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Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students

Author

Listed:
  • Katie R. Hosteng

    (Department of Health and Human Physiology, University of Iowa, Iowa City, IA 52242, USA)

  • Alison Phillips Reichter

    (Department of Health and Human Physiology, University of Iowa, Iowa City, IA 52242, USA)

  • Jacob E. Simmering

    (Pulmonary, Critical Care, and Occupational Medicine, Department of Internal Medicine, University of Iowa, Iowa City, IA 52242, USA)

  • Lucas J. Carr

    (Department of Health and Human Physiology, University of Iowa, Iowa City, IA 52242, USA)

Abstract

Acute bouts of uninterrupted sitting has been associated with discomfort and fatigue in adult populations. However, little is known regarding the impact of uninterrupted sitting on such outcomes among college students. Understanding these relations would be useful for informing best practice and future interventions. The present study explored the relation between uninterrupted sitting and perceived levels of physical discomfort and sleepiness among college students in a real classroom setting. We recruited 54 undergraduate students enrolled in a single class at a Midwestern university. Participants remained seated throughout a 2.5 h lecture while completing the Stanford Sleepiness Scale (SSS) and General Comfort Scale (GCS) every 15 min. Linear mixed effect model analyses were used to determine the relations between the independent and dependent variables and the duration at which students reported significant impairments in discomfort and/or sleepiness. Classroom sitting time was associated with increases in discomfort ( r = 0.28, p < 0.01) and sleepiness ( r = 0.30, p < 0.01). Students reported significant impairments in discomfort and sleepiness after 75 and 15 min, respectively. These findings support further research into the acceptability, feasibility and efficacy of interventions designed to interrupt classroom sitting on discomfort, sleepiness and measures of academic performance.

Suggested Citation

  • Katie R. Hosteng & Alison Phillips Reichter & Jacob E. Simmering & Lucas J. Carr, 2019. "Uninterrupted Classroom Sitting is Associated with Increased Discomfort and Sleepiness Among College Students," IJERPH, MDPI, vol. 16(14), pages 1-10, July.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:14:p:2498-:d:248069
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    References listed on IDEAS

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    1. Emiliano Mazzoli & Wei-Peng Teo & Jo Salmon & Caterina Pesce & Jason He & Tal Dotan Ben-Soussan & Lisa M. Barnett, 2019. "Associations of Class-Time Sitting, Stepping and Sit-to-Stand Transitions with Cognitive Functions and Brain Activity in Children," IJERPH, MDPI, vol. 16(9), pages 1-20, April.
    2. Roberto M. Benzo & Allene L. Gremaud & Matthew Jerome & Lucas J. Carr, 2016. "Learning to Stand: The Acceptability and Feasibility of Introducing Standing Desks into College Classrooms," IJERPH, MDPI, vol. 13(8), pages 1-11, August.
    3. Bates, Douglas & Mächler, Martin & Bolker, Ben & Walker, Steve, 2015. "Fitting Linear Mixed-Effects Models Using lme4," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 67(i01).
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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. Maike Paulus & Jule Kunkel & Steffen C. E. Schmidt & Philip Bachert & Hagen Wäsche & Rainer Neumann & Alexander Woll, 2021. "Standing Breaks in Lectures Improve University Students’ Self-Perceived Physical, Mental, and Cognitive Condition," IJERPH, MDPI, vol. 18(8), pages 1-13, April.
    3. Matthew S. Chrisman & Robert Wright & William Purdy, 2021. "College Classroom Instructors Can Effectively Promote Standing among Students Provided with Standing Desks," IJERPH, MDPI, vol. 18(9), pages 1-12, April.

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