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Teachers’ Perspective on Strategies to Reduce Sedentary Behavior in Educational Institutions

Author

Listed:
  • Nastja Podrekar

    (Human Health in the Built Environment, InnoRenew CoE, 6310 Izola, Slovenia
    Faculty of Health Sciences, University of Primorska, 6310 Izola, Slovenia)

  • Kaja Kastelic

    (Human Health in the Built Environment, InnoRenew CoE, 6310 Izola, Slovenia
    Andrej Marusic Institute, University of Primorska, 6000 Koper, Slovenia)

  • Nejc Šarabon

    (Human Health in the Built Environment, InnoRenew CoE, 6310 Izola, Slovenia
    Faculty of Health Sciences, University of Primorska, 6310 Izola, Slovenia)

Abstract

Standing desks and physical activity breaks can counteract the negative consequences of sedentarism at school. However, the implementation of these strategies should not restrict the pedagogical process. The aim of this study was to assess teachers’ perspectives on strategies to reduce sedentary behavior (SB) of students in the classroom. An online survey was conducted, and the answers were analyzed using descriptive statistics and frequency distribution. The relationships between the variables were assessed using Spearman’s coefficient and a chi-square test. Most teachers believed that a student–furniture mismatch was present. The most common reasons given for not using standing desks were concerns about desks being uncommon and their potential to disrupt the class. However, the majority of the teachers believed it feasible to perform physical activity (PA) breaks during classes. Further intervention studies are needed to determine for which courses the use of standing desks are feasible, for what time periods standing desks should be used, and the appropriate number and layout of standing desks in classrooms.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:22:p:8407-:d:444605
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    References listed on IDEAS

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    1. 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.
    2. 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.
    3. 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.
    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. Abdullah Assiri & Ahmed A. Mahfouz & Nabil J. Awadalla & Ahmed Y. Abouelyazid & Medhat Shalaby & Ahmed Abogamal & Abdullah Alsabaani & Fatima Riaz, 2019. "Classroom Furniture Mismatch and Back Pain Among Adolescent School-Children in Abha City, Southwestern Saudi Arabia," IJERPH, MDPI, vol. 16(8), pages 1-9, April.
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    1. D. L. I. H. K. Peiris & Yanping Duan & Corneel Vandelanotte & Wei Liang & Min Yang & Julien Steven Baker, 2022. "Effects of In-Classroom Physical Activity Breaks on Children’s Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Tr," IJERPH, MDPI, vol. 19(15), pages 1-27, August.

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