1. INTRODUCTION

Currently, it is recommended that children between 6- and 12-years old practice a minimum of 60 minutes of Physical Activity (PA), of moderate to vigorous intensity every day (Colley et al., 2012), to guarantee healthy development, as well as to prevent obesity and sedentary lifestyle (Hernández-Beltrán et al., 2023; Piercy & Troiano, 2018). Similarly, since the pandemic caused by COVID-19, boys and girls seem to have increased the time they engage in PA in natural environments, in their free time, which may have a general benefit for their health (Tulchin- Francis et al., 2021). Therefore, free time is understood as the residual time that is outside daily obligations, where different types of activities are usually voluntarily performed with the purpose of generating fun, rest, and the search for personal development (Díaz-Herrera et al., 2022). Consequently, leisure and free time play a fundamental role in the physical, cognitive, emotional, and social development of children from 6 and 12 years old (Linaza, 2013; Gallardo-López & Gallardo Vázquez, 2018). In this way, PA and play are not only limited to physical development and health but also have the purpose of enhancing the motor, social, psychological, moral, and hygiene areas (Carbonell-Ventura et al., 2018).

During the health emergency caused by COVID-19, the child population faced a series of challenges that have significantly affected their health (Tulchin-Francis et al., 2021), producing serious negative consequences due to the reduction in PA. and the psychological repercussions caused by social isolation (Andreu, 2020). Likewise, several prevalent health problems have been identified in children during this period, including mental health disorders, lack of PA, delays in medical care, and malnutrition, as well as a negative impact on the immune system. (Margaritis et al., 2020; Sallis et al., 2020). In addition, this caused a disruption in the social interaction of children, with a decrease in social skills and a high impact on mental health, since it increased the risk of developing diseases such as destructive dysregulation disorder, depressive disorder, major acute and post-traumatic stress disorder, as well as a higher incidence of general psychological symptoms such as emotional disorders, depression, stress, low mood, irritability and insomnia (Guessounm et al., 2020; Rider et al., 2021; Madrigal et al., 2023).

Also, multiple studies show the impact of COVID-19 on leisure in children, since confinement meant the loss of contact in different circles of socialization, such as educational spaces, places of leisure, and free time (Álvarez-Muñoz et al., 2023), or the street itself (Orte et al., 2020), negatively impacting the psychomotor development of children, and consequently, their mental (Madrigal et al., 2023), physics and emotional health status (Sánchez-Torres et al., 2022). During the COVID-19 pandemic, there were limitations to the development of psychomotor skills; however, teachers adapted to the new normality and found in play a way to motivate itself (Checo-Pacheco et al., 2022). On the other hand, during the confinement period, parents had to deal with the work obligations of teleworking (Salcedo-Benites et al., 2021), along with accompanying and monitoring their children’s school practices (Belmonte et al., 2022; González Rivera, 2022), with these could generating an increase in anxiety and stress levels (Moreno & Molins, 2020; Vallejos Salazar & Guevara Vallejos, 2021). Therefore, leisure time routines had to adapt to the new conditions imposed by the COVID-19 pandemic (Lorenzo-Sánchez et al., 2022; Álvarez-Muñoz et al., 2023). Therefore, green areas can offer opportunities for the regular practice of PA, providing benefits for the physical and mental health of children’s life (Bello Albeal et al., 2022).

The results of this research are expected to provide information on how the pandemic and confinement measures have influenced the leisure and free time activities of children aged 6 to 12 years old. This will allow us to identify possible repercussions on their comprehensive development, provide recommendations to support their wellbeing and promote play and PA strategies adapted to new contexts. Therefore, the main objective of this study was to analyse the documents related to the transformation of leisure and free time in children and how the COVID-19 pandemic affected their free time.

2. METHODS

3. Results

Table 3 shows the scientific articles related to the transformation of leisure and free time in children aged 6 to 12 years old, including the main characteristics of games during and after confinement because of the COVID-19 pandemic. In turn, the methodological quality of the documents is indicated by using the questionnaire of Law et al. (1998). After obtaining the scores, the documents were classified according to the scores obtained: Excellent quality (>75), Good quality (51-74.99) and Poor methodological quality (<49.99) (Sarmento et al., 2018).

Sample Methodology Results

Author/s

Qua

lity

(Year)

n Age Variables Instrument Changes in leisure and play COVID-19 effects Moment

Children and youth expe-

Confinement during the CO

rienced a significant decrea

VID-19 pandemic has caused chil

se in participation in PA,

Socio-demographic data, ques-Survey regarding the

dren to spend more time indoors,

1503

especially outdoor PA. An

tionnaire on immediate changes movement and play be

decreasing their PA time and

Moore et al. fathers From 5 to 17

increase was experienced in

in PA and play behaviors during haviors of children and

increasing the number of hours During A

(2020) and years old.

the time spent using screens

COVID-19 including PA and adolescents during the

dedicated to sedentary activities,

mothers.

for leisure, as well as the use

play, sedentary time, and sleep. COVID-19 outbreak.

demonstrating an adverse effect

of social networks. Increased

on movement and play behaviors

sleep time and sedentary ac

of Canadian children and youth.

tivity time.

Children do not have access to

Socio-demographic data, Effects school PA, physical education,

of the COVID-19 pandemic recreation time, and walking to

on PA and sedentary behavior, Without the structure of

school. Therefore, there is a se-

Dunton et Mean age 8.73 Parent notifications based on “Active Where” online school and the demands of

211 rious problem of excessively se-During A

al. (2020) years old. changes in children’s behaviors, survey. classes, children have more dentary lifestyle that relates to

Changes in locations of physi-time for free play.

overweight, obesity, type II dia

cal-sports activities, Use rates of betes, and metabolic syndrome in

remote services.

childhood and adulthood.

Wellbeing that extends beyond physical fitness, in

Socio-demographic data, time Cross-sectional online

1310 cluding improved mental

Tulchinof light PA and moderate to vi-survey of the modified Impact of the pandemic on the PA

fathers From 3 to 18 health and reduced anxiety During

Francis et al. gorous PA, child’s adaptability to version of the “Godin and play behavior of American A

and years old.

and symptoms of depression.

and after

(2021) the pandemic, and access to the Leisure Time Exercise children to improve their PA.

mothers.

Furthermore, peer interac

community. Questionnaire”.

tion during PA is essential for social development.

The school closure cut off an

Men PA and leisure for adoles-important channel to receive in

(n=5552) Gender, psychosocial status,

Wang et al. From 10 to 18 cents, psychosocial support formation and knowledge related During

and daily activities and sources of Non-specified A

(2021) years old. is good to overcome or inter-to COVID-19 for school-aged and after

Woman information about COVID-19.

vene in gambling crises. adolescents, school dropouts, and

(n=6680).

gender differences.

Mothers spend more time with their children. Parents

149 mothers play in nature and in adven

and 96 fathers Time for participation in games, Questionnaire from Perceptions of risk can change

Dodd et al. turous places. Additionally, During

245 of 154 children and participation of children in parents and experts in traumatic events, and new ways of B

(2021) play and PA creates children and after

of 5 to 11 years adventure games in each place. children’s games.

children’s play emerge.

who are physically active

old.

when they are in their neighborhood or at parks.

Table 3

Selected documents related to the transformation of leisure and free time in children.

Graber et al. From 5 months Age, restricted environment, ga

295

(2021) to 21 years old. mes, and related activities.

Socio-demographic data, rela-Bertrand et

From 4 to 18 tionship between the school en

225

al. (2022)

years old. vironment and daily activities of play, sleep, and leisure.

Socio-demographic and economic data, PA practice before and

Allen & From 0 to 5

925 during the pandemic, money in-

Velija (2022) years old.

vested in PA practice before and during COVID-19.

Socioeconomic data, children’s

Oliveira et

From 7 to 11

110

daily activities, children’s gene

al. (2022)

years old.

ral well-being outcomes

Interview.

Cross-sectional quantitative survey of parents during the pandemic.

Online survey and semi-structured interview.

A short version of the Q25 questionnaire and the KIDSCREEN-27 questionnaire

The game supports children in isolation. Adolescents participate in creative and expressive activities. The game provided opportunities for social connectivity and the development of social skills. Opportunities for self-expression, creative and artistic activities to develop a part of the brain, and creative or expressive activities used in therapy and the classroom.

There was a relationship between the type of education (virtual or face-to-face), with the children who remained in virtual education having less time participating in gaming activities and recreational leisure activities.

Many parents sought to useinformal play and online PA during lockdown periods,with mixed levels of success. There was a reduction in PA practice time during COVID-19.

During COVID-19, there was an increase in timespent on sedentary behaviors (screen time) and a decrease in active leisure activities and games, especially among socially and economically vulnerable children.

Barriers to play, unsafe spaces, lack of toys, lack of interactionwith others, lack of time outdoors, inactivity, and boredom among children.

During A

and after The closures of school centers due to COVID-19 have affected the development of children and young people. Virtual education had negative consequences onparticipation in schoolchildren’s leisure and gaming activities.

Directed face-to-face activities were appreciated as more beneficial than virtual activities. Online PA classes aimed at young children did not provide the type of cultivation that most parents valued, such as participation with the child, socialization through group interaction, and routine outside the home.

Risks for child well-being were found in relation to sedentary and low stimulation profiles, especially in socially vulnerable children, but also protective factors related to active, stimulating, and adaptive family behaviors; therefore, opportunities for intervention were identified.

During

A

and after

During

A

and after

During

A

and after

Camas et al. From 3 to 17

126

(2022). years old.

Type of residence, Family work situation, educational level, valuation of free time and play space, valuation of your recreational company, type of leisure activities carried out, age, type of population, perception of playtime, perception of play spaces game, perception of playmates, type of leisure activity, screen time, missing and desired aspects.

ACP and CAP questionnaire.

Psychosocial and cultural.In addition, benefits related to well-being and comprehensive development, opportunities for socialization,resilience, expression, and regulation of adverse experiences, as well as a sense of protection against risk.

Mobility restrictions led to an in-

crease in playing time during loc

kdown. Negative effects: excessive

screen use, and reduced opportu

nities for leisure and play. During A

Health, socialization, lear-Parents with higher education had KIDSCREEN-27 Ques-ning, youth well-being. higher intensity of sleep, PA, acti-Oliveira et

From 7 to 11 Socioeconomic variables, family tionnaire and Strengths ve play, online socialization, and During

110

A

al. (2022) years old. adversity, and adaptation. and Difficulties Ques

activity with parents, and lower and after tionnaire.

intensity of housework and home school.

Comfort for parents when Parents’ daily routines regarding their children return to pla-Szpunar et Mean age of 6.5 play/sport, Influence of parent ying sports, security of ha

819 Online surveys

al. (2022). years old. demographics, and PA risk to-ving the children at home, lilerance. ving in rural areas, and, living with dogs.

Students attending schools in lower socioeconomic areas may benefit from interventions to mitigate the increase in SB and decrease in PA ex-Impact of physical and sociocul

perienced during the pandetural environments on children’s

mic, particularly within the

Wilson et al. From 11 to 13 Repeated cross-sectio

253

PA, sedentary behavior and play comprehensive school day.

(2022) years old.

nal surveys

during the pandemic play in and

If in-person learning is inteout of school.

rrupted in the future, school administrators should prioritize recess as a scheduled movement opportunity topromote healthy social and physical behavior.

Health benefits of PA: being

Academic year, gender, parti

physically active from an

144 cipation in extracurricular ac

early age, improves cogniti-

Kellstedt et (2019) tivities in children, children’s

NS Non-specified ve development and mental

al. (2022) and 174 participation in extracurricular

health, participating in mo

(2020). activities organized by adults,

derately vigorous PA 60 mi

and spaces.

nutes a day.

Loss of health benefits of extracurricular activities, lack of interaction with peers, loss of socializa-During A

tion, demands of parenting and and after homeschooling, fear, worry, and urban areas worsen PA.

Less PA during remote recess in 2021 (M = 3.42, SD = 0.80 v. M =2.99, SD = 0.86, p<0.05). PA outside of school decreased during the pandemic.

During B Concerns about short- and longterm negative impacts related to children’s physical and mental health, changes in school, and cancellation of children’s extracurricular activities PA patterns and behaviors. Children in rural areas are at increased risk for obesity and other poor health outcomes that may be linked to physical inactivity and nutritional behaviors.

During

A

and after

Know the online gaming

Gaming addiction, awareness of

Online games with your friends,

Franzoni et From 6 to 18

applications preferred by

During

101

reading time, height, weight, and Non-specified

little attention to online classes,

A

al. (2022).

years old.

urban schoolchildren during

and after

skin color.

and multiple psychological effects.

confinement.

Gámez-Calvo, P. et al. | 49

ACP: Advanced care planning; CAP: Children and adolescent psychiatry; M: Mean; PA: Physical activity; SB: Sedentary behavior; SD: Standard Deviation

Lack of outdoor play, and independent mobility of children to access the game, campaigns, andinitiatives seek to recover the “every day” of play in children’s lives, children are affected physically, emotionally, and psychologically, especially in countries that have declared states of emergency and mandatory confinements, the digital game is not the same for everyone, due to the lack of resources.

The well-being of the child, theparent, and the family shared the same major contributing factor, which was family closeness. Theother main predictors of wellbeing were related to family leisure time, such as increased time spent playing together, preparing meals, resting, and caring for themselves, which can inform programming and policy aimed at promoting family well-being. children and their families

Children’s basic development, health, and well-being needs do not disappear during crises, few resources to be able to play, and play can strengthen resilience andprovide a sense of normality for children in crisis situations.

Due to the COVID-19 pandemic, the social-ecological system that supports children and families has beenforced to change rapidly to meet the needs of families.One silver lining coming out of the pandemic is positive changes to family life, such as increased time spent together.

Gambling in times of crisis: gam-

Casey & Children and

bling in crisis, threat of gambling

Mckendrick NS adolescents in

in times of crisis, and gambling

(2022) school age.

as a remedy to the crisis.

Well-being, demographic va-Hill et al.

From 0 to 8 riables, food security, children’s

536

(2023)

years old. daily routines and habits, parents’ daily routines and habits.

During

A

and after

During A

Non-specified

Questionnaire with open and closed questions to explore changing family experiences and emerging issues related to well-being.

4. DISCUSSION

The results show the existence of 17 articles related to the topic under study. In the scientific literature, there are no documents that corroborate the results obtained, however, it is important to note that games and recreational activities during and after the COVID-19 pandemic have experienced a significant transformation as a result of the isolation imposed by the pandemic situation, that has caused health and socialization problems (Graber et al., 2021; Camas et al., 2022), and lack of learning opportunities for children (Oliveira et al., 2022). On the other hand, it has been observed in previous research that parents who participate in outdoor play with their children tend to have higher levels of PA compared to those who play in more restrictive or limited environments (Dodd et al., 2021). This suggests that engaging in PA in nature could be a beneficial strategy to improve people’s health and PA levels.

It is important to recognize that PA needs and preferences vary throughout child development, and this may have influenced the selection of different age ranges in the studies. Furthermore, the home isolation produced by the COVID-19 pandemic caused the loss of contacts in different socialization circles, such as educational spaces, places of leisure, and free time (Álvarez-Muñoz et al., 2023; Hernández-Beltrán et al., 2023), as well as anyone was really prepared to experience the situations caused by the pandemic.

It is essential to highlight that the child population experienced a series of significant challenges during and after the COVID-19 pandemic in relation to their basic development, health, and well-being needs (Casey & McKendrick, 2022). These challenges arose from the exceptional circumstances and restrictions imposed by the pandemic and had a profound impact on the lives of children (Álvarez-Muñoz et al., 2023).

One of the most obvious problems is related to basic development needs. Children have fundamental needs in terms of education, socialization, PA, and emotional development (Allen & Velija, 2022). During the pandemic, restrictions on mobility and school closures affected their access to formal education, raising concerns about the educational gap and lost learning (Bertrand et al., 2022). Furthermore, the lack of social interaction with friends and classmates had an impact on their social and emotional development, which could have long-term implications on their psychological well-being (Franzoni et al., 2022).

The methodology implemented in the selected documents presents a notable heterogeneity regarding the variables analyzed, which reflects the complexity and breadth of the topic under study. These variables cover various aspects related to the impact of the COVID-19 pandemic on the PA and play of children, as well as the diversity of opportunities and strategies implemented to respond to the identified social and educational restrictions.

There are variables related to the contextualization of the sample such as age (Dunton et al., 2020; Graber et al., 2021), gender (Wang et al., 2021; Kellstedt et al., 2022), type of residence, socioeconomic aspects (Oliveira et al., 2022), and, variables linked to the perception of playtime, perception of play spaces, perception of playmates, type of leisure activity (Wilson et al., 2022 ), screen time (Dodd et al., 2021; Casey & Mckendrick, 2022), aspects related to lost and desired habits and routines (Camas et al., 2022), as well as parents’ daily routines regarding play/sport (Tulchin-Francis et al., 2021), and influence of parental demographics and PA risk tolerance (Szpunar et al., 2022). These variables have a negative influence on the development of the subjects’ PA during the pandemic, as they limit free time, as well as the availability of space and time for PA. The wide variety of variables offers a comprehensive view of how the pandemic has impacted the PA and play of children from a multidimensional perspective. This diversity of methodological approaches is essential to obtain a complete understanding of the effects of the pandemic on this population.

Regarding the findings presented in the selected articles, they show both the beneficial aspects and the adverse effects of games during and after the COVID-19 pandemic in the child population. Notably, school-age children living in rural areas experienced higher levels of PA, as they had the opportunity to participate in outdoor activities in natural environments (Dodd et al., 2021). However, people who lived in urban areas suffered from excessive sedentary problems such as being overweight, obesity, type II diabetes, and metabolic syndrome (Dunton et al., 2020). However, these data are contradictory to those obtained by Kellstedt et al. (2022) since children in rural areas are at higher risk of obesity and other diseases related to physical inactivity.

Additionally, during the COVID-19 pandemic, there was a significant increase in the time that children aged 6 to 12 spent in front of screens. For this reason, it is essential to design games and activities that are safe and promote the well-being of the child population. Some of the recommendations for carrying out games before, during, and after future pandemics include outdoor activities, team sports, educational games, table games, and group activities, cultural and artistic events, as well as participation in volunteering and community projects, as long as sanitary guidelines permit it.

Finally, the results related to the quality of the selected documents show the existence of 15 studies with excellent methodological quality (score >75), and two with good methodological quality (score between 51 and 75), according to the proposal of Sarmento et al. (2018). Thus, the chosen documents that address the transformation of leisure and free time habits in the child population during and after the COVID-19 pandemic have good methodological quality. However, more research is required in this area. Lastly, the main limitation of this study is related to the scarcity of documents available focused on the study topic and the diversity of approaches and contexts. However, this limitation can be considered a point of interest for future research, as it could serve as a basis for establishing guidelines for action in future pandemics.

5. CONCLUSIONS

It is essential to highlight that fathers, mothers, and other family members play a crucial role in shaping healthy lifestyles for children aged 6 to 12 years old. It is strongly recommended to encourage outdoor activities and the practice of team sports as strategies to prevent psychosocial problems. The development of physical activityPA during the COVID-19 covid-19 pandemic produced a large number of benefits in the population, improving the quality of life, as well as the opportunities for physical and emotional development of the students.

It is recommended to perform interventions at the community level that include the design and implementation of programs related to PA and sports, offering participation opportunities to all children, and promoting family leisure activities. Furthermore, given the scarcity of studies and the discrepancy in the results found in the literature regarding this topic, a more exhaustive and wide-ranging investigation is required. It is suggested to carry out longitudinal studies that follow children over time, before, during, and after the pandemic or other disruptive events, with the aim of generating strategies in educational and public access and information policies.

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Acknowledgement:

The author Mario C. Espada was supported by the Portuguese Foundation for Science and Technology, I.P. under Grant UID04045/2020 and Instituto Politécnico de Setúbal. Additionally, the research was partially funded by the GOERD of the University of Extremadura and the Research Vicerectory of Universidad Nacional. This study has been partially supported by the funding for research groups (GR21149) granted by the Government of Extremadura (Employment and Infrastructure Office—Consejería de Empleo e Infraestructuras), with the contribution of the European Union via the European Regional Development Fund (ERDF) by the Optimisation of Training and Sports Performance Research Group (GOERD) of the Faculty of Sports Sciences of the University of Extremadura. Additionally, the author José M. Gamonales was supported by a grant from the Requalification Program of the Spanish University System, Field of Knowledge: Biomedical (MS-18).

INFORMACIÓN SOBRE LOS AUTORES

Luisa Gámez-Calvo. Graduate in Physical Activity and Sport Sciences from the University of Extremadura, PhD student in Sport Sciences at the University of Extremadura. Current Full-time Substitute Lecturer at the University of Extremadura. Field of research: adapted sport and inclusion.

Mário C. Espada started the second Postdoctoral in Human Kinetics, Sports Sciences specialty, in the Faculty of Human Kinetics of the University of Lisbon, Portugal (FMH-UL), in 2022. He received his Ph.D. in Human Kinetics, Sports Sciences in 2013 from FMH-UL. He completed the Postdoctoral in Human Kinetics, Sport Sciences specialty in 2015 at Universidade Estadual Paulista (UNESP, São Paulo, Brazil). He has a position as an Adjunct Professor at the Polytechnic Institute of Setúbal, teaching in Higher Education School (ESE-IPS) and Higher School of Health (ESS-IPS). He is an effective member of the Sport Physical Activity and Health Research & INnovation CenTer (SPRINT) and a collaborating member of the Interdisciplinary Centre for the Study of Human Performance (CIPER), at the FMH-UL, Comprehensive Health Research Centre (CHRC), at the University of Évora, and Life Quality Research Center (CIEQV). He has published several articles in specialized journals and regularly attends and communicates at international technical and scientific events.