Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

Author: Tetsuhiro Kidokoro; Yasuo Shimizu; Kanako Edamoto; Michael Annear
Language: English
Published: 2019
Source: Directory of Open Access Journals: DOAJ Articles
Online Access: https://www.mdpi.com/1660-4601/16/11/1892
https://doaj.org/toc/1660-4601
1660-4601
doi:10.3390/ijerph16111892
https://doaj.org/article/a4a60806aac44d638c8907e6dada695b
https://doi.org/10.3390/ijerph16111892
https://doaj.org/article/a4a60806aac44d638c8907e6dada695b
Identification number: ftdoajarticles:oai:doaj.org/article:a4a60806aac44d638c8907e6dada695b

Summary

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11−12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F (1, 36) = 4.95, p = 0.035, η 2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.