Data Sources: Canadian Community Health Survey 2000 & 2001, 2003, 2005, 2007 & 2008, 2009 & 2010, 2011 & 2012, 2013 & 2014, Statistics Canada, Share File, Ontario Ministry of Health and LongTerm Care
Sample: Residents 20 years and over in the KFL&A area.
Released: April 2016
Introduction  
The Canadian Sedentary Behaviour Guidelines suggest that Canadians should reduce the amount of time they spent in sedentary activities, such as a prolonged sitting, watching television or videos, and computer use, in order to reduce their health risks.^{1} Although no limits are specified for adults, it is recommended that children and youth aged 5 to 17 years limit their sedentary activities to no more than 2 hours per day.  
Time spent on computers  
Figure A. Number of hours spent on a computer per week (excluding work or school) in adults, 20+, KFL&A
Interpretation for Figure A.In 2011 & 2012 in KFL&A, 23.6% (18.9, 29.0) of the population 20+ spent 11 hours or more on computers per week, excluding school or work. The number of hours adults spend on computers is increasing over time. Figure B. Number of hours spent on a computer per week (excluding work or school) in adults, 20+, Ontario
Interpretation for Figure B.In 2011 & 2012 in Ontario, 24.3% (23.4, 25.1) of the population 20+ spent 11 hours or more on computers per week, excluding school or work. The number of hours adults spend on computers is increasing over time.  
Time spent watching television or videos  
Figure C. Number of hours on spent watching television or videos per week (excluding work or school) in adults, 20+, KFL&A
*Use with caution due to high variability. Interpretation for Figure C.In 2011 & 2012 in KFL&A, 32.5% (27.4, 38.0) of the population 20+ spent 11 hours or more watching television or videos per week, excluding school or work. The number of hours adults spend watching television or videos is decreasing over time. Figure D. Number of hours spent watching television or videos per week (excluding work or school) in adults, 20+, Ontario
Interpretation for Figure D.In 2011 & 2012 in Ontario, 30.6% (29.7, 31.4) of the population 20+ spent 11 hours or more watching television or videos per week, excluding school or work. The number of hours adults spend on computers is increasing over time.  
Time spent reading  
Figure E. Number of hours spent reading per week (excluding work or school) in adults, 20+, KFL&A
Interpretation for Figure E.In 2011 & 2012 in KFL&A, 19.4% (15.7, 23.8) of the population 20+ spent 11 hours or more reading per week, excluding school or work. The number of hours adults spend reading per week has remained fairly constant over time. Figure F. Number of hours spent reading per week (excluding work or school) in adults, 20+, Ontario
Interpretation for Figure F.In 2011 & 2012 in Ontario, 16.8% (16.1, 17.6) of the population 20+ spent 11 hours or more reading per week, excluding school or work. The proportion of adults spending 3 to 10 hours reading per week increased slightly from 2007 & 2008 to 2011 & 2012.  
Total hours spent on computers, watching television or videos, or reading per week  
Figure G. Total hours spent on computers, watching television or videos, or reading per week (excluding work or school) in adults, 20+, KFL&A
Interpretation for Figure G.In 2011 & 2012 in KFL&A, 79.2% (74.2, 83.5) of the population 20+ spent 14 hours or more on computers, watching television or videos, or reading per week, excluding school or work. The proportion of adults spending 14 hours or more on these activities has increased since 2003. Figure H. Total hours spent on computers, watching television or videos, or reading per week (excluding work or school) in adults, 20+, Ontario
Interpretation for Figure H.In 2011 & 2012 in Ontario, 77.8% (76.9, 78.7) of the population 20+ spent 14 hours or more on computers, watching television or videos, or reading per week, excluding school or work. The proportion of adults spending 14 hours or more on these activities has increased over time.  
Confidence intervals explained  
Researchers look at the "confidence levels" of percentages being compared to decide if there is a statistically significant difference between percentages. A statistically significant difference means that:
In this report, 95% confidence intervals will accompany each percentage in all figures and tables. This interval represents the range in which we are 95% confident the true percentage will fall within. In tables, the 95% confidence intervals will be written with the percentage, followed by the 95% confidence interval range in brackets (e.g., 25% (12.3, 32.4)). In figures, the 95% confidence interval is represented by vertical bars in each bar line.  
References  
