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Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design

Author

Listed:
  • Alexander L. Wallace

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

  • Ann M. Swartz

    (Department of Kinesiology, 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)

  • Christine M. Kaiver

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

  • Ryan M. Sullivan

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

  • Krista M. Lisdahl

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

Abstract

Background: There is emerging literature that standing desk interventions may help to improve cognitive performance in school-aged children. The current study examines how desks that promote standing affect cognition over the course of a school year in third, fourth, and sixth graders. Methods: Nighty-nine students between the ages of 8 and 12 (M = 10.23; 58% Male) were assigned to either stand-biased desks or traditional sitting desks. A within-classroom design was used with students switching desks after 9 weeks. Cognitive assessments and teacher behavioral ratings were administered at baseline and readministered before students switched desks and at the conclusion of the study. Results: There were no significant effects on cognition or behavioral ratings from standing-biased desk intervention. Grade significantly moderated the relationship between stand-biased desks and cognition in that third graders showed increased cognitive control ( p = 0.02, f 2 = 0.06). Further, sex moderated the relationship in that females at stand-biased desks showed increased cognitive control ( p = 0.03, f 2 = 0.04). Conclusions: These results suggest that stand-biased desks impact cognition depending on grade and sex, indicating a complex relationship that should be teased out further in future research. Stand-biased desks showed moderate improvements in cognition and no deleterious effects, suggesting that they may be a helpful classroom intervention for children in elementary school.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:9:p:5684-:d:810218
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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. 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.
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