Teachers’ Perspective on Strategies to Reduce Sedentary Behavior in Educational Institutions

Podrekar, Nastja; Kastelic, Kaja; Šarabon, Nejc

doi:10.3390/ijerph17228407

Cited by 8 publications

(8 citation statements)

References 42 publications

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“…As suggested by several authors, adjustable school furniture (chairs and/or desks) can prevent poor posture and ensure the well-being of students in the classroom [ 47, 50, 51 ]. Previous research has suggested adjustable school furniture solutions [ 52, 53 ], while its regular use in Slovenian schools is not yet common [ 15 ]. Thus, further development and effort are needed to achieve long-term implementation.…”

Section: Discussionmentioning

confidence: 99%

“…Unsuitable school desk is associated with neck and shoulder pain while too low backrest might be one of the factors influencing lower back pain [ 13, 14 ]. Awkward body posture of students, resulting from inappropriate school furniture, might also affect students’ attention and creativity [ 15 ]. On the other hand, if the students are using a more suitable school furniture, better academic performance can be achieved and musculoskeletal disorders can be reduced [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

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Ergonomic evaluation of school furniture in Slovenia: From primary school to university

Podrekar

Kastelic

Burnard

et al. 2022

WOR

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BACKGROUND: Adequate school furniture is important to prevent musculoskeletal discomfort among students. OBJECTIVE: The aim of the study was to assess the suitability of school furniture compared to body dimensions of students. METHODS: A cross-sectional study included a total of 442 students from primary school, secondary school, and university. Nine body dimensions along with five furniture dimensions were measured and equations for mismatch criteria were applied. RESULTS: In primary school, differences in body dimensions were more evident among students of different age, while in secondary school and university, differences between male and female students became more apparent. The mismatch for desk height ranged from 100.0% at primary school to 48.0% at university. Similarly, the seat height mismatch was the most evident in primary school (89.7% –94.6%), lower at university (52.0%) and the lowest in secondary school (18.0%). The seat depth mismatch was present among all groups, ranging from 23.1% to 40.4%, and was in general more pronounced in males. Seat to desk clearance mismatch was the most evident among secondary school students. In primary school, seat and desk height were generally too high for most of students. CONCLUSIONS: Specific differences in body dimensions among groups of students of different age and gender were observed and a high student-furniture mismatch was identified in all educational institutions. Implementation of adjustable school furniture, covering at least two size marks, is needed to provide ergonomic and healthy learning conditions and to further enhance the comfort and well-being of students in the classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Ergonomic evaluation of school furniture in Slovenia: From primary school to university

Podrekar

Kastelic

Burnard

et al. 2022

WOR

Self Cite

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“…Another surveyed teachers to understand their perceptions of using standing desks and activity breaks in primary/secondary school and university settings. [ 16 ]. Whilst there were concerns the desks could increase class disruption, most teachers believed standing desks and physical activity breaks were feasible in the classroom setting.…”

Section: Introductionmentioning

confidence: 99%

Making ‘being less sedentary feel normal’ –investigating ways to reduce adolescent sedentary behaviour at school: a qualitative study

Parrish

Okely

Salmon

et al. 2023

Int J Behav Nutr Phys Act

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Background Adolescents spend over 50% of a 24-hour period and 63% of the school day sedentary. Few comprehensive qualitative studies have explored teachers’ and students’ perceptions of potential strategies to reduce sedentary behaviour (SB) in the secondary school setting. This project aimed to elicit students’ and teachers’ perspectives of feasible and acceptable ways to encourage adolescents to “sit less and stand or move more” during the school day. Methods Students, teachers, and executives from four schools in the Illawarra and surrounding areas (New South Wales) Australia, were invited to participate. Focus group implementation used a participatory research design (‘problem and solution tree’). Participants were interviewed in three groups, younger adolescents, older adolescents and teachers/executives. Firstly the ‘problem’ (high rates of SB) was explained, participants were then asked to identify contributing school related factors, and to suggest feasible ideas to reduce SB during the school day. Results Fifty-five students (24 from Years 7/8 aged 12–14 years and 31 from Years 9/10 aged 14–16 years), and 31 teachers consented to participate. Thematic analysis elicited five main ‘problems’: lesson structure, non-conducive classroom environment/structure, non-conducive break-time environment, curricular pressures and school-related factors increasing sedentary behaviour outside of school. Suggested ‘solutions’ included: changes to classroom layout/furniture, pedagogical changes, hands-on learning, outdoor lessons, more comfortable uniforms, more breaks during class time, compulsory physical activity, and outdoor equipment. Conclusions The proposed solutions to reduce adolescent SB during the school day have potential to be feasibly implemented in the school setting, even with limited funding.

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“…Published reports of teachers’ perspectives of various in-classroom movement programmes have mainly been conducted in developed countries such as the USA [ 19 ], UK [ 20 ], Canada [ 21 ], Ireland [ 22 ], and Slovenia [ 23 ]. In general, these studies report a relatively positive attitude, and a wide-range in-classroom movement strategies being used by teachers.…”

Section: Introductionmentioning

confidence: 99%

Primary school learners’ movement during class time: perceptions of educators in the Western Cape, South Africa

Fisher,

Louw

2023

BMC Public Health

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Background Over the last decade, the efficacy of in-classroom movement interventions to reduce sedentary behaviour has been mainly conducted in high-income, developed countries. To date, there have been no published reports on the perceptions of principals and teachers regarding learners’ movement during class time to inform the implementation of classroom-based movement strategies to reduce sedentariness in South Africa. Methods A sample of primary school principals and grades 5 and 6 teachers from a range of socio-economic categories participated in this exploratory, descriptive qualitative study in the metro central district of the Western Cape Education Department in South Africa. Transcripts of individual depth interviews (IDIs) with principals and focus group discussions (FGDs) with teachers were coded using Atlast ti 9* software for qualitative analysis. Results Thirteen principals (13 IDIs) and 24 teachers (6 FGDs) participated in the study. Two main factors influencing in-classroom movement, namely teacher-related and structural factors, were identified. The teacher-related factors pertained to their classroom management practice, knowledge and beliefs about sitting, and management style influenced their role in delivering the curriculum and creating a classroom environment conducive for learning. Classroom factors pertained to classroom size, the number of learners in the class and the ergonomic utility of traditional classroom desks. Institutional expectations and acceptance of learners’ behaviour, and teachers’ practice were also notable contributing factors that influenced learners’ movement during class time. Conclusion Emerging evidence about the efficacy of in-classroom movement on sedentary behaviour and learning outcomes challenges traditional teacher practice that sitting is essential for the delivery of the curriculum and for creating an optimal learning environment. Teacher training about the behaviour control utility of in-classroom movement, and school management and policy supportive of in-classroom movement may encourage fidelity to in-classroom movement strategies.

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Teachers’ Perspective on Strategies to Reduce Sedentary Behavior in Educational Institutions

Cited by 8 publications

References 42 publications

Ergonomic evaluation of school furniture in Slovenia: From primary school to university

Ergonomic evaluation of school furniture in Slovenia: From primary school to university

Making ‘being less sedentary feel normal’ –investigating ways to reduce adolescent sedentary behaviour at school: a qualitative study

Primary school learners’ movement during class time: perceptions of educators in the Western Cape, South Africa

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