediation effect).
• H₁: Children with screen time ≥ 2 hours/day have lower TGMD-3 locomotor and object-control scores than children with screen time < 2 hours/day.
• H₂: Every additional 30 minutes of moderate-vigorous active play predicts an increase in the total FMS score.
• H₃: The negative effect of screen time on FMS is expected to decrease when the level of active play is high (partial mediation effect).
The proposed study aims to be one of the inaugural quantitative research efforts in Indonesia that utilizes a comprehensive methodology to measure screen time against various standards while employing advanced analytical techniques. Specifically, it
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