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Standing Desks in a Grade 4 Classroom over the Full School Year

Author

Listed:
  • Sharon Parry

    (School of Physiotherapy and Exercise Science, Curtin University, Kent Street, Bentley, Perth WA 6102, Australia)

  • Beatriz IR de Oliveira

    (School of Physiotherapy and Exercise Science, Curtin University, Kent Street, Bentley, Perth WA 6102, Australia)

  • Joanne A. McVeigh

    (School of Occupational Therapy, Curtin University, Speech Therapy and Social Work, Kent Street, Bentley, Perth WA 6102, Australia
    Movement Science Laboratory, School of Physiology, University of Witwatersrand, Johannesburg, Gauteng 2188, South Africa)

  • Joyln Ee

    (School of Physiotherapy and Exercise Science, Curtin University, Kent Street, Bentley, Perth WA 6102, Australia)

  • Angela Jacques

    (School of Physiotherapy and Exercise Science, Curtin University, Kent Street, Bentley, Perth WA 6102, Australia)

  • Leon Straker

    (School of Physiotherapy and Exercise Science, Curtin University, Kent Street, Bentley, Perth WA 6102, Australia)

Abstract

School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the short and medium term. The aim of this repeated-measures crossover design study was to assess the sit-stand behaviour, waking sedentary time and physical activity, and musculoskeletal discomfort at the start and the end of a full school year following the provision of standing desks into a Grade 4 classroom. Accelerometry and musculoskeletal discomfort were measured in both standing and traditional desk conditions at the start and at the end of the school year. At both time points, when students used a standing desk, there was an increase in standing time (17–26 min/school day) and a reduction in sitting time (17–40 min/school day). There was no significant difference in sit-stand behaviour during school hours or sedentary time and physical activity during waking hours between the start and the end of the school year. Students were less likely to report discomfort in the neck and shoulders when using a standing desk and this finding was consistent over the full school year. The beneficial effects of using a standing desk were maintained over the full school year, after the novelty of using a standing desk had worn off.

Suggested Citation

  • Sharon Parry & Beatriz IR de Oliveira & Joanne A. McVeigh & Joyln Ee & Angela Jacques & Leon Straker, 2019. "Standing Desks in a Grade 4 Classroom over the Full School Year," IJERPH, MDPI, vol. 16(19), pages 1-12, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:19:p:3590-:d:270549
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    References listed on IDEAS

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    1. Katharina Wick & Oliver Faude & Susanne Manes & Lukas Zahner & Lars Donath, 2018. "I Can Stand Learning: A Controlled Pilot Intervention Study on the Effects of Increased Standing Time on Cognitive Function in Primary School Children," IJERPH, MDPI, vol. 15(2), pages 1-12, February.
    2. Lauren Arundell & Jo Salmon & Jenny Veitch & Anna Timperio, 2019. "The Relationship between Objectively Measured and Self-Reported Sedentary Behaviours and Social Connectedness among Adolescents," IJERPH, MDPI, vol. 16(2), pages 1-11, January.
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    Cited by:

    1. Nastja Podrekar & Kaja Kastelic & Nejc Šarabon, 2020. "Teachers’ Perspective on Strategies to Reduce Sedentary Behavior in Educational Institutions," IJERPH, MDPI, vol. 17(22), pages 1-11, November.
    2. 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.
    3. Terry Guirado & Camille Chambonnière & Jean-Philippe Chaput & Lore Metz & David Thivel & Martine Duclos, 2021. "Effects of Classroom Active Desks on Children and Adolescents’ Physical Activity, Sedentary Behavior, Academic Achievements and Overall Health: A Systematic Review," IJERPH, MDPI, vol. 18(6), pages 1-31, March.

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