Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?
Int J Environ Res Public Health. 2019 Mar 15 ;16(6). Epub 2019 Mar 15. PMID: 30875890
Ann M Swartz
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.: 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.: 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 (<0.001) and less active (<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 (= 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.: The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary.