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Article

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

1
Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
2
Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
3
Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2019, 16(6), 933; https://doi.org/10.3390/ijerph16060933
Received: 21 February 2019 / Revised: 11 March 2019 / Accepted: 12 March 2019 / Published: 15 March 2019
(This article belongs to the Section Health Behavior, Chronic Disease and Health Promotion)
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. View Full-Text
Keywords: actigraphy; children; control group; sedentary lifestyle; standing; intervention; school actigraphy; children; control group; sedentary lifestyle; standing; intervention; school
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MDPI and ACS Style

Swartz, A.M.; Tokarek, N.R.; Lisdahl, K.; Maeda, H.; Strath, S.J.; Cho, C.C. Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior? Int. J. Environ. Res. Public Health 2019, 16, 933. https://doi.org/10.3390/ijerph16060933

AMA Style

Swartz AM, Tokarek NR, Lisdahl K, Maeda H, Strath SJ, Cho CC. Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior? International Journal of Environmental Research and Public Health. 2019; 16(6):933. https://doi.org/10.3390/ijerph16060933

Chicago/Turabian Style

Swartz, Ann M., Nathan R. Tokarek, Krista Lisdahl, Hotaka Maeda, Scott J. Strath, and Chi C. Cho 2019. "Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?" International Journal of Environmental Research and Public Health 16, no. 6: 933. https://doi.org/10.3390/ijerph16060933

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