Turn `Couch Potato` Into Roadrunner: Using Web4gym Screens to Combat Screen-Time ׂׂ

Background: Health experts have declared digital addiction the next big health problem. Research has shown the relationship between screen addiction and sedentary behavior, rising obesity and attention problems (Beurkens, N. 2017). Psychologists warn of an increase in family communication problems and domestic abuse behaviors. Educators have trouble with smart-phones in class.

Harris, T. (2018) in his report and Alter, A. (2017) in his book, Irresistible: The rise of addictive technology and the business of keeping us hooked, reveal deliberate decisions by the most powerful technology companies to increase addictive technologies with their negative effects. However, a UNICEF report (Dec.2017) found the impact of screens to be inconclusive.

A survey of the web4gym program showed that 78.6% of the parents (N=300) discouraged their children from using screens because the `Screens create Zombies, prevent physical activity and do not contribute to creative thinking`.

Aim: Use screens to combat screen-time, incorporating digital activity as a part of a healthy daily routine, balancing solitary play with an addition of motor-social, joyful, creative interaction aimed to enhance self-confidence and leadership skills, while omitting low-rate imitations and/or competitions against screen robot Gym apps.

Method: web4gym uses screens to combat screen-time

• The web4gym screen`s design creates an intrinsic active movement-based environment for kids to achieve wholesome development and creative expression on real live apparatus, external to the screen.

• Implement the National Association for Sports and Physical Education resolution: Health-enhancing body activities. (Gallahue, D.) and Movement Education concepts (Laban, R.). Web4gym activity is set-up for small groups (2-5 kids): A screen-inspiration turns into real-live activity, in a formal educational setting, or within the private setting. In the formal educational setting the whole class goes through one jolly round of the main elements which are represented on the screen (shoot real balls in the basketball hoop; paddle wheels; crawl under a bench, etc.). Then, a small group plays, independently, at the designated screen-and-apparatus area. Each member gets a turn as a Group Leader (G.L.). The G.L. chooses the apparatus from the screen sand box, decides which apparatus each member goes to. However, each member creates his/her own idea at the apparatus.
• Provide scholarly high order thinking processes, (Bloom’s taxonomy) from `information` to `problem solving`. Film the kids to assess themselves: verbally, creatively, using free expression.
• Results and conclusions – not final: The web4gym program (Reches, I. and Rutin, J. 2001; 2014) is an innovation for a balanced screen-time daily routine. It is applied in 20 kindergartens. Seven hundred kindergarten childen and their involved parents are enjoying playful activity on a real-live apparatus. Physical participation and social cooperation are close to 100%. All children use High Order language as they instruct each other by the end of the activity.