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Int. J. Environ. Res. Public Health 2018, 15(2), 356; https://doi.org/10.3390/ijerph15020356

I Can Stand Learning: A Controlled Pilot Intervention Study on the Effects of Increased Standing Time on Cognitive Function in Primary School Children

1
Institute of Psychosocial Medicine and Psychotherapy, University Hospital, Friedrich-Schiller-University Jena, 07743 Jena, Germany
2
Department of Sport, Exercise and Health, University of Basel, 4052 Basel, Switzerland
3
Institute of Exercise Training and Computer Science in Sport, German Sport University Cologne, 50933 Köln, Germany
*
Author to whom correspondence should be addressed.
Received: 23 December 2017 / Revised: 5 February 2018 / Accepted: 12 February 2018 / Published: 17 February 2018
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Abstract

Sedentarism is considered an independent cardiovascular risk factor. Thus, the present study investigated the effects of employing standing desks in classrooms on cognitive function. The intervention class (IG; n = 19) was supplied with standing desks and balance pads for 11 weeks. The control class (CG; n = 19) received lessons as usual. Standing time was assessed objectively (accelerometers) and subjectively (self-report sheets, external classroom observers). The impact of standing on the digit span task and Eriksen flanker task was analysed. The standing time of the IG was higher during the school day in comparison to the CG (lesson: p = 0.004; break: p = 0.003). The intra-class correlation coefficient between self-reports and external observation was high (ICC = 0.94). The IG improved slightly on the Digit Span Task compared to CG. Employing standing desks for at least 1 h per school day serves as a feasible and effective opportunity to improve cognitive function. View Full-Text
Keywords: physical activity; sit-stand desk; sedentarism; self-reported data; subjective measures; objective measures; bias; cognitive function; school setting; adolescence physical activity; sit-stand desk; sedentarism; self-reported data; subjective measures; objective measures; bias; cognitive function; school setting; adolescence
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Wick, K.; Faude, O.; Manes, S.; Zahner, L.; Donath, L. I Can Stand Learning: A Controlled Pilot Intervention Study on the Effects of Increased Standing Time on Cognitive Function in Primary School Children. Int. J. Environ. Res. Public Health 2018, 15, 356.

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