Cargando…

Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?

Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children’s standing and sitting time at school, sedentary and physical activity levels throughout the day (waking hours), and mu...

Descripción completa

Detalles Bibliográficos
Autores principales: Ee, Jolyn, Parry, Sharon, IR de Oliveira, Beatriz, McVeigh, Joanne A., Howie, Erin, Straker, Leon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6121556/
https://www.ncbi.nlm.nih.gov/pubmed/30082657
http://dx.doi.org/10.3390/ijerph15081668
_version_ 1783352495894953984
author Ee, Jolyn
Parry, Sharon
IR de Oliveira, Beatriz
McVeigh, Joanne A.
Howie, Erin
Straker, Leon
author_facet Ee, Jolyn
Parry, Sharon
IR de Oliveira, Beatriz
McVeigh, Joanne A.
Howie, Erin
Straker, Leon
author_sort Ee, Jolyn
collection PubMed
description Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children’s standing and sitting time at school, sedentary and physical activity levels throughout the day (waking hours), and musculoskeletal discomfort. A within-subjects crossover study design was used. Participants used either a standing desk or traditional seated desk for 21 days before swapping desks for another 21 days. Accelerometry and musculoskeletal discomfort data were collected during the last seven days of each 21-day period. Mixed models were used to analyse accelerometry data. Zero-inflated regression models and logistic regression models were used to analyse discomfort data. Forty-seven male students (aged 10–11 years) participated in the study. Standing time was 21 min/school day higher (p < 0.001) and sitting time was 24 min/school day lower (p = 0.003) when standing desks were used. No significant differences were found in sedentary and physical activity time during waking hours between the standing desk and seated desk conditions. Students were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52–0.74). Standing desks significantly increased classroom standing time and decreased musculoskeletal discomfort reports but had no overall effect on daily physical activity levels. Schools should consider moving towards classrooms enabling a variety of postures to potentially improve the long-term health of children.
format Online
Article
Text
id pubmed-6121556
institution National Center for Biotechnology Information
language English
publishDate 2018
publisher MDPI
record_format MEDLINE/PubMed
spelling pubmed-61215562018-09-07 Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time? Ee, Jolyn Parry, Sharon IR de Oliveira, Beatriz McVeigh, Joanne A. Howie, Erin Straker, Leon Int J Environ Res Public Health Article Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children’s standing and sitting time at school, sedentary and physical activity levels throughout the day (waking hours), and musculoskeletal discomfort. A within-subjects crossover study design was used. Participants used either a standing desk or traditional seated desk for 21 days before swapping desks for another 21 days. Accelerometry and musculoskeletal discomfort data were collected during the last seven days of each 21-day period. Mixed models were used to analyse accelerometry data. Zero-inflated regression models and logistic regression models were used to analyse discomfort data. Forty-seven male students (aged 10–11 years) participated in the study. Standing time was 21 min/school day higher (p < 0.001) and sitting time was 24 min/school day lower (p = 0.003) when standing desks were used. No significant differences were found in sedentary and physical activity time during waking hours between the standing desk and seated desk conditions. Students were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52–0.74). Standing desks significantly increased classroom standing time and decreased musculoskeletal discomfort reports but had no overall effect on daily physical activity levels. Schools should consider moving towards classrooms enabling a variety of postures to potentially improve the long-term health of children. MDPI 2018-08-06 2018-08 /pmc/articles/PMC6121556/ /pubmed/30082657 http://dx.doi.org/10.3390/ijerph15081668 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Ee, Jolyn
Parry, Sharon
IR de Oliveira, Beatriz
McVeigh, Joanne A.
Howie, Erin
Straker, Leon
Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?
title Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?
title_full Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?
title_fullStr Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?
title_full_unstemmed Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?
title_short Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?
title_sort does a classroom standing desk intervention modify standing and sitting behaviour and musculoskeletal symptoms during school time and physical activity during waking time?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6121556/
https://www.ncbi.nlm.nih.gov/pubmed/30082657
http://dx.doi.org/10.3390/ijerph15081668
work_keys_str_mv AT eejolyn doesaclassroomstandingdeskinterventionmodifystandingandsittingbehaviourandmusculoskeletalsymptomsduringschooltimeandphysicalactivityduringwakingtime
AT parrysharon doesaclassroomstandingdeskinterventionmodifystandingandsittingbehaviourandmusculoskeletalsymptomsduringschooltimeandphysicalactivityduringwakingtime
AT irdeoliveirabeatriz doesaclassroomstandingdeskinterventionmodifystandingandsittingbehaviourandmusculoskeletalsymptomsduringschooltimeandphysicalactivityduringwakingtime
AT mcveighjoannea doesaclassroomstandingdeskinterventionmodifystandingandsittingbehaviourandmusculoskeletalsymptomsduringschooltimeandphysicalactivityduringwakingtime
AT howieerin doesaclassroomstandingdeskinterventionmodifystandingandsittingbehaviourandmusculoskeletalsymptomsduringschooltimeandphysicalactivityduringwakingtime
AT strakerleon doesaclassroomstandingdeskinterventionmodifystandingandsittingbehaviourandmusculoskeletalsymptomsduringschooltimeandphysicalactivityduringwakingtime