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Randomized Controlled Trial
. 2019 Mar 15;16(6):933.
doi: 10.3390/ijerph16060933.

Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?

Ann M Swartz  1   2 , Nathan R Tokarek  3 , Krista Lisdahl  4 , Hotaka Maeda  5 , Scott J Strath  6   7 , Chi C Cho  8
Affiliations
Randomized Controlled Trial

Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?

Ann M Swartz et al. Int J Environ Res Public Health. .

Abstract

The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. Methods: This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary. Results: A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary (p < 0.001) and less active (p < 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time (p = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk. Conclusion: The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary.

Keywords: actigraphy; children; control group; intervention; school; sedentary lifestyle; standing.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Relationship between sedentary behavior at baseline and follow-up for students using traditional and stand-biased desks. (+ = Standing Desk; ○ = Traditional Desk).
Figure 2
Figure 2
Relationship between MVPA at baseline and follow-up for students using traditional and stand-biased desks. (+ = Standing Desk; ○ = Traditional Desk). Note: As MVPA is not normally distributed, the figure is shown in their natural log transformed scale.
See this image and copyright information in PMC

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