Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior? Int J Environ Res Public Health 2019 Mar 15;16(6)
Date
03/17/2019Pubmed ID
30875890Pubmed Central ID
PMC6466009DOI
10.3390/ijerph16060933Scopus ID
2-s2.0-85062971759 (requires institutional sign-in at Scopus site) 15 CitationsAbstract
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.
Author List
Swartz AM, Tokarek NR, Lisdahl K, Maeda H, Strath SJ, Cho CCAuthor
Nathan Tokarek in the CTSI department at Medical College of Wisconsin - CTSIMESH terms used to index this publication - Major topics in bold
ChildCluster Analysis
Cross-Over Studies
Exercise
Female
Humans
Male
Schools
Students
Wisconsin
