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Influence of Sit-Stand Tables in Classrooms on Children’s Sedentary Behavior and Teacher’s Acceptance and Feasibility: A Mixed-Methods Study

Author

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  • Paula Schwenke

    (Institute for Medical Information Processing, Biometry, and Epidemiology—IBE, Chair of Public Health and Health Services Research, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
    Pettenkofer School of Public Health, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany)

  • Michaela Coenen

    (Institute for Medical Information Processing, Biometry, and Epidemiology—IBE, Chair of Public Health and Health Services Research, LMU Munich, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany
    Pettenkofer School of Public Health, Elisabeth-Winterhalter-Weg 6, 81377 Munich, Germany)

Abstract

Children spend over 70% of their school day sitting, most of the time in the classroom. Even when meeting physical activity guidelines but sitting for long uninterrupted periods, children are at risk of poorer health outcomes. With an approach to create an active learning environment through the implementation of sit-stand tables, this exploratory mixed-methods study aims to evaluate a holistic concept for reducing sedentary time in schools by implementing sit-stand tables as well as to examine the feasibility and didactic usability in classroom settings. Children from eight German schools aged 7 to 10 in primary schools and 11 to 13 in secondary schools ( n = 211), allocated into control and intervention groups, were included in the study, as well as teachers ( n = 13). An accelerometer was used as a quantitative measure to assess sitting and standing times and sport motoric tests were taken. Qualitative interviews were performed with teachers regarding feasibility and acceptance of the sit-stand tables. Independent t -test analysis adjusted for age, sex and school type found that sitting times of children in the intervention group could be reduced (by 30.54 min per school day of 6 h, p < 0.001) within all school and age levels. Overall, implementing sit-stand tables in classrooms serves as a feasible and effective opportunity to reduce sedentary behaviour and create an active learning environment.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:11:p:6727-:d:828803
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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. 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.
    3. Ranjana K. Mehta & Ashley E. Shortz & Mark E. Benden, 2015. "Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks," IJERPH, MDPI, vol. 13(1), pages 1-10, December.
    4. 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.
    5. 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.
    6. Yu-Ling Chen & Keith Tolfrey & Natalie Pearson & Daniel D. Bingham & Charlotte Edwardson & Lorraine Cale & David Dunstan & Sally E. Barber & Stacy A. Clemes, 2021. "Stand Out in Class: Investigating the Potential Impact of a Sit–Stand Desk Intervention on Children’s Sitting and Physical Activity during Class Time and after School," IJERPH, MDPI, vol. 18(9), pages 1-14, April.
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