The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children
student, environment, sedentary, sit, intervention, free living, movement
The purpose of this secondary analysis was to assess whether students’ use of stand-biased desks during the school day influenced physical activity (PA) and sedentary behaviors (SB) during the afterschool period. By using a crossover design consisting of two 9-week intervention periods, 99 participants from grades 3, 4, and 6 were randomly assigned by their teacher to either a traditional (Group 1; sit–stand) or stand-biased (Group 2; stand–sit) desk in the classroom. The desk type then switched between intervention periods. Afterschool PA and SB were measured by accelerometry at baseline (fall) and following both intervention periods at post I (winter) and post II (spring). Independent sample t-tests and mixed-effects modeling were applied at a significance value of p < 0.05 to detect differences between groups. No significant differences in afterschool SB, light-intensity PA (LPA), or moderate- to vigorous-intensity PA (MVPA) were found between groups. There were also no significant two- or three-way interaction effects detected between desk assignment, time, and afterschool SB, LPA, or MVPA. Stand-biased desks in the classroom were not detrimental to children’s afterschool PA and SB.
Tokarek, Nathan R., Chi C. Cho, Scott J. Strath, and Ann M. Swartz. 2022. "The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children" International Journal of Environmental Research and Public Health 19, no. 13: 7689. https://doi.org/10.3390/ijerph19137689