Impacts of a Standing Desk Intervention within an English Primary School Classroom
A Pilot Controlled Trial
Datos Bibliográficos
| ID | 15468616 |
|---|---|
| Autores | Aron P Sherry (0000-0001-7489-253X, Loughborough University, autor de correspondencia), Natalie Pearson (0000-0002-6226-5755, Loughborough University), Nicola D Ridgers (0000-0001-5713-3515, Deakin University), William Johnson (0000-0002-0347-4354, Loughborough University), Sally Barber (0000-0001-9872-6106, Bradford Teaching Hospitals NHS Foundation Trust), Daniel D Bingham (0000-0002-5809-7357, Bradford Teaching Hospitals NHS Foundation Trust), Liana Nagy (0000-0002-5495-7460, Oxford Brookes University), Liana C Nagy (Oxford Brookes University), Stacy A Clemes (0000-0001-5612-5898, Loughborough University) |
| Año | 2020 |
| Volumen | 17 |
| Número | 19 |
| Páginas | 7048-7048 |
| Fecha de publicación | 2020-09-26 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Environmental Research and Public Health (JOURNAL) |
| Identificadores de la revista | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Editorial | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph17197048 |
| PMID | 32993142 |
| OpenAlex | W3088684502 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 57 |
Traditional classroom furniture dictates that children predominantly sit during class time. This study evaluated the impact of providing standing desks within a deprived UK primary school setting over 8 months using mixed-method approaches. All children within a Year 5 class (9-10-year-olds, n = 30) received an adjustable sit-stand desk, while another Year 5 class ( n = 30) in a nearby school retained traditional furniture as a control classroom. At baseline, 4 months, and 8 months, activPAL monitors (PAL Technologies, Glasgow, UK) were worn for 7 days to provide time spent sitting and standing. Behavior-related mental health, musculoskeletal discomfort surveys, and a cognitive function test battery were also completed at all three timepoints. Intervention experiences from pupils and the teacher were captured using focus groups, interviews, and classroom observations. At both 4 months and 8 months, multi-level models revealed a reduction in class time sitting in the intervention group compared to the control group ((β (95%CI) 4 months -25.3% (-32.3, -18.4); 8 months -19.9% (-27.05, -12.9)). Qualitative data revealed challenges to teaching practicalities and a gradual decline in behavior-related mental health was observed (intervention vs. control: 4 months +5.31 (+2.55, +8.08); 8 months +7.92 (+5.18, +10.66)). Larger trials within similar high-priority settings are required to determine the feasibility and cost-effectiveness of providing standing desks to every child in the classroom
Class (philosophy · Desk · Focus group · Intervention (counseling · Mental health · Physical therapy · Psychiatry · Randomized controlled trial · Sitting · Test (biology · Children's Physical and Motor Development · Engineering · Ergonomics and Musculoskeletal Disorders · Medicine · Nursing · Occupational Health and Performance · Psychology
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| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 0,25 |
| Intervalo de citas | 2022 - 2022 (1) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |