According To Kate Kelland In Her Article: One Hour Of Extra

According To Kate Kelland In Her Article One Hour Of Extra Screen Ti

According to Kate Kelland in her article, “One Hour of Extra Screen Time Drags Down Teenagers’ Grades,” the teenagers who spend an extra hour surfing the internet, playing computer games, or watching TV often risk performing two grades worse in their exams than their peers who do not engage much on the internet. The article suggests that increased screen time—particularly television and internet use—is associated with reduced academic concentration. However, Kelland indicates that physical activity does not significantly affect academic performance. This perspective invites further discussion, as there is evidence to suggest that physical activity can positively influence academic success through various cognitive and behavioral pathways.

The core of the article emphasizes the negative implications of excessive screen time on academic achievement, especially among teenagers. It highlights how the time spent on television and internet activities displaces time that could otherwise be dedicated to studying or learning. Moreover, extended screen time often results in diminished attention spans and concentration capabilities, which are vital for academic success. The influence of screens diverting students’ attention away from academic tasks is compounded by the consumption of potentially inappropriate content online, raising concerns about moral development and behavioral issues that can further impair academic performance.

While Kelland underscores these negative effects, she claims that physical activity does not have a noticeable impact on academic results. Nonetheless, this assertion warrants scrutiny because extensive research indicates otherwise. Physical activity has been linked to enhanced cognitive functions such as attention, memory, and problem-solving skills. For example, a study by Hillman et al. (2008) found that children who engaged in regular physical activity demonstrated better academic performance, particularly in subjects requiring concentration and reasoning abilities. Exercise stimulates brain plasticity, increases blood flow to the brain, and promotes the release of neurotrophic factors, all of which support learning and memory processes (Chaddock, Hillman, & Cohen, 2014).

Furthermore, participation in sports and physical activities can improve classroom behaviors and attitudes. Students engaged in regular physical activity often show higher levels of motivation, reduced anxiety, and better behavioral regulation—factors that are linked to academic achievement (Singh et al., 2012). Improved mood and mental health resulting from physical activity can create a more conducive learning environment, boosting a student’s ability to focus and absorb information. These findings suggest that the relationship between physical activity and academic performance is multidimensional and that physical activity plays an integral role in supporting academic success.

Countering Kelland’s claim, several empirical studies have underscored the importance of structured physical activity for school-aged children. For instance, a meta-analysis by Trudeau & Shephard (2008) established a moderate positive correlation between physical fitness and academic performance across various age groups. The mechanisms underlying this relationship include improvements in executive functioning, such as working memory and cognitive flexibility, which are essential for tasks like problem-solving, planning, and comprehension.

In contrast to Kelland’s position, it is crucial to consider that excessive screen time can diminish the benefits accrued from physical activity. The time allocated to television and internet use often encroaches upon opportunities for engaging in physical activity, leading to sedentary lifestyles that are detrimental to both physical health and cognitive development. Moreover, the content consumed online can be a distraction, diminish attention span, and promote moral decay, as noted by Kelland. It is therefore imperative to strike a balance, encourage physical activity, and regulate screen time to optimize academic performance.

In conclusion, while Kelland's article rightly points out the detrimental effects of excessive screen time on teenagers’ academic performance, it is essential to recognize the significant positive impact that physical activity can have on cognitive development and school success. Physical activity enriches cognitive skills, behavioral tendencies, and emotional well-being—factors that are crucial for high academic achievement. Therefore, policymakers, educators, and parents should promote balanced lifestyles that incorporate sufficient physical activity and moderated screen use to foster better academic outcomes.

References

Chaddock, L., Hillman, C. H., & Cohen, N. J. (2014). Why all children should be physically active: the cognitive benefits of physical activity. Physiology & Behavior, 135, 112–118.

Hillman, C. H., Castelli, D., & Buck, S. M. (2008). Aerobic fitness and cognitive function in healthy children: A randomized controlled trial. Journal of Sport and Exercise Psychology, 30(4), 543-560.

Singh, A., Uijtdewilligen, L., Twisk, J. W., van Mechelen, W., & Chinapaw, M. J. (2012). Physical activity and performance at school: a systematic review of the literature including a methodological quality assessment. Archives of Pediatrics & Adolescent Medicine, 166(1), 49-55.

Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5, 10.

Kate Kelland. (Year). One Hour of Extra Screen Time Drags Down Teenagers’ Grades. [Details of publication].

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