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Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

Author

Listed:
  • Tetsuhiro Kidokoro

    (Department of Health & Physical, Education College of Arts & Science, International Christian University, 3-10-2 Osawa, Mitaka, Tokyo 181-8585, Japan)

  • Yasuo Shimizu

    (Department of Health & Physical, Education College of Arts & Science, International Christian University, 3-10-2 Osawa, Mitaka, Tokyo 181-8585, Japan)

  • Kanako Edamoto

    (Department of Education, Faculty of Letters, Kanazawa Gakuin University, 10 Sue-machi, Kanazawa, Ishikawa 920-1392, Japan)

  • Michael Annear

    (Department of Health & Physical, Education College of Arts & Science, International Christian University, 3-10-2 Osawa, Mitaka, Tokyo 181-8585, Japan)

Abstract

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F (1, 36) = 4.95, p = 0.035, η 2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:11:p:1892-:d:235188
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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. Wendel, M.L. & Benden, M.E. & Zhao, H. & Jeffrey, C., 2016. "Stand-biased versus seated classrooms and childhood obesity: A randomized experiment in Texas," American Journal of Public Health, American Public Health Association, vol. 106(10), pages 1849-1854.
    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.
    4. 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.
    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.
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    Cited by:

    1. 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.
    2. 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.
    3. Hiroya Kono & Kento Furuta & Takumi Sakamoto & Shin-ya Ueda, 2023. "Effects of Standing after a Meal on Glucose Metabolism and Energy Expenditure," IJERPH, MDPI, vol. 20(20), pages 1-10, October.
    4. Michael Annear, 2022. "Sedentary Behavior and Physical Inactivity in the Asia-Pacific Region: Current Challenges and Emerging Concerns," IJERPH, MDPI, vol. 19(15), pages 1-6, July.
    5. 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.
    6. Mara Kirschner & Rianne H.J. Golsteijn & Sanne M. Sijben & Amika S. Singh & Hans H.C.M. Savelberg & Renate H.M. de Groot, 2021. "A Qualitative Study of the Feasibility and Acceptability of Implementing ‘Sit-To-Stand’ Desks in Vocational Education and Training," IJERPH, MDPI, vol. 18(3), pages 1-16, January.
    7. Tetsuhiro Kidokoro & Noriyuki Fuku & Toshio Yanagiya & Tomonari Takeshita & Mizuki Takaragawa & Michael Annear & Tian Xiaojie & Luka B. Waiganjo & Lamec F. Bogonko & Juliet K. Isika & Mbithe D. Kigaru, 2020. "Physical Activity and Sedentary Behaviour Patterns among Kenyan and Japanese Children: A Comprehensive Cross-Country Comparison," IJERPH, MDPI, vol. 17(12), pages 1-19, June.
    8. Alberto Grao-Cruces & María J. Velázquez-Romero & Fernando Rodríguez-Rodríguez, 2020. "Levels of Physical Activity during School Hours in Children and Adolescents: A Systematic Review," IJERPH, MDPI, vol. 17(13), pages 1-23, July.

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