Modifying the classroom environment to increase standing and reduce sitting

Aminian, Saeideh; Hinckson, Erica; Stewart, Tom

doi:10.1080/09613218.2015.1058093

Cited by 55 publications

(126 citation statements)

References 49 publications

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“…Based on Centers for Disease Control and Prevention BMIfor-age percentiles, 28 3 samples had a normal mean BMI (BMI ≥5th and <85th percentiles). 25,26,29 Three other samples were overweight/obese (BMI ≥85th percentile), 27,30,31 and 2 additional studies did not report BMI or height and weight measures to derive BMI. 24,32 Geographically, 4 studies were conducted in the United States, 2 in New Zealand, 1 in Germany, and 1 article reported individual findings from Australia and England.…”

Section: Literature Search Resultsmentioning

confidence: 99%

“…Race/ethnicity was reported in 3 studies and ranged from 23.0% to 70.3% white. [25][26][27] Anthropometric measurements (weight, height, and waist circumference) were reported in 6 studies. Based on Centers for Disease Control and Prevention BMIfor-age percentiles, 28 3 samples had a normal mean BMI (BMI ≥5th and <85th percentiles).…”

Section: Literature Search Resultsmentioning

confidence: 99%

“…[30][31][32] The other design was a "sit-to-stand" desk that incorporated both an adjustable standing desk and stool, and some desks included a swinging foot pendulum that permits extra movement and helps to correct posture. [24][25][26][27]29 There were no marked differences in outcomes between standing desk or sit-tostand desk designs; henceforth, the term "standing desk" is used to represent both types of desks. Where applicable, the control condition for each study was a traditional seated desk.…”

Section: Characteristics Of the Relevant Studies Identifi Edmentioning

confidence: 99%

“…In these studies, traditional desks were replaced with standing desks, but floor mats, exercise balls, and beanbags were also available for children to use if tired. 27,32 With the exception of 1 study, 32 all interventions were <1 year in duration (range: 1-15 months). Sedentary behavior and physical activity data were collected in each study by using at least 1 type of objective measurement (eg, accelerometers, pedometers).…”

Section: Characteristics Of the Relevant Studies Identifi Edmentioning

confidence: 99%

“…24,25,27,30,31 In addition to the standing desk intervention, 3 interventions included other nontraditional furniture to induce an activity-permissive and comfortable classroom. 27,31,32 In 1 of these studies, the effect of 3 classroom arrangements, including a traditional sitting desk, standing desk, and an activity-permissive classroom, were examined, and results were reported for each condition. 31 In the other study, the effects of attending school in a traditional classroom compared with an activitypermissive school environment were examined.…”

Section: Characteristics Of the Relevant Studies Identifi Edmentioning

confidence: 99%

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Classroom Standing Desks and Sedentary Behavior: A Systematic Review

et al. 2016

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CONTEXT: Reducing sedentary behaviors, or time spent sitting, is an important target for health promotion in children. Standing desks in schools may be a feasible, modifiable, and acceptable environmental strategy to this end. OBJECTIVE:To examine the impact of school-based standing desk interventions on sedentary behavior and physical activity, health-related outcomes, and academic and behavioral outcomes in school-aged children.DATA SOURCES: Ovid Embase, Medline, PsycINFO, Web of Science, Global Health, and CINAHL. STUDY SELECTION:Full-text peer-reviewed journal publications written in English; samples of school-aged youth (5-18 years of age); study designs including the same participants at baseline and follow-up; and use of a standing desk as a component of the intervention.DATA EXTRACTION: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. RESULTS:Eight studies satisfied selection criteria and used quasi-experimental (n = 4), randomized controlled trial (n = 3), and pre-post, no control (n = 1) designs. When examined, time spent standing increased in all studies (effect sizes: 0.38-0.71), while sitting time decreased from a range of 59 to 64 minutes (effect sizes: 0.27-0.49). Some studies reported increased physical activity and energy expenditure and improved classroom behavior.LIMITATIONS: One-half of the studies had nonrandomized designs, and most were pilot or feasibility studies.CONCLUSIONS: This initial evidence supports integrating standing desks into the classroom environment; this strategy has the potential to reduce sitting time and increase standing time among elementary schoolchildren. Additional research is needed to determine the impact of standing desks on academic performance and precursors of chronic disease risk.

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Section: Literature Search Resultsmentioning

confidence: 99%

Section: Literature Search Resultsmentioning

confidence: 99%

Section: Characteristics Of the Relevant Studies Identifi Edmentioning

confidence: 99%

Section: Characteristics Of the Relevant Studies Identifi Edmentioning

confidence: 99%

Section: Characteristics Of the Relevant Studies Identifi Edmentioning

confidence: 99%

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Classroom Standing Desks and Sedentary Behavior: A Systematic Review

et al. 2016

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Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing

Kariippanon

Cliff

Lancaster

et al. 2017

Learning Environ Res

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Classroom-based physical activity and teachers’ instructions on students’ movement in conventional classrooms and open learning spaces

Hartikainen

Haapala

Poikkeus

et al. 2022

Learning Environ Res

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As a result of educational reforms in many countries, including Finland, new or renovated comprehensive schools have increasingly begun to incorporate open and flexible designs and principles. Multipurpose and adaptable open learning spaces can provide children with amplified opportunities to be physically active during general education. Classroom-based physical activity has been associated with better academic-related outcomes and students’ on-task behaviour, while overall physical activity has been associated with better health. In the present study, we investigated the effects of classroom type, gender and grade level on classroom-based physical activity, and the associations between systematically-observed teachers’ instructions about students’ movement and classroom-based physical activity. The participants consisted of 182 3rd and 5th grade students in one school with open learning space and two schools with conventional classrooms. Overall, classroom-based physical activity, assessed with accelerometery, was not higher in open learning space than in conventional classrooms. However, 5th grade students had more sedentary time and less moderate-to-vigorous physical activity in open learning spaces than conventional classrooms, but both 3rd and 5th graders had more breaks from sedentary time in open learning spaces than conventional classrooms. Girls were more sedentary than boys, while 5th graders were less physically active than 3rd graders. Teachers’ instructions regarding 5th graders’ movement in open learning spaces were more restrictive and both 3rd and 5th graders had more instructed transitions in open learning spaces. In conventional classrooms, students had more teacher-organised physical activity. Teachers’ restrictive guidance was associated with less light physical activity, while teachers’ organised physical activity was associated with more moderate-to-vigorous physical activity.

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Modifying the classroom environment to increase standing and reduce sitting

Cited by 55 publications

References 49 publications

Classroom Standing Desks and Sedentary Behavior: A Systematic Review

Classroom Standing Desks and Sedentary Behavior: A Systematic Review

Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing

Classroom-based physical activity and teachers’ instructions on students’ movement in conventional classrooms and open learning spaces

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