Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?
Int J Environ Res Public Health
; 16(6)2019 03 15.
Article
em En
| MEDLINE
| ID: mdl-30875890
ABSTRACT
The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. Methods:
This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary.Results:
A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary (p < 0.001) and less active (p < 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time (p = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk.Conclusion:
The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Estudantes
/
Exercício Físico
/
Comportamento Sedentário
/
Postura Sentada
/
Posição Ortostática
Tipo de estudo:
Clinical_trials
Limite:
Child
/
Female
/
Humans
/
Male
País/Região como assunto:
America do norte
Idioma:
En
Ano de publicação:
2019
Tipo de documento:
Article