The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children

Nathan R. Tokarek, Chi C. Cho, Scott J. Strath and Ann M. Swartz
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Nathan R. Tokarek: Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA
Chi C. Cho: Center for Aging and Translational Research, University of Wisconsin, Milwaukee, WI 53211, USA
Scott J. Strath: Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA
Ann M. Swartz: Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA

IJERPH, 2022, vol. 19, issue 13, 1-12

Abstract: The purpose of this secondary analysis was to assess whether students’ use of stand-biased desks during the school day influenced physical activity (PA) and sedentary behaviors (SB) during the afterschool period. By using a crossover design consisting of two 9-week intervention periods, 99 participants from grades 3, 4, and 6 were randomly assigned by their teacher to either a traditional (Group 1; sit–stand) or stand-biased (Group 2; stand–sit) desk in the classroom. The desk type then switched between intervention periods. Afterschool PA and SB were measured by accelerometry at baseline (fall) and following both intervention periods at post I (winter) and post II (spring). Independent sample t -tests and mixed-effects modeling were applied at a significance value of p < 0.05 to detect differences between groups. No significant differences in afterschool SB, light-intensity PA (LPA), or moderate- to vigorous-intensity PA (MVPA) were found between groups. There were also no significant two- or three-way interaction effects detected between desk assignment, time, and afterschool SB, LPA, or MVPA. Stand-biased desks in the classroom were not detrimental to children’s afterschool PA and SB.

Keywords: student; environment; sedentary; sit; intervention; free living; movement (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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