SavedAdd your journal

Journals / Spor Bilimleri Dergisi / 2026 / Cilt: 37 Sayı: 2

Comparative Analysis of Screen Time, Sleep Disorders and Physical Performance in Individuals with and without Learning Disabilities

Öğrenme Güçlüğü Olan ve Olmayan Bireylerde Ekran Süresi, Uyku Bozukluğu ve Fiziksel Performansın Karşılaştırmalı Analizi

Musa Türkmen(INONU UNIVERSITY)0000-0001-5606-444X
Özgür Eken(INONU UNIVERSITY)0000-0002-5488-3158
Ahmet Kurtoğlu(BANDIRMA ONYEDI EYLUL UNIVERSITY)0000-0002-9292-5419
Mehmet Ilkım(INONU UNIVERSITY)0000-0003-0033-8899
Mehmet Emek Koca(BANDIRMA ONYEDI EYLUL UNIVERSITY)0000-0002-5447-1030
Pages
148–159
Publication Date
2026-06-16
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, larger studies controlling for physical activity levels are needed to better understand the relationship between these variables and physical performance.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to examine the relationship between screen time, sleep disorder prevalence, and physical performance in individuals with and without a diagnosis of learning disabilities (LD, Non-LD).
📊
Key Findings & Data:The study included 28 sedentary individuals (LD: 14, Non-LD: 14) aged 10-14 years with intermediate or evening chronotypes, selected using stratified sampling.
💡
Conclusion & Impact:However, larger studies controlling for physical activity levels are needed to better understand the relationship between these variables and physical performance.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Öğrenme zorlukları · Ekran maruziyeti · Mavi ışık

Abstract

The aim of this study is to examine the relationship between screen time, sleep disorder prevalence, and physical performance in individuals with and without a diagnosis of learning disabilities (LD, Non-LD). The study included 28 sedentary individuals (LD: 14, Non-LD: 14) aged 10-14 years with intermediate or evening chronotypes, selected using stratified sampling. Data collection tools included a demographic information form, the Childhood Chronotype Questionnaire (CQC), the Sleep Disorder Scale for Children (SDSC), and the Illinois Agility Test. Statistical analyses were performed using the Mann-Whitney U test and Spearman correlation analysis. The Illinois Agility Test performance of the LD group was significantly lower than that of the Non-LD group (p .05). No statistically significant correlation was found between screen time, SDSC score, and agility performance in either group (p>.05). The findings suggest that the low physical performance observed in individuals diagnosed with LD may stem from fundamental difficulties associated with LD, such as motor coordination and planning, rather than screen time or sleep disturbance. High screen time and compromised sleep quality in both groups point to a general public health concern. However, larger studies controlling for physical activity levels are needed to better understand the relationship between these variables and physical performance.

Özet

Bu çalışmanın amacı, Öğrenme Güçlüğü (ÖG) olan ve olmayan bireylerde ekran süresi, uyku bozukluğu prevalansı ve fiziksel performans arasındaki ilişkiyi incelemektir. Çalışmaya, tabakalı örnekleme yöntemiyle seçilmiş, ara tip veya akşamcıl kronotipte olan 10-14 yaş arası 28 sedanter birey (ÖG: 14, ÖG olmayan: 14) dahil edilmiştir. Veri toplama araçları olarak; demografik bilgi formu, Çocukluk Dönemi Kronotip Anketi (CQC), Çocuklar için Uyku Bozukluğu Ölçeği (ÇUBÖ) ve Illinois Çeviklik Testi kullanılmıştır. İstatistiksel analizlerde Mann-Whitney U testi ve Spearman korelasyon analizi uygulanmıştır. ÖG grubunun Illinois çeviklik testi performansı, ÖG olmayan gruba göre anlamlı derecede daha düşüktür (p .05). Her iki grupta da ekran süresi, ÇUBÖ puanı ve çeviklik performansı arasında istatistiksel olarak anlamlı bir korelasyon bulunmamıştır (p>,05). Bulgular, ÖG tanılı bireylerde gözlemlenen düşük fiziksel performansın, ekran süresi veya uyku bozukluğundan ziyade, motor koordinasyon ve planlama gibi ÖG ile ilişkili temel zorluklardan kaynaklanabileceğini düşündürmektedir. Her iki grupta da ekran süresinin yüksek ve uyku kalitesinin risk altında olması genel bir halk sağlığı sorununa işaret etmektedir. Ancak bu değişkenlerin fiziksel performansla olan ilişkisinin daha net anlaşılabilmesi için, fiziksel aktivite düzeyinin de kontrol edildiği daha geniş örneklemli çalışmalara ihtiyaç vardır.

🔖

Cite This Article

Türkmen, M., Eken, Ö., Kurtoğlu, A., Ilkım, M., Koca, M. E., *, M. T. (2026). Comparative Analysis of Screen Time, Sleep Disorders and Physical Performance in Individuals with and without Learning Disabilities. Spor Bilimleri Dergisi, Cilt: 37 Sayı: 2, 148–159. https://doi.org/10.17644/sbd.1853436

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (52)

  1. Abid, R., Ammar, A., Maaloul, R., Boudaya, M., Souissi, N., and Hammouda, O. (2024). Nocturnal smartphone use affects sleep quality and cognitive and physical performance in Tunisian school-age children. European Journal of Investigation in Health, Psychology and Education, 14(4), 856–869. https://doi.org/10.3390/ejihpe14040055
  2. Acosta, M. T. (2019). Sleep, memory, and learning. Medicina (B Aires), 79(3), 29–32.
  3. Ağca, S., Görker, I., Turan, F. N., and Öztürk, L. (2021). Validity and reliability of the Turkish version of Sleep Disturbance Scale for Children. Sleep Medicine, 84, 56–62. https://doi.org/10.1016/j.sleep.2021.05.016
  4. Aggio, D., Ogunleye, A. A., Voss, C., and Sandercock, G. R. H. (2012). Temporal relationships between screen-time and physical activity with cardiorespiratory fitness in English schoolchildren: A 2-year longitudinal study. Preventive Medicine, 55(1), 37–39. https://doi.org/10.1016/j.ypmed.2012.04.012
  5. Azzam, Azza, Mostafa, A., Taha, M., and Mostafa, S. (2024). Screen time and learning disabilities in preschool children. Egyptian Journal of Ear, Nose, Throat and Allied Sciences, 25(24), 1–10. https://doi.org/10.21608/ejentas.2024.253542.1696
  6. Baron, P., Hermand, É., Peze, T., Kuehn, C., Dieu, O., Bourlois, V., Porrovecchio, A., and Hurdiel, R. (2023). No gender difference in association between sleep quality and physical activity level of French students. Sport Sciences for Health, 19(1), 277–283. https://doi.org/10.1007/s11332-022-00920-5
  7. Blanchet, M., and Assaiante, C. (2022). Specific Learning Disorder in children and adolescents, a scoping review on motor impairments and their potential impacts. Children, 9(6), 892. https://doi.org/10.3390/children9060892
  8. Brown, A. (2011). Media use by children younger than 2 years. Pediatrics, 128(5), 1040–1045. https://doi.org/10.1542/peds.2011-1753
  9. Bruni, O., Ottaviano, S., Guidetti, V., Romoli, M., Innocenzi, M., Cortesi, F., and Giannotti, F. (1996). The Sleep Disturbance Scale for Children (SDSC): Construction and validation of an instrument to evaluate sleep disturbances in childhood and adolescence. Journal of Sleep Research, 5(4), 251–261. https://doi.org/10.1111/j.1365-2869.1996.00251.x
  10. Cardoso, F. B., Sholl-Franco, A., Dematté, A. C., Esteves, J. V. G., Pinhel, L., Battista, W. A., Bonone, F. M., and Loureiro, V. da S. (2025). Impact of sleep quality on academic performance in children with and without Learning Difficulties. Journal of Psychology Research, 15(1). https://doi.org/10.17265/2159-5542/2025.01.001
  11. Carson, V., Tremblay, M. S., and Chastin, S. F. M. (2017). Cross-sectional associations between sleep duration, sedentary time, physical activity, and adiposity indicators among Canadian preschool-aged children using compositional analyses. BMC Public Health, 17(S5), 848. https://doi.org/10.1186/s12889-017-4852-0
  12. Chandra Sekhar, G., Haarika, V., Tumati, K. R., and Ramisetty, U. M. (2024). The impact of screen time on sleep patterns in school-aged children: A cross-sectional analysis. Cureus. https://doi.org/10.7759/cureus.55229
  13. Charest, J., and Grandner, M. A. (2020). Sleep and athletic performance. Sleep Medicine Clinics, 15(1), 41–57. https://doi.org/10.1016/j.jsmc.2019.11.005
  14. Chen, Z., Chi, G., Wang, L., Chen, S., Yan, J., and Li, S. (2022). The combinations of physical activity, screen time, and sleep, and their associations with self-reported physical fitness in children and adolescents. International Journal of Environmental Research and Public Health, 19(10), 5783. https://doi.org/10.3390/ijerph19105783
  15. Christensen, M. A., Bettencourt, L., Kaye, L., Moturu, S. T., Nguyen, K. T., Olgin, J. E., Pletcher, M. J., and Marcus, G. M. (2016). Direct measurements of smartphone screen-time: Relationships with demographics and sleep. PLOS One, 11(11), e0165331. https://doi.org/10.1371/journal.pone.0165331
  16. Cook, B. G., Li, D., and Heinrich, K. M. (2015). Obesity, physical activity, and sedentary behavior of youth with Learning Disabilities and ADHD. Journal of Learning Disabilities, 48(6), 563–576. https://doi.org/10.1177/0022219413518582
  17. Dana, A., and Christodoulides, E. (2020). The effects of a period of selected physical activity on improving manipulative and locomotor skills of children with neuropsychological Learning Disabilities. Journal of Rehabilitation Sciences and Research, 7(1), 25–30.
  18. Dong, Q., Liu, H., and Fu, Q. (2025). Associations between physical fitness and different aspects of screen time in children and adolescents. Scientific Reports, 15(1), 1-9. https://doi.org/10.1038/s41598-025-11625-3
  19. Dursun, O. B., Ogutlu, H., and Esin, I. S. (2015). Validity and reliability of the Turkish version of the Childhood Chronotype Questionnaire. Eurasian Journal of Medicine, 47(1), 56–61. https://doi.org/10.5152/EAJM.2014.0061
  20. Eken, Ö., Bozkurt, O., Türkmen, M., Kurtoglu, A., Alotaibi, M. H., and Elkholi, S. M. (2024). Post-lunch napping as a strategy to enhance physiological performance and cognitive function in elite volleyball players. Medicina, 60(10), 1-15 https://doi.org/10.3390/medicina60101698
  21. Eken, Ö., Ceylan, H. İ., Kurtoğlu, A., and Šimenko, J. (2024). The effect of time of day on Special Judo Fitness Test in active judokas: Evaluation in terms of chronotype. Chronobiology International, 41(1), 61–71. https://doi.org/10.1080/07420528.2023.2276196
  22. Eken, Ö., Öncü, M., Kurtoğlu, A., Bozkurt, O., Türkmen, M., and Aldhahi, M. I. (2025). The acute effects of 25- versus 60-minute naps on agility and vertical jump performance in elite youth soccer players: The role of individual chronotype. Life, 15(3), 422. https://doi.org/10.3390/life15030422
  23. Fairclough, S. J., Dumuid, D., Taylor, S., Curry, W., McGrane, B., Stratton, G., Maher, C., and Olds, T. (2017). Fitness, fatness and the reallocation of time between children’s daily movement behaviors: an analysis of compositional data. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1-12 https://doi.org/10.1186/s12966-017-0521-z
  24. Faul, F., Erdfelder, E., Lang, A.-G., and Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146
  25. Getchell, B. (1979). Physical Fitness: A Way of Life. Second Edition. John Wiley and Sons, Inc., One Wiley Drive, Somerset, New Jersey.
  26. Hale, L., and Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews, 21, 50–58. https://doi.org/10.1016/j.smrv.2014.07.007
  27. Hjetland, G. J., Skogen, J. C., Hysing, M., and Sivertsen, B. (2021). The association between self-reported screen time, social media addiction, and sleep among Norwegian university students. Frontiers in Public Health, 9, 1-12. https://doi.org/10.3389/fpubh.2021.794307
  28. Huang, C.J., Tu, H.Y., Hsueh, M.C., Chiu, Y.H., Huang, M.Y., and Chou, C.C. (2020). Effects of acute aerobic exercise on executive function in children with and without Learning Disability: A randomized controlled trial. Adapted Physical Activity Quarterly, 37(4), 404–422. https://doi.org/10.1123/apaq.2019-0108
  29. Janků, K., Šmotek, M., Fárková, E., and Kopřivová, J. (2020). Block the light and sleep well: Evening blue light filtration as a part of cognitive behavioral therapy for insomnia. Chronobiology International, 37(2), 248–259. https://doi.org/10.1080/07420528.2019.1692859
  30. Jelle Vuijk, P., Hartman, E., Mombarg, R., Scherder, E., and Visscher, C. (2011). Associations between academic and motor performance in a heterogeneous sample of children with Learning Disabilities. Journal of Learning Disabilities, 44(3), 276–282. https://doi.org/10.1177/0022219410378446
  31. Kelley, G. A., and Kelley, K. S. (2017). Exercise and sleep: a systematic review of previous meta‐analyses. Journal of Evidence-Based Medicine, 10(1), 26–36. https://doi.org/10.1111/jebm.12236
  32. Kurtoğlu, A., Eken, Ö., Türkmen, M., Çar, B., Setiawan, E., Yermakhanov, B., Alotaibi, M. H., and Elkholi, S. M. (2024). Chronotype as a predictor of athletic performance in youth with mild Intellectual Disabilities. Frontiers in Physiology, 15, 1-10. https://doi.org/10.3389/fphys.2024.1405595
  33. McDowell, M. (2018). Specific learning disability. Journal of Paediatrics and Child Health, 54(10), 1077–1083. https://doi.org/10.1111/jpc.14168
  34. McKay, A. K. A., Stellingwerff, T., Smith, E. S., Martin, D. T., Mujika, I., Goosey-Tolfrey, V. L., Sheppard, J., and Burke, L. M. (2022). Defining training and performance caliber: A participant classification framework. International Journal of Sports Physiology and Performance, 17(2), 317–331. https://doi.org/10.1123/ijspp.2021-0451
  35. Nuvoli, V., Camanni, M., Mariani, I., Ponte, S., Black, M., and Lazzerini, M. (2025). Digital screen exposure in infants, children and adolescents: A systematic review of existing recommendations. Public Health in Practice, 10, 1-10. https://doi.org/10.1016/j.puhip.2025.100653
  36. Shah, N. M., Bennett, C., Hassan, H., and Kaltsakas, G. (2023). Sleep disorders and exercise: A mini-review. Journal of Thoracic Disease, 15(10), 5863–5872. https://doi.org/10.21037/jtd-23-17
  37. Shanahan, P., Ahmad, S., Smith, K., Palod, S., and Fife‐Schaw, C. (2023). The prevalence of sleep disorders in adults with learning disabilities: A systematic review. British Journal of Learning Disabilities, 51(3), 344–367. https://doi.org/10.1111/bld.12480
  38. Silvani, M. I., Werder, R., and Perret, C. (2022). The influence of blue light on sleep, performance and wellbeing in young adults: A systematic review. Frontiers in Physiology, 13, 1-21. https://doi.org/10.3389/fphys.2022.943108
  39. Strasburger, V. C., Hogan, M. J., Mulligan, D. A., Ameenuddin, N., Christakis, D. A., Cross, C., Fagbuyi, D. B., Hill, D. L., Levine, A. E., McCarthy, C., Moreno, M. A., and Swanson, W. S. L. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958–961. https://doi.org/10.1542/peds.2013-2656
  40. Tanaka, C., Tremblay, M. S., Okuda, M., and Tanaka, S. (2020). Association between 24‐hour movement guidelines and physical fitness in children. Pediatrics International, 62(12), 1381–1387. https://doi.org/10.1111/ped.14322
  41. Tosini, G., Ferguson, I., and Tsubota, K. (2016). Effects of blue light on the circadian system and eye physiology. Molecular Vision, 22, 61–72.
  42. Türkmen, M., Eken, Ö., and Kurtoğlu, A. (2025a). Investigation of physical activity participation, blue light exposure, and sleep disorders in children with Intellectual Disabilities. Turkish Journal of Sports Medicine, 60(4), 122–127.
  43. Türkmen, M., Eken, Ö., Bozkurt, O., Kurtoğlu, A., and Eken, İ. (2025b). Circadian rhythm and physical performance in visually impaired individuals: A review study. Journal of History School, 18(74), 427–446. https://doi.org/10.29228/joh.77174
  44. Türkmen, M., and Kaya, M. (2024). Examination of the relationship between physical activity level and social skills level of individuals diagnosed with Special Learning Disability. Turkish Academic Publications Journal, 8(2), 246–262. https://doi.org/10.29329/tayjournal.2024.653.03
  45. Ullrich-French, S. C., Power, T. G., Daratha, K. B., Bindler, R. C., and Steele, M. M. (2010). Examination of adolescents’ screen time and physical fitness as independent correlates of weight status and blood pressure. Journal of Sports Sciences, 28(11), 1189–1196. https://doi.org/10.1080/02640414.2010.487070
  46. Watson, A. M. (2017). Sleep and Athletic Performance. Current Sports Medicine Reports, 16(6), 413–418. https://doi.org/10.1249/JSR.0000000000000418
  47. Webster, E. K., Martin, C. K., and Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006
  48. Westendorp, M., Hartman, E., Houwen, S., Smith, J., and Visscher, C. (2011). The relationship between gross motor skills and academic achievement in children with Learning Disabilities. Research in Developmental Disabilities, 32(6), 2773–2779. https://doi.org/10.1016/j.ridd.2011.05.032
  49. West, K. E., Jablonski, M. R., Warfield, B., Cecil, K. S., James, M., Ayers, M. A., Maida, J., Bowen, C., Sliney, D. H., Rollag, M. D., Hanifin, J. P., and Brainard, G. C. (2011). Blue light from light-emitting diodes elicits a dose-dependent suppression of melatonin in humans. Journal of Applied Physiology, 110(3), 619–626. https://doi.org/10.1152/japplphysiol.01413.2009
  50. Wiggs, L., and Stores, G. (1996). Severe sleep disturbance and daytime challenging behavior in children with severe Learning Disabilities. Journal of Intellectual Disability Research, 40(6), 518–528. https://doi.org/10.1111/j.1365-2788.1996.tb00662.x
  51. Xu, F., Adams, S. K., Cohen, S. A., Earp, J. E., and Greaney, M. L. (2019). Relationship between physical activity, screen time, and sleep quantity and quality in US adolescents aged 16–19. International Journal of Environmental Research and Public Health, 16(9), 1524. https://doi.org/10.3390/ijerph16091524
  52. Zavada, A., Gordijn, M. C. M., Beersma, D. G. M., Daan, S., and Roenneberg, T. (2009). Comparison of the Munich Chronotype Questionnaire with the Horne‐Östberg’s morningness‐eveningness. Chronobiology International, 22(2), 267–278. https://doi.org/10.1081/CBI-200053536