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

Jolyn Ee; Sharon Parry; Beatriz Ir de Oliveira; Joanne A McVeigh; Erin Howie; Leon Straker

doi:10.3390/ijerph15081668

Back

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

Journal article

Open access

Peer reviewed

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

Jolyn Ee, Sharon Parry, Beatriz Ir de Oliveira, Joanne A McVeigh, Erin Howie and Leon Straker

International journal of environmental research and public health, Vol.15(8), 1668

2018

DOI: https://doi.org/10.3390/ijerph15081668

PMID: 30082657

Files and links (1)

pdf

Published941.78 kBDownload View

Open Access CC BY V4.0

Abstract

Accelerometry

Child

Cross-Over Studies

Equipment and Supplies - statistics & numerical data

Exercise

Humans

Male

Musculoskeletal Diseases - epidemiology

Musculoskeletal Diseases - etiology

Schools

Sedentary Behavior

Sitting Position

Standing Position

Students - statistics & numerical data

Western Australia - epidemiology

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.

Details

Title: Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time?
Authors/Creators: Jolyn Ee - Curtin University
Sharon Parry - Curtin University
Beatriz Ir de Oliveira - Curtin University
Joanne A McVeigh - Curtin University
Erin Howie - Murdoch University, School of Allied Health
Leon Straker - Curtin University
Publication Details: International journal of environmental research and public health, Vol.15(8), 1668
Publisher: MDPI
Identifiers: 991005929916507891
Murdoch Affiliation: School of Allied Health
Language: English
Resource Type: Journal article

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

Source: SDGs in the Output

Metrics

1 Record Views

30 Times Cited - Web of Science