Reducing children's classroom sitting time using sit-to-stand desks: findings from pilot studies in UK and Australian primary schools

Clemes, Stacy A.; Barber, Sally; Bingham, Daniel D.; Ridgers, Nicola D.; Fletcher, Elly; Pearson, Natalie; Salmon, Jo; Dunstan, David W.

doi:10.1093/pubmed/fdv084

Cited by 86 publications

(215 citation statements)

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“…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%

“…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%

“…[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%

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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%

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Classroom Standing Desks and Sedentary Behavior: A Systematic Review

et al. 2016

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“…Schools are frequently used as contexts for promoting children's health due to the ability to maximise reach, availability of existing resources, and possibility of curricular integration and sustainability (Fairclough et al, 2013). Children spend a large proportion of the school day seated and it is estimated that in primary schools children are seated for 50-70% of their time in the classroom (Clemes et al, 2015). Integration of physical activity into normal academic classroom time could break up or reduce sitting and may have added academic benefits such as improved attention to task, motivation and enjoyment of learning, and attainment in certain subjects (Grieco, Jowers, Errisuriz, & Bartholomew, 2016;Martin & Murtagh, 2017;Mullender-Wijnsma et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…MI can also include more extensive activities where lessons incorporate physical activity into the delivery of academic content, for example by counting steps walked around the room to estimate distance. As well as these more traditional MI approaches, environmental restructuring via the introduction of standing desks (Clemes et al, 2015;Sherry, Pearson, & Clemes, 2016) or activity equipment (McCrady-Spitzer, Manohar, Koepp, & Levine, 2014) into the classroom has also been trialled to promote a reduction in sitting and an increase in standing and/or stepping. Delivery of MI in primary schools, although likely influenced by senior school leaders and colleagues, is largely under the control of the classroom teacher.…”

Section: Introductionmentioning

confidence: 99%

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

Routen

Johnston

Glazebrook

et al. 2018

International Journal of Educational Research

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Children sit for extended periods in the school classroom. Movement integration (MI) methods (e.g. active breaks, physically active lessons) could be used to break/reduce sitting time and improve classroom behaviour and engagement.Limited evidence is available on teacher perceptions of what influences the implementation of MI. Interviewed primary school teachers reported factors perceived to influence implementation at a variety of levels including individual (e.g. teacher and pupil characteristics, time, behavioural management) and school (e.g. whole school approach; and external to school expectations). In addition suggestions for increasing adoption and implementation of MI (e.g. communicating MI initiatives to schools) were identified.

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Does walking improve diagnosis of skin conditions at varying levels of medical expertise?

Kaminska

Rikers

2020

Adv in Health Sci Educ

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The use of walking workstations in educational and work settings has been shown to improve cognitive abilities. At the same time, it has been repeatedly shown that medical residents around the world do not meet exercise guidelines, mainly due to a scarcity of available free time. Our study investigates the boundaries of the previously observed phenomenon of improved cognitive performance with physical activity using materials that represent real life tasks. Participants had different level of expertise and involved second year psychology students, medical students, and family medicine residents. We examined the effect of being physically inactive (i.e., sitting) or active (i.e., walking) while diagnosing multiple complex presentations of four skin conditions. We assumed that being physically active, irrespective of the level of expertise, will bolster diagnostic performance. Our findings show, however, that being physically active does not change the performance level of participants with different levels of medical expertise. Implications for medical education and suggestions for further research will be discussed.

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Reducing children's classroom sitting time using sit-to-stand desks: findings from pilot studies in UK and Australian primary schools

Cited by 86 publications

References 30 publications

Classroom Standing Desks and Sedentary Behavior: A Systematic Review

Classroom Standing Desks and Sedentary Behavior: A Systematic Review

Teacher perceptions on the delivery and implementation of movement integration strategies: The CLASS PAL (Physically Active Learning) Programme

Does walking improve diagnosis of skin conditions at varying levels of medical expertise?

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