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Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?

Author

Listed:
  • Ann M. Swartz

    (Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
    Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA)

  • Nathan R. Tokarek

    (Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA)

  • Krista Lisdahl

    (Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA)

  • Hotaka Maeda

    (Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA)

  • Scott J. Strath

    (Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA
    Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA)

  • Chi C. Cho

    (Center for Aging and Translational Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA)

Abstract

The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. Methods : This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary. Results : A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary ( p < 0.001) and less active ( p < 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time ( p = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk. Conclusion : The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:6:p:933-:d:214103
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    References listed on IDEAS

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    1. 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.
    2. 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.
    3. 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. 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.
    3. Alexander L. Wallace & Ann M. Swartz & Chi C. Cho & Christine M. Kaiver & Ryan M. Sullivan & Krista M. Lisdahl, 2022. "Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design," IJERPH, MDPI, vol. 19(9), pages 1-10, May.
    4. 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.
    5. Ann M. Swartz & Nathan R. Tokarek & Scott J. Strath & Krista M. Lisdahl & Chi C. Cho, 2020. "Attentiveness and Fidgeting While Using a Stand-Biased Desk in Elementary School Children," IJERPH, MDPI, vol. 17(11), pages 1-13, June.
    6. Nathan R. Tokarek & Chi C. Cho & Scott J. Strath & Ann M. Swartz, 2022. "The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children," IJERPH, MDPI, vol. 19(13), pages 1-12, June.

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