Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students.

Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs that may provide possibilities to reduce sedentary behavior among students during lessons. Cross-sectional associations of classroom type on accelerometry assessed sedentary bout durations and sit-to-stand transitions were investigated in 191 third and fifth grade students recruited from one school with open learning spaces and two schools with conventional classrooms. A three-way ANOVA for classroom type, gender and grade level indicated that students in open learning spaces had more 1-to-4-min sedentary bouts (mean difference 1.8 bouts/h, p < 0.001), fewer >10-min sedentary bouts (median 0.20 vs. 0.48 bouts/h, p = 0.004) and more sit-to-stand transitions (mean difference 0.9 STS/h, p = 0.009) than students in conventional learning spaces. Comparisons between schools by grade, which were conducted with a one-way ANCOVA adjusted for gender, indicated that most of the significant differences occurred between schools with different classroom types. There were only small and mostly statistically nonsignificant differences between the two schools with conventional classrooms. In conclusion, open learning spaces may improve children's sedentary profiles towards shorter sedentary bout durations and facilitate also postural transitions during lessons, which may translate into beneficial health impacts over a longer period.

Comparison of Classroom-Based Sedentary Time and Physical Activity in Conventional Classrooms and Open Learning Spaces Among Elementary School Students.

European children and adolescents spend most of their daily life and especially their school hours being sedentary which may increase their risk for chronic non-communicable diseases later in life. After the curriculum reform of Finnish basic education in 2014, most of the new or renovated comprehensive schools in Finland incorporate open and flexible classroom designs. Their open learning spaces may provide students opportunities to reduce sedentary behavior during school hours. Thus, waist-worn accelerometers were used to assess classroom-based sedentary time (ST), the number of breaks from sedentary time (BST), and physical activity (PA) among cross-sectional samples of 3rd and 5th grade students during two separate academic years in a school that underwent a renovation from conventional classrooms to open learning spaces. The cohort of 5th grade students before renovation had a smaller proportion of ST from total classroom time (56.97 ± 12.24%, n = 42 vs. 67.68 ± 5.61%, n = 28, mean difference = 10.71%-points, 95%CI = -15.65 to-5.77, p < 0.001), a greater number of BST per 60 min of classroom time (7.41 ± 1.16 breaks/h vs. 9.19 ± 1.59 breaks/h, mean difference = -1.78 breaks/h, 95%CI = -2.486 to -1.079, p < 0.001) and a greater proportion of light intensity PA (28.66 ± 9.99% vs. 22.56 ± 4.59%, mean difference = 6.10%, 95%CI = 2.56 to 9.64, p = 0.001) than the 5th grade cohort assessed after renovation. The cohort of 3rd grade student had a greater proportion of moderate-to-vigorous intensity PA (MVPA) after the renovation compared to the cohort assessed before the renovation [Mean Rank (Before) = 27.22, Mean Rank (After) = 37.58, U =524.0, p = 0.033]. Despite the greater ST found in 5th graders, schools with open learning spaces may facilitate BST or MVPA as observed in the 5th and 3rd grade cohorts in open learning spaces compared to the cohorts in conventional classrooms, respectively. Future studies should seek to investigate and develop teacher practices to capitalize the potential of open classrooms to reduce ST, since classroom renovation alone may not be a sufficient intervention as of itself. Longitudinal studies utilizing randomized controlled trials are warranted.

Associations of fitness, motor competence, and adiposity with the indicators of physical activity intensity during different physical activities in children.

We investigated the associations of peak oxygen uptake (V̇O2peak), ventilatory threshold (VT), muscle strength, motor competence (MC), and adiposity with the indicators of PA intensity during different physical activities used to create absolute PA intensity cut-offs among 35 children 7-11-years-of-age. V̇O2peak was defined as the highest V̇O2 achieved in the maximal cardiopulmonary exercise test (CPET) on a cycle ergometer, self-paced running, or running on a treadmill at 8 km/h. VT was defined from the CPET data. Peak isometric knee extensor and flexor strength was assessed by a dynamometer, MC by the Körperkoordination test für Kinder tests, and body composition by the bioelectrical impedance analysis. PA intensity was assessed using V̇O2 as a % of V̇O2reserve or V̇O2 at VT, mean amplitude deviation (MAD) measured by accelerometry, metabolic equivalent of task (MET), and muscle activity measured by textile electromyography during walking or running on a treadmill at 4, 6, and 8 km/h, playing hopscotch, walking up and down the stairs, self-paced walking, and self-paced running. Children with lower V̇O2peak, V̇O2 at VT, and MC operated at higher intensity level during given physical task than their peers with higher fitness and MC when PA intensity was expressed using relative PA intensity using V̇O2 as a % of V̇O2reserve or V̇O2 at VT (p < 0.05). MAD and METs during different tasks were not able to discriminate PA intensity between children with varying levels of physical fitness or MC. Traditionally used absolute measures of PA intensity based on accelerometry or MET underestimated PA intensity in children with lower V̇O2peak, V̇O2 at VT, and MC.