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Impact of an 8-Month Trial Using Height-Adjustable Desks on Children’s Classroom Sitting Patterns and Markers of Cardio-Metabolic and Musculoskeletal Health

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  • Ana María Contardo Ayala

    (Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Burwood, VIC 3125, Australia)

  • Jo Salmon

    (Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Burwood, VIC 3125, Australia)

  • Anna Timperio

    (Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Burwood, VIC 3125, Australia)

  • Bronwyn Sudholz

    (Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Burwood, VIC 3125, Australia)

  • Nicola D. Ridgers

    (Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Burwood, VIC 3125, Australia)

  • Parneet Sethi

    (Physical Activity Laboratory, Baker IDI Heart and Diabetes Institute, Melbourne, VIC 3004, Australia)

  • David W. Dunstan

    (Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Burwood, VIC 3125, Australia
    Physical Activity Laboratory, Baker IDI Heart and Diabetes Institute, Melbourne, VIC 3004, Australia
    Mary MacKillop Institute for Health Research, Australian Catholic University, Melbourne, VIC 3000, Australia)

Abstract

During school hours, children can sit for prolonged and unbroken periods of time. This study investigated the impact of an 8-month classroom-based intervention focusing on reducing and breaking-up sitting time on children’s cardio-metabolic risk factors (i.e., body mass index, waist circumference, blood pressure) and perceptions of musculoskeletal discomfort. Two Year-6 classes (24 students per class) in one primary school were assigned to either an intervention or control classroom. The intervention classroom was equipped with height-adjustable desks and the teacher was instructed in the delivery of pedagogical strategies to reduce and break-up sitting in class. The control classroom followed standard practice using traditional furniture. At baseline, and after 8-months, time spent sitting, standing, stepping, and sitting-bouts (occasions of continuous sitting) as well as the frequency of sit-to-stand transitions were obtained from activPAL inclinometers and the time spent in light-intensity physical activity was obtained from ActiGraph accelerometers. Demographics and musculoskeletal characteristics were obtained from a self-report survey. Hierarchical linear mixed models found that during class-time, children’s overall time spent sitting in long bouts (>10 min) were lower and the number of sit-to-stand transitions were higher in the intervention group compared to the control group, while no changes were observed for musculoskeletal pain/discomfort. No significant intervention effects were found for the anthropometrics measures and blood pressure. Height-adjustable desks and pedagogical strategies to reduce/break-up sitting can positively modify classroom sitting patterns in children. Longer interventions, larger and varied sample size may be needed to show health impacts; however, these desks did not increase musculoskeletal pain/discomfort.

Suggested Citation

  • Ana María Contardo Ayala & Jo Salmon & Anna Timperio & Bronwyn Sudholz & Nicola D. Ridgers & Parneet Sethi & David W. Dunstan, 2016. "Impact of an 8-Month Trial Using Height-Adjustable Desks on Children’s Classroom Sitting Patterns and Markers of Cardio-Metabolic and Musculoskeletal Health," IJERPH, MDPI, vol. 13(12), pages 1-15, December.
  • Handle: RePEc:gam:jijerp:v:13:y:2016:i:12:p:1227-:d:84904
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    References listed on IDEAS

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    2. Mark E. Benden & Hongwei Zhao & Christina E. Jeffrey & Monica L. Wendel & Jamilia J. Blake, 2014. "The Evaluation of the Impact of a Stand-Biased Desk on Energy Expenditure and Physical Activity for Elementary School Students," IJERPH, MDPI, vol. 11(9), pages 1-15, September.
    3. Benden, M.E. & Blake, J.J. & Wendel, M.L. & Huber, J.C., 2011. "The impact of stand-biased desks in classrooms on calorie expenditure in children," American Journal of Public Health, American Public Health Association, vol. 101(8), pages 1433-1436.
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    Cited by:

    1. Paula Schwenke & Michaela Coenen, 2022. "Influence of Sit-Stand Tables in Classrooms on Children’s Sedentary Behavior and Teacher’s Acceptance and Feasibility: A Mixed-Methods Study," IJERPH, MDPI, vol. 19(11), pages 1-18, May.
    2. Nathan R. Tokarek & Chi C. Cho & Scott J. Strath & Ann M. Swartz, 2022. "The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children," IJERPH, MDPI, vol. 19(13), pages 1-12, June.
    3. Ann M. Swartz & Nathan R. Tokarek & Krista Lisdahl & Hotaka Maeda & Scott J. Strath & Chi C. Cho, 2019. "Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?," IJERPH, MDPI, vol. 16(6), pages 1-14, March.
    4. Tetsuhiro Kidokoro & Yasuo Shimizu & Kanako Edamoto & Michael Annear, 2019. "Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children," IJERPH, MDPI, vol. 16(11), pages 1-12, May.
    5. Bruno P. Moura & Rogério L. Rufino & Ricardo C. Faria & Jeffer E. Sasaki & Paulo Roberto S. Amorim, 2019. "Can Replacing Sitting Time with Standing Time Improve Adolescents’ Cardiometabolic Health?," IJERPH, MDPI, vol. 16(17), pages 1-10, August.
    6. Aron P. Sherry & Natalie Pearson & Nicola D. Ridgers & William Johnson & Sally E. Barber & Daniel D. Bingham & Liana C. Nagy & Stacy A. Clemes, 2020. "Impacts of a Standing Desk Intervention within an English Primary School Classroom: A Pilot Controlled Trial," IJERPH, MDPI, vol. 17(19), pages 1-18, September.

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