Standing desks in a grade 4 classroom
ISPAH ePoster Library. Parry S. 10/15/18; 225326; 272
Dr. Sharon Parry
Dr. Sharon Parry
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Abstract
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Abstract IntroductionExcessive sedentary behaviour and insufficient physical activity are associated with higher rates of obesity, depression and musculoskeletal discomfort in children. Modifying school sitting time has the potential to positively influence the health of children. This study examined the impact of a standing desk intervention on children’s standing and sitting time at school, sedentary time and physical activity during waking hours and musculoskeletal discomfort.MethodMale participants (47 boys, aged 10-11 years) from a single Independent boys’ school took part in a within-subjects crossover study. Participants were allocated either a standing desk or traditional seated desk for 21 days and then changed desks for an additional 21 days. Participants wore two accelerometers (thigh and hip mounted) and twice daily musculoskeletal discomfort ratings were collected during the last seven days of each condition.ResultsWhen students used standing desks, standing time was 21 minutes/school day greater (p<0.001) and sitting time was 24 minutes/school day lower (p=0.003) compared to sitting at traditional desks. There were no significant differences in overall sedentary time or physical activity during waking hours between the standing and sitting conditions. Participants were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52-0.74).ConclusionThe use of standing desks significantly reduced sitting and discomfort and increased standing during school hours, although total waking sitting exposure did not change. Classroom standing desks have the potential to positively influence the health of children and develop good movement habits into adulthood.
Abstract IntroductionExcessive sedentary behaviour and insufficient physical activity are associated with higher rates of obesity, depression and musculoskeletal discomfort in children. Modifying school sitting time has the potential to positively influence the health of children. This study examined the impact of a standing desk intervention on children’s standing and sitting time at school, sedentary time and physical activity during waking hours and musculoskeletal discomfort.MethodMale participants (47 boys, aged 10-11 years) from a single Independent boys’ school took part in a within-subjects crossover study. Participants were allocated either a standing desk or traditional seated desk for 21 days and then changed desks for an additional 21 days. Participants wore two accelerometers (thigh and hip mounted) and twice daily musculoskeletal discomfort ratings were collected during the last seven days of each condition.ResultsWhen students used standing desks, standing time was 21 minutes/school day greater (p<0.001) and sitting time was 24 minutes/school day lower (p=0.003) compared to sitting at traditional desks. There were no significant differences in overall sedentary time or physical activity during waking hours between the standing and sitting conditions. Participants were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52-0.74).ConclusionThe use of standing desks significantly reduced sitting and discomfort and increased standing during school hours, although total waking sitting exposure did not change. Classroom standing desks have the potential to positively influence the health of children and develop good movement habits into adulthood.
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