Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?

Ann M. Swartz, Nathan R. Tokarek, Krista Lisdahl, Hotaka Maeda, Scott J. Strath and Chi C. Cho
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Ann M. Swartz: Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
Nathan R. Tokarek: Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
Krista Lisdahl: Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
Hotaka Maeda: Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
Scott J. Strath: Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
Chi C. Cho: Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA

IJERPH, 2019, vol. 16, issue 6, 1-14

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.

Keywords: actigraphy; children; control group; sedentary lifestyle; standing; intervention; school (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

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