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Bi-Directionality between Physical Activity within School and Fundamental Movement Skills in School-Aged Students: A Cross-Lagged Study
Article

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

1
Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA
2
Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA
3
Center for Aging and Translational Research, University of Wisconsin, Milwaukee, WI 53211, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Timothy A. Brusseau
Int. J. Environ. Res. Public Health 2022, 19(13), 7689; https://doi.org/10.3390/ijerph19137689
Received: 7 April 2022 / Revised: 20 June 2022 / Accepted: 21 June 2022 / Published: 23 June 2022
(This article belongs to the Special Issue Physical Activity and Health in Children)
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. View Full-Text
Keywords: student; environment; sedentary; sit; intervention; free living; movement student; environment; sedentary; sit; intervention; free living; movement
MDPI and ACS Style

Tokarek, N.R.; Cho, C.C.; Strath, S.J.; Swartz, A.M. The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children. Int. J. Environ. Res. Public Health 2022, 19, 7689. https://doi.org/10.3390/ijerph19137689

AMA Style

Tokarek NR, Cho CC, Strath SJ, Swartz AM. The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children. International Journal of Environmental Research and Public Health. 2022; 19(13):7689. https://doi.org/10.3390/ijerph19137689

Chicago/Turabian Style

Tokarek, Nathan R., Chi C. Cho, Scott J. Strath, and Ann M. Swartz. 2022. "The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children" International Journal of Environmental Research and Public Health 19, no. 13: 7689. https://doi.org/10.3390/ijerph19137689

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