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In-Class Cycling to Augment College Student Academic Performance and Reduce Physical Inactivity: Results from an RCT

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  • Lanae Joubert

    (School of Health and Human Performance, Northern Michigan University, Marquette , MI 49855, USA)

  • Matthew Kilgas

    (Department of Kinesiology and Integrative Physiology, Michigan Technological University, Houghton, MI 49931, USA)

  • Alexandrea Riley

    (School of Health and Human Performance, Northern Michigan University, Marquette , MI 49855, USA)

  • Yuba Gautam

    (School of Health and Human Performance, Northern Michigan University, Marquette , MI 49855, USA)

  • Lars Donath

    (Institute of Training and Computer Science in Sport, German Sport University Cologne, 50933 Köln, Germany)

  • Scott Drum

    (School of Health and Human Performance, Northern Michigan University, Marquette , MI 49855, USA)

Abstract

Most college students sit 14 hours per week on average, excluding sedentary study time. Researchers observing workplace and elementary school settings with active workstations to combat sedentary behavior have shown enhanced cognition without distraction. Until now, incorporating active workstations in college classroom settings remained relatively unexplored. This study’s purpose was to assess academic performance using in-class stationary cycle desks during a semester-long lecture course. Twenty-one college students (19–24 years) enrolled in a lecture course volunteered and were split into traditional sit (SIT) and stationary cycle (CYC) groups randomly, matched on a calculated factor equal to a physical activity (PA) score (0–680) multiplied by grade point average (GPA; 4.0 scale). CYC pedaled a prescribed rate of perceived exertion (RPE) of less than 2 out of 10 during a 50-min lecture, 3 × week for 12 weeks. CYC averaged 42 min, 7.9 miles, and 1.7 RPE during class throughout the semester. No significant differences ( p > 0.05) were observed between CYC and SIT on in-class test scores or overall course grades. Although statistically insignificant, CYC had higher mean test scores and overall course grades vs. SIT (i.e., B + vs. B, respectively). Low intensity cycling during a college lecture course maintained student academic performance and possibly reduced weekly sedentary behavior time.

Suggested Citation

  • Lanae Joubert & Matthew Kilgas & Alexandrea Riley & Yuba Gautam & Lars Donath & Scott Drum, 2017. "In-Class Cycling to Augment College Student Academic Performance and Reduce Physical Inactivity: Results from an RCT," IJERPH, MDPI, vol. 14(11), pages 1-9, November.
    • Handle: RePEc:gam:jijerp:v:14:y:2017:i:11:p:1343-:d:117590
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    References listed on IDEAS

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    1. Avner Ben-Ner & Darla J Hamann & Gabriel Koepp & Chimnay U Manohar & James Levine, 2014. "Treadmill Workstations: The Effects of Walking while Working on Physical Activity and Work Performance," PLOS ONE, Public Library of Science, vol. 9(2), pages 1-11, February.
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    Cited by:

    1. Julia Lynch & Gráinne O’Donoghue & Casey L. Peiris, 2022. "Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 19(13), pages 1-15, June.
    2. Chelsea Carpenter & Sang-Eun Byun & Gabrielle Turner-McGrievy & Delia West, 2021. "An Exploration of Domain-Specific Sedentary Behaviors in College Students by Lifestyle Factors and Sociodemographics," IJERPH, MDPI, vol. 18(18), pages 1-11, September.
    3. Corina Nüesch & Jan-Niklas Kreppke & Annegret Mündermann & Lars Donath, 2018. "Effects of a Dynamic Chair on Chair Seat Motion and Trunk Muscle Activity during Office Tasks and Task Transitions," IJERPH, MDPI, vol. 15(12), pages 1-11, December.

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