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The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children

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  • Nathan R. Tokarek

    (Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA
    Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA)

  • Chi C. Cho

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

  • Scott J. Strath

    (Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA
    Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA
    Center for Aging and Translational Research, University of Wisconsin, Milwaukee, WI 53211, USA)

  • Ann M. Swartz

    (Department of Kinesiology, College of Health Sciences, University of Wisconsin, Milwaukee, WI 53211, USA
    Physical Activity and Health Research Lab, University of Wisconsin, Milwaukee, WI 53211, USA
    Center for Aging and Translational Research, University of Wisconsin, Milwaukee, WI 53211, USA)

Abstract

The purpose of this secondary analysis was to assess whether students’ use of stand-biased desks during the school day influenced physical activity (PA) and sedentary behaviors (SB) during the afterschool period. By using a crossover design consisting of two 9-week intervention periods, 99 participants from grades 3, 4, and 6 were randomly assigned by their teacher to either a traditional (Group 1; sit–stand) or stand-biased (Group 2; stand–sit) desk in the classroom. The desk type then switched between intervention periods. Afterschool PA and SB were measured by accelerometry at baseline (fall) and following both intervention periods at post I (winter) and post II (spring). Independent sample t -tests and mixed-effects modeling were applied at a significance value of p < 0.05 to detect differences between groups. No significant differences in afterschool SB, light-intensity PA (LPA), or moderate- to vigorous-intensity PA (MVPA) were found between groups. There were also no significant two- or three-way interaction effects detected between desk assignment, time, and afterschool SB, LPA, or MVPA. Stand-biased desks in the classroom were not detrimental to children’s afterschool PA and SB.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:13:p:7689-:d:845911
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    References listed on IDEAS

    as
    1. 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.
    2. 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.
    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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